ethanporcaro/eric-fulltext-meta huggingface dataset:
A Ghanaian Study on Multiple Intelligences of Pre-Service Science Teachers in Selected Colleges of Education
Author: Budu, George Brains
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Teacher Education Programs,Multiple Intelligences,Gender Differences,Cognitive Style,Learning Theories,Measures (Individuals),Academic Achievement,Science Instruction,Age Differences,Religious Factors,Islam,Christianity,African Culture,Student Attitudes

The Multiple Intelligence (MI) Theory has been recognised for its significance in education. This study aimed to provide a detailed examination of each intelligence and illustrate how different MIs work. The current study seeks to discover and link pre-service science teachers' numerous intellectual domains and learning style profiles. The survey method was used for the study, which included 150 pre-service science teachers. The &quot;multiple intelligence domains inventory for educators&quot; was utilised to collect data for the study. According to the findings, the use of MIs in science teaching is rarely mentioned, with the features of each intelligence in the context of the various science teaching methodologies. Further, the results indicated that the intelligences mentioned by Gardner could be found in the pre-service teachers in beginning their teaching. Logical-Mathematics was highly advanced among pre-service science teachers with the musical intelligence being the lowest. Gender differences were also found to exist between males and females in only two of the eight MIs, specifically, Logical-Mathematics and Visual-Spatial, which was also significant.
Designing an Arabic Speaking and Listening Skills E-Course: Resources, Activities and Students&apos; Perceptions
Author: Mohammed, Tawffeek
Date: 2022-00-00
Type: Journal Articles
Subjects: Semitic Languages,Second Language Learning,Student Attitudes,Foreign Countries,Online Courses,Teaching Methods,Speech Communication,Taxonomy,Listening Skills,Integrated Learning Systems,COVID-19,Pandemics,Technology Integration,Undergraduate Students,Outcomes of Education,Computer Simulation,Second Language Instruction,Web 2.0 Technologies

This paper presents a fully online course model for teaching speaking and listening skills for students learning Arabic as a foreign language at the International Peace College South Africa on the NEO learning management platform. It also investigates the students' attitudes towards the course. The course was developed by the researcher during the first semester of 2020. This period coincided with South Africa's first wave of COVID-19, and the country's first strict lockdown. The syllabus consists of three components: listening, speaking and conversational Arabic. It includes various technology-enhanced activities and resources which were developed by using LMS features, Web 2.0 tools, and e-learning specifications such as Learning Tools Interoperability (LTI) and Shareable Content Object Reference Model (SCORM). The integration of technology in the course is based on an approach that combines Bloom's taxonomy and Technology Integration Matrix (TIM). Apart from the description of the course, this study used thirty-item questionnaire to investigate the attitudes of thirty-one learners who participated in the course. They answered questions about the course's resources, activities as well as its impact on their language skills. Results from the questionnaire revealed that the respondents' attitudes towards the online course were positive and statistically significant at p&lt;0.05. The design and the approach adopted in this study can apply to any context of language teaching. It provides a myriad of technology-enhanced activities that can be effectively used to teach listening and speaking skills virtually. Foreign language teachers can adopt this approach in its entirety, or with idiosyncratic modifications to design their language courses, irrespective of the virtual learning ecology (VLE) they use.
State Leadership to Strengthen Family Engagement Programs
Author: Epstein, Joyce L.
Date: 2022-04-00
Type: Journal Articles
Subjects: Family Involvement,Partnerships in Education,Family School Relationship,Leadership Responsibility,Teamwork,Government Role,State Government,School Districts,Local Government,Program Effectiveness

The Ohio Statewide Family Engagement Center (OhSFEC) is implementing a comprehensive, scalable approach to enact state policy for family and school engagement at local levels. Joyce Epstein and Barbara Boone report how OhSFEC's research-based design, implementation, and evaluation of a leadership ladder has enabled state leaders to support regional, district, and school leaders as they organize and implement family engagement programs linked to schoolwide goals for student learning and development. Initial evaluation of the program shows that the policies and practices are being applied in schools, and families are seeing improvement in their interactions with schools.
Exploring Romanian Engineering Students&apos; Perceptions of COVID-19 Emergency e-Learning Situation. A Mixed-Method Case Study
Author: Alexa, Lidia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Engineering Education,Student Attitudes,COVID-19,Pandemics,Electronic Learning,Distance Education,Online Courses,Teacher Role,Instructional Design,Blended Learning,Educational Benefits,Barriers,Web Based Instruction

The COVID-19 pandemic is the most disturbing event in the lifetime of most of our planet's citizens. The lockdown measures directly impacted many areas of our lives, including the educational sector, because locking down countries meant implicitly locking down the educational system. Moreover, what was first considered a temporary solution for an extraordinary situation began to look more and more like a medium to long-term general rule. Nevertheless, the questions are: are we all ready to move the entire educational process online and fully understand the challenges and implications for all stakeholders involved? This two-part research aims to provide some answers to these questions by identifying and analyzing the perceptions of Romanian engineering students enrolled at &quot;Gheorghe Asachi&quot; Technical University of Iasi (TUIASI) regarding the changes registered in the past year once the emergency e-learning situation started. The first part of the research was conducted between April and May 2020 through an online survey among 134 engineering students. It aimed at identifying the students' perception of the online learning systems provided by their university, considering the significant speed with which changes were imposed. In addition, this research phase focused on students' access to resources and knowledge to use and integrate online learning into their study routine. The second part of the research was carried out after almost a year of e-learning between March and April 2021 and consisted of six online focus groups with 36 students and aimed at identifying the main advantages and challenges students experience throughout the online educational process. The research revealed that although students are digital natives, they still have difficulties harnessing e-learning's advantages and integrating them into their study routine. Another significant aspect refers to the changing role of the professor perceived not only as an instructor but as a mentor during a time of crisis. The study results can offer higher education institutions insight and valuable information that can be used in designing and implementing online and hybrid activities and classes that better fit the students' needs and expectations in terms of e-learning.
Education and COVID-19: Learning Arabic Language and Perspectives
Author: Kerras, Nassima
Date: 2022-00-00
Type: Journal Articles
Subjects: Semitic Languages,Second Language Learning,Second Language Instruction,COVID-19,Pandemics,Teaching Methods,Educational Change,Online Courses,Difficulty Level,Student Adjustment,Student Attitudes,Language Teachers,Instructional Improvement,Psychology,Communicative Competence (Languages),Undergraduate Students,Foreign Countries

The study discusses the online teaching and learning of Arabic in order to evaluate students' difficulties and the way in which to approach this language in an interactive way, overcoming the barriers of computer screens. Nevertheless, e-learning is the future of education and it is crucial to offer a quality education, implementing emotional learning consciousness within the academic community. The COVID-19 pandemic impacted practically every country in the world. It created an extremely difficult global situation, and humanity found itself faced with an emergency state of working online and swiftly adapting its routine to a new reality. This was certainly the case in Spain when, in mid-March 2020, students were forced to study from home and teachers to teach at a distance. COVID-19 - and its related restrictions arrived suddenly, and there was little to no time to acclimatise to the new way of studying. The objective of this study is to analyse the difficulties faced by students of Arabic as a foreign language, and to offer some recommendations to improve online teaching, applying the communicative framework, combined with the importance of introducing the psychology theories and emotional education which is key to obtaining positive results. First, the topic is introduced, then the way to teach and learn the Arabic language online is discussed. Afterwards, the methodology is defined, highlighting the relation between emotional education and the Communicative Approach. A hypothetical-deductive method is applied to this analysis. A questionnaire is responded to by students of the Arabic language in Spanish universities in order to get an insight into their difficulties when learning online. A qualitative study is carried out in order to analyse the problems faced by the students and offer some possible recommendations to improve the quality teaching of Arabic as a foreign language, based on the perceptions of the students, taking into account the social context experienced during the 2020-2021 academic year.
Providing Online Learning Situations for In-Service Mathematics Teachers&apos; External Transposition Knowledge during COVID-19 Pandemic: Case of Indonesia
Author: Marfuah, Marfuah
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Faculty Development,Mathematics Teachers,COVID-19,Pandemics,Foreign Countries,High School Teachers,Algebra

Updating mastery of mathematics scholarly knowledge is vital for mathematics teachers' professional development in Indonesia. External transposition refers to the transposition of mathematics scholarly knowledge to the school curriculum. During the COVID-19 pandemic, online learning becomes the primary strategy for strengthening the external transposition knowledge of mathematics teachers in Indonesia. This study aims to describe the process of providing online learning situations in lifting the in-service mathematics teachers' external transposition knowledge during the COVID-19 pandemic. The online learning involved 57 in-service high school mathematics teachers in Indonesia as participants. The scholarly knowledge to be delivered was the visualization of matrix multiplication. This qualitative study is a didactical design research that includes a prospective learning situation analysis, a meta-technopedadidactic analysis, and a retrospective analysis. In the prospective learning situation, the solutions for re-situating face-to-face learning to online learning were disclosed. Moodle was used as the Learning Management System, and GeoGebra Classroom was used as the Task Response System. A meta-technopedadidactic is an educator's ability to comprehensively analyze pedagogic interaction, didactic interaction, and didactic pedagogy anticipation in using technology in a learning situation. The finding in the meta-technopedadidactic analysis showed the role of technology as a visualization tool in online learning, evidence of participants' external didactic transposition, constraints, and collaboration in learning. Finally, the retrospective analysis suggested some future improvements for better online learning situations. This study contributes to the comprehensive organization of e-learning courses in Indonesia for mathematics teachers' professional development based on pedagogic interaction, didactic interaction, and didactic pedagogy anticipation in the use of technology. Despite some of the study's limitations, the findings have the potential to be an advantage for the long-term sustainability of e-learning as a new norm for teachers' professional development programs, rather than just a foreshadowing of the pandemic.
Digital Learning Process: Challenges for Specific Creativity
Author: Manurung, Elvy Maria
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Learning Processes,Creativity,College Students,Age Groups,Generational Differences,Critical Reading,Information Technology,Student Attitudes,Preferences

Digital culture has penetrated most aspects of our lives. Yet it has also dragged us into paradoxical situations and profound uncertainty. This, in turn, requires digital learning process that is capable of fostering mature individuals characterized by specific creativity; the kind of creativity rooted in prudence, deep insight into life as well as broad and integrated personal vision of the world. This research aims to see the extent to which digital learning process is conducive to the fostering of this type of creativity. This is an exploratory research with qualitative approach, conducted by means of questionnaires, in-depth interview and focus group discussion. Gen-Y and Z students from 13 Universities in West Java, Indonesia, were chosen for observation and interview, continued with focus group discussion in two courses which are Critical Reading and Cultural Entrepreneurship classes. The result shows that the practice of online learning so far contains some inherent constraints to meet the need. Some basic constraints pertain to the condition of the students themselves. Despite the flaws, however, online learning process also has some good potentials in fostering the required creativity, provided it incorporates 'engagement experience' and some strategies to 'go beyond data' in accordance with the students' suggestions themselves.
A Review of Arabic Teacher Candidates&apos; Profiles
Author: Ozcan, Murat
Date: 2022-00-00
Type: Journal Articles
Subjects: Profiles,Preservice Teachers,Semitic Languages,Second Language Learning,Second Language Instruction,Language Teachers,State Universities,Gender Differences,Teacher Education Programs,Religious Factors,Educational History,Student Characteristics,Student Attitudes,Language Tests,English (Second Language),Departments,College Admission,Foreign Countries,Educational Background

Although the history of training foreign language teachers in Turkey dates back to the Tanzimat period until the 19th century, in the first years, the French teacher was trained in the last years. Arabic, on the other hand, has been perceived as a religious language rather than a foreign language for a long time, and this perception has not changed completely even today. Perhaps because of this perception, the first program to train Arabic teachers within the higher education system was established in 1984. Sixteen years after the establishment of the first Department of Arabic Language Education established at Gazi University, departments to train Arabic teachers in both private/foundation and public universities began to open. In this study, the profiles of a total of eight hundred and forty-three teacher candidates who settled in the Arabic teaching program at eight universities between 2019, 2020 and 2021 were examined from various angles. At the end of the study, Arabic teaching was preferred by female students, teacher candidates came from different cities in state universities, they came from the same city in private/foundation universities, Arabic teacher candidates preferred the Marmara Region the most, about seven out of ten teacher candidates graduated from Imam-Hatip High School, almost none of the teacher high school graduates preferred Arabic teaching, and the teacher candidates did not prefer Arabic teaching. In the eighty-question foreign language test, it was concluded that they made an average of forty-five nets, and that Arabic teacher candidates preferred English-related departments the most after Arabic. As a result of the study, some recommendations were made to teacher training programs for innovations in the student selection system by associating them with the relevant literature findings.
Arabic Teacher Candidates&apos; Perceptions of the &quot;Ideal Arabic Teacher&quot;
Author: Sen Yaman, Gül
Date: 2022-00-00
Type: Journal Articles
Subjects: Semitic Languages,Language Teachers,Teacher Characteristics,Teacher Competencies,Second Language Learning,Second Language Instruction,Foreign Countries,Student Attitudes,Phenomenology,Teacher Education Programs,Undergraduate Students,Essays,Content Analysis,Pedagogical Content Knowledge,Preservice Teachers

In this study, prospective Arabic teacher's opinions about the ideal Arabic teacher characteristics were examined. The study was carried out according to the phenomenology study pattern, which is one of the qualitative research methods. The study group of this research, which was carried out in the 2021-2022 academic year, was determined by convenience sampling; The study consisted of 63 freshmen and sophomore teacher candidates, 25 male and 38 female, studying in the Arabic Language Teaching Program of the Faculty of Education at Süleyman Demirel University. Document was used as a data collection tool in the research. Teacher candidates were asked to write an essay about the ideal Arabic teacher. The compositions of the students formed the documents of the research. Interpretation of the data was done by content analysis. The findings of the study showed that pre-service teachers' views on the ideal Arabic teacher were divided into three themes: &quot;Personal Characteristics &quot;Professional Characteristics&quot; and &quot;Field Competence.&quot;
Are We Aware of What We Wear? The Awareness of Preservice Turkish Language Teachers about T-Shirt Catch-Phrases
Author: Savaskan, Vafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Phenomenology,Preservice Teachers,Teacher Education Programs,Language Teachers,Second Language Learning,Second Language Instruction,Turkish,Foreign Countries,Translation,Phrase Structure,Clothing,Consciousness Raising,Student Attitudes,Semitic Languages,English (Second Language),German

The present study, conducted with the phenomenology method, a qualitative research design, aimed to determine the awareness of pre-service Turkish language teachers about the catchphrases printed on t-shirts that individuals notice or do not notice in daily life or do not pay much attention even if when they notice them. The study sample included 39 volunteering pre-service teachers (19 males and 20 females), attending the department of Turkish language education during the 2018-2019 academic year. The sample was determined with the convenience sampling method. An interview form that included open-ended questions and a questionnaire that aimed to determine participant demographics were applied to the sample. Furthermore, t-shirt texts in several foreign languages were determined by the author and the pre-service teachers were asked whether they knew the Turkish translations of these texts and whether they preferred foreign language or Turkish texts. Descriptive analysis was conducted on the responses of the pre-service teachers. Since these responses were considered important, direct quotes were included in this paper. The study findings demonstrated that 69% of the pre-service Turkish language teachers did not care about the texts on the t-shirts they purchased and prioritized the model of the t-shirts. Since this was a non-negligible rate, it was suggested that the study would contribute to the literature and raise awareness.
The Relationship between Vocal Development and Motor Development during Language Learning: A Review
Author: Hasan, Ferman
Date: 2022-00-00
Type: Journal Articles
Subjects: Motor Development,Psychomotor Skills,Correlation,Infants,Language Acquisition,Content Analysis,Comparative Analysis,Acoustics,Speech Communication,Physical Development,Human Body,Motor Reactions

This study attempted to search the nature of language development and the relationship between vocal development and motor development in infancy, and it relied on the descriptive and qualitative approach and the method of content analysis to review and compare three researches related to the relationship of language development and physical development during language learning in the infancy. The results of the three studies, despite some difference between them, indicates the relationship between sound, movement, and body signals before, during and after language learning in infancy
Burnout Status of U18 Women&apos;s National Ice Hockey Team Players in Turkey
Author: Irfan, Kurudirek Muhammet
Date: 2022-00-00
Type: Journal Articles
Subjects: Burnout,Athletes,Females,Team Sports,Foreign Countries,COVID-19,Pandemics

This study aimed to determine the athletic burnout of the under-18 (U18) women's ice hockey national team players and examine their burnout levels in terms of age, education level, sports history, training frequency, inability to participate in a match due to COVID-19, and history of injury. The research population consisted of the U18 women's ice hockey national team players in Turkey. The sample comprised 27 athletes randomly selected from the target population based on voluntariness. A questionnaire consisting of two parts was used as a data collection tool. The first part of the questionnaire included a personal information form developed by the researcher to determine the characteristics of the participants, such as age, education level, sports history, training frequency, whether they missed any ice hockey matches due to COVID-19, and history of injury. In the second part, the Athlete Burnout Questionnaire, developed by Raedeke and Smith in 2001 and adapted to Turkish by Kelecek et al. in 2016, was administered to measure the athletic burnout levels of the participants. The research findings revealed that the athletes' burnout levels were generally low, but those with a history of disability lasting longer than three months and those that missed ice hockey matches due to COVID-19 had higher burnout levels compared to the remaining participants.