ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Standards in Ghana&apos;s Initial Teacher Education Programme: Some Implementation Issues and Challenges
Author: Ananga, Eric Daniel
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Student Teachers,Tutors,National Standards,Educational Practices,Educational Policy,Teacher Competencies,Program Implementation

Ensuring high standards in the preparation of teachers is critical for the effective professional practice of the Ghanaian teacher. This study examines the National Teachers Standards (NTS) for teachers in Ghana with particular focus on the initial teacher education (ITE) programme, and how tutors and student teachers (mentees) apply the NTS. Adopting a mixed methods approach to the collection of data from participants (368 tutors, 3,600 students of whom 408 are mentees), the findings of this study show that not all of the tutors apply the NTS in their practice as expected. The study also found that few of the student teachers (mentees) demonstrate application of the NTS. In terms of policy, there is a need to deepen further training for tutors if they are all expected to implement the NTS as intended.
Omani EFL Learner Perceptions and Motivation toward Online Learning
Author: Behforouz, Behnam
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Second Language Learning,English (Second Language),Learning Motivation,Electronic Learning,COVID-19,Pandemics,Instructional Materials,Computer Mediated Communication,Online Courses,Technology Uses in Education,College Students

In early 2020, with the breakout of COVID-19, almost all the world institutions shifted to online learning and teaching. Besides the shortcomings, new learning and teaching method was introduced globally. 48 Omani participants of this study were the first batch of learners who have experienced online learning and teaching for the first time in their life. Therefore, this study tried to understand their levels of motivation and perceptions of online learning. The study also tried to find out the gender difference and the motivational level among the participants. Participants were sent two questionnaires through the Google form, and their responses were analyzed accordingly. The study revealed that Omani students were motivated to exchange learning and teaching materials through online platforms, and the female ones showed slightly more interest in online classes. In addition, the students showed positive perceptions toward and willingness to continue using online platforms for the learning process. Since they are the first group of students with online learning experiences, the study can motivate the teachers to focus on more digital contexts of their study, help them to focus on the design and preparation of materials for the digital community, and curriculum developers can introduce more practical learning and teaching techniques suitable for online education.
The Relationship between Innovation Skill and Entrepreneurship on Bachelor Students of Sports Education
Author: Ertekin, Alpaslan Baki
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Innovation,Entrepreneurship,Student Characteristics,Undergraduate Students,Physical Education,Athletics,Skill Development,Age Differences,Gender Differences,Departments,Academic Achievement,Student Attitudes,Foreign Countries

It is a fact that the concept of innovation, which is a necessity in every field today, is now indispensable in the sports sector. Especially, it is thought that determining the relationship between the innovation skills of the students in sports education institutions and the entrepreneurship of the students who are candidates to work in the sports sector is important in the development of innovation awareness of the students who will work in this field in the future. The aim of this study is to examine the relationship between innovation and entrepreneurship skills of individuals who receive sports education according to different variables. The study group was formed by the voluntary participation of 240 people, 161 males (67.1%) 79 females (32.9%), studying at the School of Physical Education and Sports at Istanbul Gelisim University, and selected by the purposeful sampling method. In addition to the personal information form, the Individual Innovativeness Scale (IIS) developed by Hurt et al. (1977) and adapted into Turkish by Sarioglu (2014), and the Entrepreneurship Scale (ES) developed by Yilmaz and Sünbül (2009) to measure the entrepreneurship levels of university students were used as data collection tools. After the data showed normal distribution, T-Test, ANOVA and Pearson Correlation Test were used in the analyses, and the Tukey test was used to determine the difference between the groups. According to the results, it was determined that the innovation skills and entrepreneurship levels of the individuals' varied according to different variables. As a result, it was determined that as the innovation skills of students studying at institutions providing sports education increased, their level of entrepreneurship also increased.
Student Belongingness in Higher Education: Lessons for Professors from the COVID-19 Pandemic
Author: Tice, Dianne
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Sense of Community,COVID-19,Pandemics,Distance Education,Web Based Instruction,Foreign Countries,Online Courses,Educational Technology,Attention,Videoconferencing,Group Discussion,Computer Mediated Communication,Teacher Student Relationship,Peer Relationship

&quot;To learn about X, observe what happens to the system when X is removed.&quot; What happens to the higher education student experience when, during a pandemic, so many of the avenues for building a sense of belonging are radically and fundamentally disrupted? How should we respond as individuals, a collective and a sector, to redress this? The national student survey data in Australia has highlighted a significant drop in learner engagement and their sense of belonging as a result of the pandemic. Indeed, the pandemic has been a significant point of anxiety for students, educators, and universities globally. We see the pandemic as a unique opportunity to critically examine belongingness among university students in a climate where their normal avenues to feel they belong need to establish a new kind of normal. In this article, we seek to articulate what can be learned from the pandemic experience about student belongingness and what instructors can do to improve it, even under difficult circumstances. We found opportunities to strengthen a students' sense of belonging in online environments, when necessary, and how responses within the constraints of lockdown and emergency remote teaching can still support student success.
Teaching Reading to African American Children: When Home and School Language Differ
Author: Washington, Julie A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Instruction,African American Students,Language Usage,Language of Instruction,Black Dialects,Literacy Education,Teaching Methods,Student Evaluation,Barriers,Curriculum,Racial Bias,Standard Spoken Usage,Cultural Differences,Socioeconomic Status,Well Being,Mental Health,Teacher Competencies,Knowledge Level,School Readiness,Instructional Materials,Culturally Relevant Education,Phonological Awareness,Phonemic Awareness,Phonics,Attention,Time on Task,Oral Reading

Teaching reading to children whose language differs from the oral language of the classroom and from the linguistic structure of academic text adds an additional layer of complexity to reading instruction. There is a large and growing body of evidence indicating that language variation impacts reading, spelling, and writing in predictable ways. In particular, it has been demonstrated that mismatches between the language variety spoken by many African American children in their homes and communities and the written language variety encountered in books and other text can slow the development of reading and writing. The focus of this article is the impact of one language variety, African American English (AAE), on literacy development and on teaching, assessing, and learning. The goal is to describe aspects of instruction, curricula, and assessment that may create obstacles to literacy for African American children (compounding the effects of other factors, such as growing up in systemically under-resourced neighborhoods) and to share ways to modify instructional practices to benefit AAE speakers in significant ways.
Transformative Social Emotional Learning: In Pursuit of Educational Equity and Excellence
Author: Jagers, Robert J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Equal Education,Educational Quality,Transformative Learning,Student Projects,Active Learning,Adult Learning,Principals,Teachers,Minority Groups,Diversity,Family (Sociological Unit),Family School Relationship,Cooperation,Community Programs

Imagine a school community in which all children and youth have equal opportunities to thrive. Social and cultural markers no longer negatively predict young people's academic, social, and emotional outcomes or their life chances. This is the community the authors aspire to build. Their work necessarily focuses on both youth and adult social and emotional learning (SEL) in school and community contexts, and on how to fully integrate academic, social, and emotional instruction. In this article, the authors first share their revised definition of SEL and their focus on identity, agency, belonging, collaborative problem solving, and curiosity. The authors then describe some considerations and directions for ongoing action research with some partnering school communities. These include co-constructing equitable learning environments via project-based learning and SEL for adults. The article concludes with some thoughts about next steps in ongoing research-practice partnership efforts.
Evaluation of First-Year University Students&apos; Engagement to Enhance Student Development
Author: Chong, Yenwan
Date: 2021-04-00
Type: Journal Articles
Subjects: College Freshmen,Learner Engagement,Student Development,Student Adjustment,Transitional Programs,Academic Achievement,Study Habits,Electronic Learning,Computer Mediated Communication,Public Colleges,Foreign Countries

The COVID-19 crisis has dramatically impacted university education as well as created new challenges for tertiary learning institutions. The pandemic has exacerbated graduate unemployment and increased student dropout rates. In response to these unprecedented challenges, universities are formulating more student development initiatives to support new students to transition into university and produce holistic graduates with essential soft skills. Student engagement evaluation can help inform and enhance the implementation of student development programs. In this study, seven domains of first year university students' engagement were evaluated namely Academic Engagement (AE), Beyondclass Engagement (BE), Intellectual Engagement (IE), Online Engagement (OE), Peer Engagement (PE), Student-staff Engagement (SE) and Transition Engagement (TE). This study found that university freshmen's Online Engagement (OE) was the strongest while their Academic Engagement (AE) was the weakest. This study also discovered that first year university students' engagement were weakest with regard to reading of textbooks before attending class, asking questions in class and borrowing books from the university library. Future student development programs targeted at first year university students could be enhanced by increasing the use of ICT in teaching and learning as well as increasing efforts in assisting new students to transition from school to university learning environments by inculcating good reading habits and encouraging active class participation.
Exploration of CoachEye Application Features to Improve Feedback during Physical Education
Author: Zulkifli, Ahmad Fahim
Date: 2021-04-00
Type: Journal Articles
Subjects: Feedback (Response),Physical Education,Health Education,Preservice Teachers,Undergraduate Students,Young Adults,Technology Integration,Computer Software,Computer Assisted Instruction,Handheld Devices,Instructional Effectiveness,Knowledge Level,Skill Development,Psychomotor Skills,Athletics,Self Efficacy,Preferences,Foreign Countries

The main purpose of this study was to explore the CoachEye movement analysis application features most preferred to enhance engagement and learning experience among learners. This study adopted the mixed-method research design comprising both qualitative and quantitative methodologies. Participants consisted of 30 undergraduate physical and health education major students ages between 20-26 years (16 males and 14 females respectively). The qualitative data were gathered via focus group discussions (i.e., 6 sessions, 5 participants/session) while quantitative data were collected through a modified TSCI questionnaire at the beginning and end of this study. Data analysis was conducted with SPSS (version 26.0) using tests such as descriptive statistics (e.g., means, standard deviation, percentage) and inferential statistics to determine the relationship between variables. The paired sample t-test was also used to compare mean values between pre-and-post intervention while graph and table were utilised to demonstrate behavioural changes. The phenomenological approach was used to gather qualitative data and analysed using Consider.ly software. The participants' knowledge and perceptions towards technology-assisted physical education improve across intervention with greater efficacy (7.47 ± 0.64) at the post compared to pre-intervention (6.57 ± 0.4). With regards to features, positive values associated with the abilities to analyse movements and identification of correct and false techniques while negative values associated with confusion and lack of confidence. This study demonstrated the addition of technology was generally effective to complement teaching and learning. Nonetheless, issues such as practice time, personal preferences, and digitised perceptions serve as future challenges in this topic.
Innovative Work Behavior among Teachers in Malaysia: The Effects of Teamwork, Principal Support, and Humor
Author: Johari, Aduni Binti
Date: 2021-04-00
Type: Journal Articles
Subjects: Innovation,Creativity,Secondary School Teachers,Teacher Behavior,Teacher Administrator Relationship,Principals,Teacher Collaboration,Teamwork,Humor,Correlation,Collegiality,Foreign Countries

The Fourth Industrial Revolution (Industry 4.0) gives impetus to educational reform. Education experts have recently recognised the benefits of using technology in learning and teaching. They believe that innovations will shape Education 4.0 and that teachers will need to be prepared to build creative learning environments that support student creativity. Thus, the main purpose of this paper is to examine the relationships between teamwork, principal support, humor, and innovative work behaviour (IWB) among teachers. This study was conducted using a questionnaire, with a sample size of 354 school teachers in Malaysia. Multiple linear regression analysis has shown that teachers with high quality of teamwork and principal support were more likely to report innovative work behaviour. The findings indicated that teachers who frequently use humour can create more innovative behaviour. This paper can help managers and policymakers in the education sector, to develop a better understanding of these aspects, and their influence on teachers' innovative behaviour at work. In doing so, it would be helpful if teachers learnt effective procedures for innovative behaviour in class, via means of teamwork, humor, and principal support, to enhance their educational efforts. It is, therefore useful to establish university courses for pre-service teachers, focusing on new collaborative innovation strategies to encourage creativity and innovation in educational settings, and to apply collaborative creativity exercises in the classroom.
Values and the Ethics of Care: Four Portraits
Author: Conroy, Taryn J.
Date: 2021-07-00
Type: Journal Articles
Subjects: Values,Ethics,Caring,Leaders,Administrators,College Faculty,Leadership,Relationship

The purpose of this study was to explore how educational leaders incorporate the ethic of care into their practices. The theoretical perspective was authentic leadership. The research question was: How do authentic leaders working from an ethic of care maintain consistency between their espoused values of developing and maintaining relationships in the school community and the reflection of those values in their actions? Portraiture methodology was used to gain an in-depth understanding of the perspectives and experiences of four educational leaders who place relationships as paramount in their organizations. While findings in this study revealed that these leaders exhibit three different attributes, humility, authenticity, and having an understanding of their personal values, the focus of this article is on the influence of values on their practice.
Building Community with Community Schools: How a Union-Driven Effort Supports Students and Families in Central New York
Author: Dubin, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Schools,Unions,Integrated Services,Nonprofit Organizations,Coordination,School Role,Family School Relationship,COVID-19,Pandemics,Elementary Schools

Community schools serve as the hubs of their communities by providing wraparound services and enrichment opportunities to students and families in need. If children lack eyeglasses, dental care, mental health counseling, school supplies, winter coats, sufficient food, or stable housing, a community school would connect students and families to organizations that provide those supports. Also someone other than a classroom teacher coordinates these supports so that teachers can focus on their students' academic, social, and emotional development. This article examines how a community school in Rome, New York prioritizes healthy youth development and family well-being. The school's extensive and customized array of services was seven years in the making--and is still being refined and enhanced.
The Relationship between the Reputation of the Sports Team Perceived by University Students and Their Psychological Commitments to Their Teams
Author: Sanlav, Ramazan
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Team Sports,Reputation,Marketing,College Students,Young Adults,Student Attitudes,Age Differences,Gender Differences,Majors (Students),Group Membership,Identification (Psychology),Foreign Countries

This study aims to examine the relationship between the reputation of sports team perceived by university students and their psychological commitment to their teams and to determine whether these two variables differ according to variables such as gender, age, department of university, the status of membership to a fan union, and the team the students supported. This is a quantitative study utilizing descriptive scanning model. The population of the study consists of students studying in universities on the European Side of Istanbul, and the sample consists of 219 students contacted by the random selection method. The study applied personal information form prepared by the researcher, the Spectator-Based Sports Team Reputation Scale (SSTR), which was developed by Wonseok et al. (2015) and the Fan Psychological Commitment Scale (FPCS), which was developed by Matsuoka (2001) in order to collect data in the study. SPSS 20.0 software package was used for data analysis. The collected data were examined with Kolmogorov-Smirnov and distribution graphs in terms of normal distribution in addition to descriptive statistics. Mann-Whitney U and Kruskal-Wallis tests were used to compare the data based on the number of variables. Post-hoc analyses were conducted by Mann-Whitney U test using Bonferroni correction and relationships between variables by Spearman's correlation analysis. The prediction of the FPCS score by SSTR score was evaluated through linear regression analysis. The error margin was accepted as p &lt; 0.05. A positive significant relationship was found between FPCS and SSTR variables perceived by university students according to the research results (p &lt; 0.05). The results have strategic implications for managers who can evaluate the team reputation and the psychological commitment of the fan to the team in this context and encourage this for more fan participation.
The Roles of Seeking Psychological Help, Self-Stigma and Self-Construal in Prediction of Attitudes towards Seeking Psychological Help
Author: Kocabiyik, Oya Onat
Date: 2021-00-00
Type: Journal Articles
Subjects: Help Seeking,Mental Health,Correlation,Predictor Variables,Attitudes,Adults,Self Concept,Foreign Countries,College Students,Individualism,Collectivism,Social Bias,Interpersonal Relationship

In this study, the purpose is to examine to what extent the individuals' self-stigma and self-construal predict their attitudes towards seeking psychological help. The sample group of the study was made of 377 adults aged 20-50 years. The data obtained from the scales based on self-reports of the participants were analyzed. Findings showed that there is a positive significant relationship between the attitude towards seeking psychological help and self-stigma. Self-stigma positively predicted the attitudes towards seeking psychological help; on the other hand, individual self-construal negatively predicted the attitudes towards seeking psychological help. In light of these findings, it is recommended that comparative studies in terms of self-stigma and self-construal according to gender can be conducted with different socio-cultural characteristics. Also, the persons of who have received or applied to counseling from psychological counseling centers, their self-stigma and self-construals levels can be investigated in later studies.
The Relationship between the Teaching Goal Orientations and Teaching Approach of Physical Education and Sports Teachers
Author: Sarigül, Veysel
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Goal Orientation,Teaching Methods,Physical Education Teachers,Athletics,Teaching Experience,Mastery Learning,Work Attitudes,Teacher Student Relationship,Foreign Countries

This study was conducted in line with the opinions of physical education and sports teachers working in educational institutions to reveal the relationship between goal orientation towards teaching and teaching approaches. A total of 279 physical education and sports teachers from different schools in Elazig were enrolled in the study. To determine the target orientation of the research group towards teaching 'Goal Orientation Scale for Teaching' and to determine the teaching approaches 'Instructional Approaches Inventory' were used. The data obtained are saved by using the licensed SPSS 22.0 package program. 'One Way Analysis of Variance (ANOVA)' and 'Pearson Correlation Analysis' has been made. As a result of the correlation analysis, a positive and high-level relationship between 'Goal Orientation Scale for Teaching' and 'Skill Approach' has been found (r = 0.789; p = 0.000). It has been concluded that there was a very high positive correlation between the 'Teaching Approaches Inventory Scale' and 'Developmental' subscale (r = 0.932; p = 0.000). The relationship between goal orientations towards teaching and teaching approaches was found to be positive and moderate (r = 0.616; p = 0.000). The fact that physical education and sports teachers enrich their teaching by establishing a relationship between their goal orientations and teaching approaches towards teaching in the lesson process will further contribute to students' learning physical education and sports lessons in a meaningful way.