ethanporcaro/eric-fulltext-meta huggingface dataset:
The Influence of Retirement Counselling on Retirement Plan among Civil Servants in Ekiti State
Author: Onijigin, E. O.
Date: 2020-00-00
Type: Journal Articles
Subjects: Retirement,Counseling Services,Government Employees,Foreign Countries,Correlation,Prediction,Gender Differences,Retirement Benefits

The study investigated the influence of retirement counselling on retirement plan among civil servants in Ekiti State. The study specifically examined the level of retirement counselling among civil servants; the level of retirement plan among civil servants; and the relationship between retirement counselling and retirement plan among civil servants. The study also examined whether retirement counselling predicted retirement plan among civil servants and gender difference in retirement plan among civil servants. The descriptive research design of the survey type was used in this study. The population for this study consisted of all civil servants in Ekiti State, Nigeria. The sample for this study consisted of 300 civil servants selected from 10 Government Ministries in Ekiti State, Nigeria. The sample was selected using multistage sampling procedure. A self-designed research instrument tagged &quot;Retirement Counselling and Plan Questionnaire (RCPQ)&quot; was used to collect relevant data for the study. The data collected through the instrument was analyzed using descriptive and inferential statistics. The findings of the study revealed that levels of retirement counselling and retirement plan were low. It was also revealed that retirement counselling is related to retirement plan. It was further revealed that male and female civil servants have the same plan towards retirement. Based on the findings of the study, it was recommended among others that the government should organize pre-retirement counselling at intervals for civil servants in the course of their service years. This might be an avenue for civil servants to learn how to plan for retirement.
Primary School Teachers&apos; Viewpoints on Reading Comprehension Difficulties of 3rd and 4th Grade Primary School Students
Author: Ergen, Yusuf
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Grade 3,Grade 4,Teacher Attitudes,Reading Comprehension,Phenomenology,Reading Difficulties,Teaching Methods,Reading Instruction,Elementary School Students,Foreign Countries

The purpose of the present study is to determine the viewpoints of primary school teachers on difficulties experienced by 3rd and 4th-grade primary school students in reading comprehension. The study was planned in Phenomenology Design, which is one of the Qualitative Research Methods. The study group consisted of 25 primary school teachers working at 7 primary schools in the city centre of Bayburt. The sampling of the study was determined with the Criterion Sampling Method, which is one of the Purposeful Sampling Methods. Semi-structured Interview Forms were used for data collection. The Descriptive Analysis Methods were used in the analysis of the data. As a result of the study, it was concluded that difficulties in reading comprehension appeared in the form of difficulties in answering questions after reading a text; the cause of the difficulty in reading was students' not focusing on the meaning; and teachers conducted plenty of activities suitable for the levels of students to overcome the difficulties in reading.
The Effects of Interactive Board Applications Supported by Computer Simulations on Pre-Service Sciences Teachers&apos; Self-Regulated Learning
Author: Kahyaoglu, Mustafa
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Metacognition,Comparative Analysis,Computer Simulation,Educational Technology,Teacher Education Programs,Questionnaires,Learning Strategies,Student Attitudes,Scores,Pretests Posttests,Foreign Countries

The purpose of this study is to investigate the effects of interactive boards applications supported by computer simulations on pre-service science teachers' self-regulated learning. Quasi-experimental research with pre test/post test control group design was used in the study. Pre-service science teachers in Siirt University, education faculty, science education department, constructed study group. Sections was randomly assigned experimental and control groups. In experimental group 32 pre-service science teachers (11 male 21 female), in control group 33 pre-service science teachers (13 male 20 female) were assigned to the groups. In total, 65 pre-service science teachers participated to the study. &quot;Motivated strategies for learning questionnaire&quot; was applied as the data collection tool. The questionnaire was translated into Turkish by Büyüköztürk and et.al. (2004). During the analysis in this respect, arithmetic averages, standard deviation, independent sampling t-test and analysis of covariance (ANCOVA) were used. The study compared the pre-test and post test scores of the science teacher candidates in the experiment and control group with SPSS 16.0 statistical package software.
Exploring Middle School Students Mathematics Self-Efficacy and Mathematics Anxiety
Author: Sevgi, Sevim
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Mathematics Anxiety,Mathematics Instruction,Self Efficacy,Student Attitudes,Gender Differences,Correlation,Foreign Countries

This research was carried out to examine middle school students' perceptions of mathematics self-efficacy and their concerns about mathematics. In the research, the Mathematics Anxiety Scale was used to determine students' anxiety levels and the Self-Efficacy Scale was used to determine the level of self-efficacy perceptions. The sample of the study consists of 169 middle school students studying in a middle school in Kayseri in the 2019-2020 academic year. Middle school students were identified by a convenient sampling method, and the research was supported by a survey model from quantitative research methods. Independent groups t-test was used to determine whether students' perceptions of self-efficacy and anxiety levels differed by gender, and Pearson correlation analysis was used to determine the relationship between anxiety and self-efficacy. Results showed that math anxiety levels did not differ significantly according to gender. Mathematics anxiety levels did not differ significantly according to grade level, while mathematics self-efficacy differed according to grade level. It was observed that there was a moderately significant relationship between mathematics anxiety levels and mathematics self-efficacy perceptions of middle school students.
Cultural Avoidance Scale in Foreign Language Learning: Validity and Reliability Study
Author: Sevim, Oguzhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Cultural Awareness,Foreign Countries,Social Sciences,Health Sciences,Teacher Education,Science Education,Majors (Students),Student Attitudes,College Freshmen,Validity,College Faculty,Language Teachers,Content Validity,Factor Analysis,Item Analysis,Rating Scales

The purpose of this study is to develop a scale to measure the level of avoidance of foreign language learners towards the target culture. The study group consisted of 500 freshmen at Atatürk University who study in education, science, social and health sciences. In the study, an item pool consisting of 69 questions was prepared as a data collection tool. The face validity of the scale was done with the researchers and 3 specialist academicians teaching foreign languages, the items that were repeated and difficult to understand were eliminated, and some items were changed in terms of language and expression, and a form consisting of 39 questions was reached. After the opinions of experts were taken in line with the content validity, a draft scale of 28 questions was applied to the study group by eliminating 11 items. The data obtained from the study were analyzed by item analysis, exploratory and confirmatory factor analysis methods. At the end of the study, it was understood that the Cultural Avoidance Scale in Foreign Language Learning consisting of 28 items was a reliable and valid scale.
Using Language Learning Software to Learn Vocabulary: Tell Me More through the Lenses of Engineering Students
Author: Ali, Zuraina
Date: 2019-12-00
Type: Journal Articles
Subjects: Computer Software,Second Language Learning,Second Language Instruction,Vocabulary Development,Engineering Education,Pronunciation Instruction,Native Speakers,Independent Study,Foreign Countries,College Students,Student Attitudes,Preferences,Language Tests,Barriers,Pretests Posttests,Recall (Psychology)

This study examines the uses of Tell Me More (TMM) software among engineering students in Universiti Malaysia Pahang (UMP). The study aims at finding students' abilities in retaining words learnt through Pre-test and Delayed Recall Post-test. The study also aims at identifying their preferences and challenges in using TMM. The study employed 43 students that were required to take vocabulary tests and participated in interviews to gauge their perceptions of using TMM. Results showed that there was a significant increase in the tests administered. The qualitative findings showed that students preferred the drag-and-drop feature in the software; among others. Yet, there were challenges in imitating the native-speaker in pronouncing target words, accessing TMM outside class hours and linking target words with its meaning. These findings provide empirical data for the use of computers in learning vocabulary.
An Investigation of the Relationship between Attitude towards Turkish Language and Literature Lesson and School Burnout Using Structural Equation Model
Author: Veyis, Fatih
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Turkish,Secondary School Students,Burnout,Student Attitudes,Language Arts,Correlation,Predictor Variables,Emotional Response,Psychological Patterns

In this study, the predictive effect of school burnout in secondary education students on the attitude towards the Turkish language and literature lesson was investigated. School burnout is considered as one of the important problems that are thought to negatively affect student life in recent years. The study group of the research consists of 530 students studying in secondary education in a city center. The study group was determined by the appropriate sampling method with reference to the 99% confidence interval. In the research, the school burnout scale and attitude scale towards the Turkish language and literature lesson were used to collect data. Correlation analysis and structural equation modeling techniques were used for data analysis. Findings obtained from the study revealed that there was a negative and significant relationship between school burnout and attitude towards Turkish language and literature lesson, and school burnout directly predicted the attitude towards Turkish language and literature lesson. It was concluded from the findings obtained that school burnout is an important risk source in terms of attitude towards Turkish language and literature lesson among secondary education students.
The Actors of Teacher Supervision
Author: Altun, Burcu
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Supervision,Supervisors,Inspection,Teacher Effectiveness,High School Teachers,Principals,Peer Evaluation,Student Participation,Supervisor Supervisee Relationship,Parent Participation,Teacher Attitudes,Administrator Attitudes,Preferences

Educational supervision is a process aiming to enhance teaching by developing teacher. The position and the quality of supervisor are of great importance for effective supervision experiences.The purpose of this research is to determine the actors carrying effective teacher supervision. So, school administrators and teachers working in general high schools and supervisors working in provincial directorate of national education in Efeler district of Aydin/Turkey are asked for their opinions. Results show that participants suggest different supervisory actors in different dimensions of teacher supervision. Generally, the school principal, vice-principal, head of the department and student preferences have come to the fore. Teachers, administrators and supervisors suggest different supervisory actors.
Examining Mathematics Department Students&apos; Views on the Use of Mathematics in Daily Life
Author: Yavuz Mumcu, Hayal
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Mathematics,Mathematical Applications,Relevance (Education),Daily Living Skills

Some researchers report that especially the students of the faculty of science and letters do not have sufficient knowledge of the practicability of mathematics since they are mostly interested in the pure aspect of mathematics, and they have difficulty in using their pure mathematical knowledge properly. So, this study aims to examine the views of mathematics students registered in the pedagogical formation program about the use of mathematics in daily life. To this end, an interview form with open-ended questions was administered to 86 pre-service mathematics teachers. The findings showed that pre-service teachers viewed mathematics as an indispensable part of life, but they treated real-life math and school math as separate types of math and had difficulty in relating them to each other. We recommend the use of real or real-like situations in the classroom environment in order to train individuals who can associate mathematics with everyday life and use it more effectively.
Managing Donations and Volunteers as a Part of Education Agency Emergency Management. Donations and Volunteers Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Emergency Programs,Planning,Volunteers,Elementary Secondary Education,Higher Education,Teamwork,School Community Relationship,Governance,Financial Support,Readiness,Natural Disasters,Violence

When a major emergency event affects a school, school district, or institution of higher education (IHE), there are various functions that responding organizations have to activate in order to respond and recover effectively. Education agencies are particularly unique because they are entrusted to protect the vulnerable populations they serve and often can become community response, recovery, and sheltering centers during and after a major emergency event. It is recommended that education agencies on the K-12 and higher ed levels use a system to manage donations and volunteers. The system and processes should then be described within their emergency operations plans (EOP). This fact sheet discusses operational aspects that emergency management planning and response teams at education agencies may consider when when creating these plans in collaboration with key community partners. Additionally, it recommends goals, objectives, and activities/courses of action for before, during, and after an emergency event. A list of key resources is also included.
Pre-Service Elementary Mathematics Teachers&apos; Views on Geometric Constructions: Building on the Paper or Interactive Whiteboard?
Author: Aktas, Meral Cansiz
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Student Attitudes,Mathematics Instruction,Teaching Methods,Visual Aids,Interactive Video,Instructional Effectiveness,Foreign Countries,Geometry

This study examined pre-service teachers' views and experiences of building geometric constructions on paper and with the interactive whiteboard. The study group consisted of 26 pre-service elementary teachers in a state university in the Black Sea region of Turkey who took the Geometry Teaching course. The data were obtained from an opinion form consisting of open-ended questions and field notes. Findings revealed that almost all of the teachers had no experience with geometric constructions in their previous education and the majority of pre-service teachers' opinions about geometric construction activities are positive. They experienced more problems when building geometric constructions on the interactive whiteboard so their opinions about building geometric constructions on paper are more positive than building on the interactive whiteboard. Moreover, it was determined that pre-service teachers' views imply that building geometric constructions on the interactive whiteboard makes sense in the affective learning domain, whereas building on paper contributes more to the cognitive learning domain. [This study was presented as a verbal presentation at the 1st International Congress on Social Sciences Humanities and Education held in Istanbul, Turkey on 22-32 December, 2017.]
Responding to Student Demonstrations and Protests in Schools and School Districts. Demonstrations and Protests Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Readiness,Emergency Programs,Planning,School Role,Administrator Role,Coping,Stress Management,Civil Disobedience,Activism,Program Development,Crime Prevention,Safety

Classrooms are often the first settings in which students learn what it means to be civically engaged; and when students choose to use demonstrations and protests as a tool for civic engagement, school buildings, grounds, and communities are often selected as the setting. While demonstrations and protests (and the themes and events that prompted them) can cause high levels of emotion, including fear and anxiety, there are many steps education agencies can take to help students, staff, and the whole school community process the event; express their feelings; and strengthen coping skills and resilience under the guidance and care of the adults, educators, administrators, and partners who support them every day. Ultimately, finding constructive ways to debrief and discuss these types of events and the issues surrounding them supports a positive school climate in which students and staff feel safe to express their feelings and perspectives, and creates learning opportunities around real-world events. This fact sheet focuses on incorporating plans to respond to student demonstrations in school emergency operations plans (EOPs) and considering key considerations in the planning process; additional resources are provided, as well.
Unequal Access to Educational Opportunity among Pennsylvania&apos;s High School Students
Author: Shaw-Amoah, Anna
Date: 2020-01-00
Type: Reports - Research-practitioner Partnerships
Subjects: High Schools,Access to Education,Equal Education,African American Students,White Students,Hispanic American Students,Low Income Students,Racial Differences,Racial Bias,Educational Opportunities,At Risk Students,Achievement Gap,Poverty,Asian American Students,Educational Quality,College Readiness,Career Readiness,Educational Environment

Pennsylvania's students consistently score above the national average on overall student achievement. However, the state's achievement gaps between White students and Black and Hispanic students are consistently among the worst in the country, even when controlling for gaps in family income, poverty, unemployment, and parental educational attainment. In this brief, the authors highlight how Pennsylvania compares to other states in providing equitable access to educational opportunity. Following a more detailed discussion of the educational opportunity indicators, the authors first examine Pennsylvania's rankings on overall access and then how Pennsylvania compares to other states on gaps in access to educational opportunity between White and Black students, between White and Hispanic students, and between students eligible for free/reduced price lunch and students who are not eligible. Finally, the authors discuss how racial gaps in access to educational opportunity persist or change when examining just the subsets of high schools with high, medium, or low concentrations of student poverty.
Statewide College Promise Programs: Balancing Affordability, Access, and Student Success
Author: Burkander, Kri
Date: 2019-12-00
Type: Reports - Research-practitioner Partnerships
Subjects: State Programs,College Programs,State Policy,Equal Education,Access to Education,Paying for College,Educational Finance,Academic Achievement,State Aid,Tuition,Eligibility,Case Studies

State-level postsecondary policymaking is daunting. Policymakers navigate through myriad fiscal, political, and ideological constraints and opportunities as they strive to address pressing state concerns or goals. While researchers and advocates may point to &quot;perfect&quot; policy models, in reality perfect policy does not exist. All policymaking involves tradeoffs between what is optimal and what is possible. The job of state policymakers, therefore, is to design and implement policy that can best advance the interests of a state and its residents given the constraints under which they operate. Decisions about each of the five components in our Statewide College Promise Framework have implications for a program's potential to address equity gaps in affordability, access, and success. As we identify the tradeoffs for each component of the Framework, we also highlight how these decisions can advance or limit equity for a wide range of traditionally underserved students.
University Instructors and International Students: When Expectations Meet Reality
Author: Soiferman, L. Karen
Date: 2020-03-08
Type: Reports - Descriptive
Subjects: Foreign Countries,College Faculty,College Students,Foreign Students,Teacher Expectations of Students,Student Attitudes,Language Proficiency,Language of Instruction,Prior Learning,Student Motivation,Barriers

As the number of international students continues to rise at Canadian universities, both university instructors and international students have to learn to adapt and change if they are both to be successful. The changes are greatest in terms of expectations and day-to-day reality. Instructors expect certain things from their students such as students will understand the language of instruction, students will have the necessary prior knowledge to benefit from instruction, and that students will be motivated to learn. Students have expectations as well, they expect that their lack of language skills will not be a barrier to learning, and they expect that they can continue to do the same things they did in their home countries regarding assignments. The mismatch between what instructors expect and what students expect is often overwhelming in classrooms leading to frustration on the part of both participants.