ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Teachers' Job Satisfaction and Loneliness at the Workplace
Author: Tabancali, Erkan
Date: 2016-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Job Satisfaction,Work Environment,Teacher Attitudes,Correlation,Elementary School Teachers,Statistical Analysis,Foreign Countries,Regression (Statistics),Interpersonal Relationship,Predictor Variables,Teacher Effectiveness,Friendship,Productivity,Measures (Individuals)

Problem Statement: Emotional circumstances of the teachers are one of the most significant variables that determine their professional efforts and performance. In this context, some the research has shown that teachers' job satisfaction and loneliness at the school both have unique aspects. Gradually raising interest on loneliness and job satisfaction of teachers has brought a new question on whether there is a significant relationship between teachers' job satisfaction and loneliness at school. Purpose of the Study: The purpose of this study was to determine the relationship between the job satisfaction of the teachers working in the primary schools and their loneliness at work. Method: This quantitative study was designed as correlational research design. The participants of the study consist of 369 teachers teaching in elementary schools in Istanbul. The correlations between the dimensions of loneliness at work and job satisfaction was determined with simple linear correlation test. And the prediction level of emotional deprivation and social companionship to intrinsic job satisfaction and extrinsic job satisfaction were determined with multiple linear regression test. Findings: The results of the study have indicated that there was significant and negative correlation between dimensions of loneliness at work and job satisfaction of teachers. The results of regression analysis indicated that emotional deprivation and social companionship together had a significant relationship with the intrinsic satisfaction. And the social companionship was the significant predictor of intrinsic satisfaction. Besides, it is found that emotional deprivation and social companionship together had a significant relationship with the intrinsic satisfaction and only the social companionship was the significant predictor of extrinsic satisfaction. Conclusion and Recommendations: As a result, in order that the schools may reach the determined objectives, the teachers' performances can be said to be very important. In order to increase the teachers' performances, it is necessary to increase the job satisfaction. In the researches carried out, it was determined that there was a relationship between the teachers' job satisfaction and the extent of social friendship at the workplace. In case such relationships are adverse, the loneliness at workplace reveals. Therefore, in order to enable to increase the productivity of the organization due to the increase of the teachers' performances, it is necessary to prevent teachers from falling into loneliness in schools by supporting the extent of social friendship which is an extent of the job satisfaction.
Classroom Talk in Bilingual Class Interaction
Author: Puasa, Kuran
Date: 2017-00-00
Type: Journal Articles
Subjects: Bilingualism,Classroom Communication,School Administration,Feedback (Response),Teacher Student Relationship,Language Usage,Teaching Methods,Translation,English (Second Language),Second Language Learning,Second Language Instruction,Indonesian,Foreign Countries,Error Correction,Bilingual Education,Interviews,Elementary School Teachers,Elementary School Students,Student Attitudes,Teacher Attitudes,Qualitative Research,Discourse Analysis,Observation

This study reveals how the classroom talk was in the bilingual classroom interaction. The classroom talk comprises teacher and pupil talk--in which they cover teacher's explanation, teacher's question, teacher's feedback, and modification to teacher's speech; as well as pupil's responses and pupil's questions. The research findings show that the language option used by the teachers in the bilingual classroom interaction was influenced by several factors, such as (1) teacher's linguistic competence, (2) the views on the roles of the two languages in the bilingual interaction (3) teacher's interpretation on the instructional language use prescribed by the school management, and (4) the teacher's educational background. The research findings on pupil talk show that the pupils generally adjusted their language option in responding to questions as the language used by the teachers in asking questions. Although the questions were translated into their mother tongue, pupils still assumed that the questions were actually in English. Similarly, the pupils strived to adjust the language of their questions as the language used by the teachers in explaining.
Assessment Drives Student Learning: Evidence for Summative Assessment from Pakistan
Author: Qureshi, Rashida
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Summative Evaluation,Student Evaluation,Masters Programs,Graduate Students,Research Methodology,Courses,Formative Evaluation,Learning,Comparative Analysis,Correlation

Research studies from various parts of the world indicate that university students find research methodology courses among the most difficult subjects to grasp. Students in Pakistan display similar attitudes towards learning of research. Those of us who teach research at the institutions of higher learning in Pakistan continuously hear students describe research as one of the most &quot;difficult and dry&quot; subject they have to study. Hence, we as teachers of research at these institutions keep looking for ways to increase students' interest in and academic achievement of research. In that spirit, we designed two assessment tasks for a research methodology course at Master's level and used them to assess the difference in learning. For one of the assignments assessment was summative with final official grade at the end of the semester while the other was put through formative assessment and no official final grade was assigned to it. The results of our study reinforce the centrality of assessment to the learning of students and indicate that students' put more efforts in learning a task that carries final grade. Although our results do not support the effectiveness of formative assessment we have raised concerns about the &quot;dialogical&quot; nature of feedback to students. Despite the fact that the context of our study is Pakistan, the implications of our research may be discussed in the larger context of teaching and learning of research especially in contexts where the medium of instruction is not local or national language.
Effective Classroom Management and Students' Academic Performance in Secondary Schools in Uyo Local Government Area of Akwa Ibom State
Author: George, I. N.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Techniques,Academic Achievement,Secondary School Students,Secondary School Teachers,Questionnaires,Rating Scales,Teaching Methods,Discipline,Punishment,Verbal Communication,Teacher Role,Power Structure,Student Attitudes,Teacher Behavior

This study was carried out to investigate Effective Classroom Management and Students' Academic Performance in Secondary schools in Uyo Local Government Area. Four research questions and four null hypotheses were formulated to guide the study. The survey design was adopted for the study. The population of 2044 Senior Secondary School One (SS1) students with a sample of 200 students selected from 5 public secondary schools in 4 clans within the study area. A researcher -- made questionnaire was used to elicit data from respondents. The research instrument has a 4-point rating scale and 25 items based on the study variables. The Pearson Product Moment (PPM) Correlation Coefficient of 0.94 ascertained the reliability of instrument for use in the study. After the administration, scoring and collation of the instrument, the data obtained were subjected to the chi-square (X[superscript 2]) analysis. All the null hypotheses were tested at 0.05 level of significance. Based on the result of this study, it is concluded that SS1 students in the public Secondary Schools in Uyo Local Government Area differ significantly in terms of academic performance based on verbal instruction, corporal punishment, instructional supervision, delegation of authority to learners. It is recommended that teachers should be skilled in classroom management so as to influence students' academic performance positively.
How Flexible Is Your Data? A Comparative Analysis of Scoring Methodologies across Learning Platforms in the Context of Group Differentiation
Author: Ostrow, Korinn S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Data,Comparative Analysis,Scoring,Mathematics Skills,High Achievement,Low Achievement,Computer Assisted Instruction,Mathematics Achievement,Sampling

Data	is flexible in that it is molded by not only the features and variables available to a researcher for analysis and interpretation, but also by how those features and variables are recorded and processed prior to evaluation. &quot;Big Data&quot; from online learning platforms and intelligent tutoring systems is no different. The work presented herein questions the quality and flexibility of data from two popular learning platforms, comparing binary measures of problem-level accuracy, the scoring method typically used to inform learner analytics, with partial credit scoring, a more robust, real-world methodology. This work extends previous research by examining how the manipulation of scoring methodology has the potential to alter outcomes when testing hypotheses, or specifically, when looking for significant differences between groups of students. Datasets from ASSISTments and Cognitive Tutor are used to assess the implications of data availability and manipulation within twelve mathematics skills. A resampling approach is used to determine the size of equivalent samples of high- and low-performing students required to reliably differentiate performance when considering each scoring methodology. Results suggest that in eleven out of twelve observed skills, partial credit offers more efficient group differentiation, increasing analytic power and reducing Type II error. Alternative applications of this approach and implications for the Learning Analytics community are discussed. [Federal funding was received from the Graduate Assistance in Areas of National Need (GAANN) program, Student Service, Higher Education Programs, Office of Postsecondary Education.]
An Investigation on Teacher Candidates' Perspectives about Behaviors Positively Affecting Classroom Atmosphere
Author: Bulut Ozsezer, M. Spencer
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Classroom Environment,Classroom Techniques,Content Analysis,Qualitative Research,Student Attitudes,Preservice Teacher Education,Student Teachers,Grounded Theory,Communication Skills,Communication Strategies

Problem Statement: A revision of literature shows that there are studies focusing on student and teacher perceptions of classroom atmosphere; however, no research has been found to be related to teacher candidates' perspectives on their behaviors in terms of positive classroom atmosphere. As teacher candidates are the main subject and the future organizers of the teaching environments, it is important to carry out a study on which variables of the classroom atmosphere they are aware. Purpose of the Study: This study aims to investigate teacher candidates' points of view about teacher behaviors influencing the classroom atmosphere. Also, this research intends to determine communication strategies that teacher candidates suggest about positive and effective classroom atmospheres. Method: At a primary school education department of a state university, third-year students were told to prepare a report about the following questions: &quot;According to you; how should the communicative and effective classroom context affect the classroom atmosphere?, What should teachers do? Discuss these issues through examples.&quot; The study was based on 70 teacher candidates' reports about these questions. In this research, content analysis--one of the qualitative research methods--was used. Findings: It was seen that teacher candidates offered some strategies reinforcing a positive classroom atmosphere such as knowing students and the effective use of non-verbal messages and communication methods to struggle with unwanted classroom behaviors. In addition, it was emphasized that the teacher was an important factor in creating the classroom atmosphere. It was given importance that the classroom had to be considered as a democratic and social system and the teacher's positive personal characteristics were highlighted. Conclusion and Recommendations: It can be said that teacher candidates are, to some extent, aware of what should be done or should not be done in creating a positive classroom atmosphere; however, there are some points that they are lacking. Pre-service teacher training programmes should be re-arranged in order to compensate for these lacking points and to guide teacher candidates to a sense of awareness in their classes. In line with this, classroom management, teaching experience and teaching practice courses in the curriculum of pre-school education programmes should be revised through theory and practice entirety. [This article was presented at the Second Eurasian Educational Research Congress (Hacettepe University &amp; EJER, 08-10 June 2015).]
Use of Tablet Computers to Improve Access to Education in a Remote Location
Author: Ally, Mohamed
Date: 2017-00-00
Type: Journal Articles
Subjects: Handheld Devices,Computer Uses in Education,Access to Education,Distance Education,Electronic Learning,Foreign Countries,Secondary School Students,Program Effectiveness,Pretests Posttests,Scores,Academic Achievement,Delivery Systems,Questionnaires,Focus Groups

A research project was carried out in using mobile learning to increase access to education. This project is contributing to the achievement of Goal 4 of the Sustainable Development Goals (SDGs), which is to &quot;Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all&quot;. The mobile learning project involved the use of mobile technology to deliver learning materials to students to provide flexibility of access. Students used tablet computers to access electronic learning materials from the Aptus local server without having to connect to the Internet. The Aptus system is portable and was designed by the Commonwealth of Learning to allow learners to connect to digital learning platforms and access course materials without the need for Internet access. The project was implemented in a school in Pakistan. A total of 74 Grade 8, 9, and 10 students were involved in this project. The research revealed a positive impact on students and on learning as a result of their participation in the mobile learning project: students were better able to use the mobile technology for learning. Both students and parents also indicated that the project increased the students' knowledge on the use of tablets for learning. Parents indicated that the mobile learning project increased their childrens' interest in studying. Teachers also acknowledged that the students were taking more interest in classroom learning and concentrated on their tablets during study. Students were tested before and after they were supplied with content on their tablets. The post-test scores were significantly higher than the pre-test scores, indicating the use of the tablets for learning improved students' performance.
Understanding the Profile, Motivations and Current Status of Academic Graduates through Open and Distance Schooling in India
Author: Jha, Jyotsna
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Profiles,Graduate Students,Open Education,Distance Education,Telephone Surveys,Graduate Surveys,High School Graduates,Employment Potential,Student Educational Objectives,Career Choice,School Choice,College Bound Students,Noncollege Bound Students,Academic Aspiration,Educational Benefits

In India, Open and Distance Learning for secondary and higher secondary level is mainly provided by the National Institute of Open Schooling (NIOS). Secondary education in India pertains to class 9 and 10 catering to the age group of 15 to 16. Similarly, higher secondary education refers to class 11 and 12 catering to the age group of 17 to 18. Based on research supported by the Commonwealth of Learning (COL) this paper discusses the results from a telephone survey of close to 1000 learners who were enrolled with NIOS and completed secondary and higher secondary education during 2008-2012 in selected states. It emerged that nearly 81 per cent of respondents were gainfully employed and NIOS helped them look for better jobs, widen their job search, and gain more stable (permanent) and secure (government) jobs. NIOS has successfully enabled a good proportion of learners to continue with their higher education. Flexibility offered by open schooling is the main motivation to join NIOS; individuals facing various constraints in accessing regular secondary education have opted for this option. It appears that two different kinds of learners join NIOS at these two levels; the secondary level seems to have a bigger representation from lower socio-economic strata. The role of open schooling in reducing the gender gap at secondary level of schooling remains mixed.
MOOCifying Courses: Delivery of a MOOC to Enhance University Course Activities
Author: Ostashewski, Nathaniel
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,College Instruction,Case Studies,Preservice Teacher Education,Undergraduate Study,Blended Learning,Educational Technology,Technology Uses in Education,Active Learning,Foreign Countries,Student Surveys,Student Experience,Student Attitudes,Program Effectiveness

Since 2012 MOOCs have been heralded as a new way of learning outside of formal university programs of study and there has been much speculation regarding their impact. While MOOCs have provided millions of global learners with access to courses, they failed to deliver the types of learning experiences and completion requirements that were hoped for. One potential iteration of MOOCs might be to blend them with existing courses offered in universities supporting links and connections between study and the outside world. This MOOCification of full-fee courses may provide another next step in the delivery of real and authentic learning. Using an empirical case study design, this project explored the MOOCification of an undergraduate preservice education course at an Australian university. The study presents evidence that blending MOOCs with classroom-based or online learning does provide higher education learners with personalized active learning opportunities. Further research on scaffolded support enabling learners to capitalize on additional aspects of networked learning in MOOCs is needed.
Value Orientations of Candidate Teachers in Knowledge Society
Author: Erdem Keklik, Devrim
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Values,Foreign Countries,Social Environment,Knowledge Management,Likert Scales,Statistical Analysis,Scores,Cultural Influences,Student Characteristics,Family Influence,Gender Differences

Problem Statement: Enormous changes over the last decades have led to evolving roles of schools, teachers and education itself. This new era of a knowledge society has broadened boundaries of schools, education and learning. Thus, the variables involved in education demand exploration. One of the essential components of education is the teacher. Various characteristics of teachers have been examined. In recent years, teachers' values have been one of the topics explored by educational researchers. Problem Statement: Enormous changes over the last decades have led to evolving roles of schools, teachers and education itself. This new era of a knowledge society has broadened boundaries of schools, education and learning. Thus, the variables involved in education demand exploration. One of the essential components of education is the teacher. Various characteristics of teachers have been examined. In recent years, teachers' values have been one of the topics explored by educational researchers. Purpose of the Study: The purpose of this study was to examine candidate teachers' values in a knowledge society and to determine whether their scores on values types differed according to a set of independent variables. Method: Participants in this study were 192 students at Nigde University, Education Faculty. The sample consisted of 108 females (56.3%) and 84 males (43.8%). The Value Scale was used to measure value orientation of the participants. Data were collected using the &quot;Values Scale.&quot; This self-report instrument consists of 38 items scored on a five-point Likert scale. The Values Scale has three sub-scales. Traditional, universal and hedonistic values subscales were determined based on a review of the literature related to values in a knowledge society. Data were analyzed using the Statistical Packages for Social Sciences (SPSS), version 22. Findings: The findings showed that candidate teachers had high scores on traditional, universal and hedonistic values. Results showed significant gender difference in scores on traditional and hedonistic values. Significant differences in traditional values were found according to candidate teachers' place of longest residence. Candidate teachers' scores on value subscales differed according to whether or not they were involved in political activism. Candidate teachers' scores on traditional, universal and hedonistic values did not differ significantly according to the other independent variables applied in the study. Conclusion and Recommendations: Overall, the findings of this study were unique. Therefore, more work with diverse populations and assessment instruments is required in order to further clarify relationships between candidate teachers' values and a variety of independent variables.
Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education
Author: Stutchbury, Kris
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Video Technology,Teaching Methods,Teacher Education Programs,Foreign Countries,Open Universities,Technology Uses in Education,Educational Technology,Case Studies,Sustainable Development,Faculty Development,Workshops,Shared Resources and Services

YouTube now has more searches than Google, indicating that video is a motivating and, potentially, powerful learning tool. This paper investigates how we can embrace video to support improvements in teacher education. It will draw on innovative approaches to teacher education, developed by the Open University UK, in order to explore in more depth the potential of video. It will use case studies from three continents, and draw on research from different sources, in order to highlight the successes and the challenges. Looking across the examples presented, the paper will describe models of teacher learning and video use, and demonstrate that video can add value to teacher development activities provided that appropriate support and mediation, consistent with the pedagogy that is being promoted, is in place. Sustainable Development Goal 4 emphasizes the importance of improving the quality of the experiences that children have in school. This requires new models for teacher education, and has become an urgent issue. Video could be a significant part of the solution.