ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Interdependent Cross-Age Peer Tutoring on Social and Mathematics Self-Concepts
Author: Zeneli, Mirjan
Date: 2016-00-00
Type: Journal Articles
Subjects: Peer Teaching,Tutoring,Cross Age Teaching,Self Concept,Learning Processes,Intervention,Program Effectiveness,Foreign Countries,Social Attitudes,Student Attitudes,Student Motivation,Student Improvement,Personal Autonomy,Peer Relationship,Elementary School Students,Secondary School Students,Elementary School Teachers,Secondary School Teachers,Mathematics,Cooperative Learning

This paper adds to the limited body of literature and concentrates on investigating the impact of a new peer tutoring framework, 'Interdependent Cross Age-Peer Tutoring' (ICAT), on the socioacademic process of learning of self-concepts. ICAT is informed by Social Interdependence Theory, a socio-psychological perspective which aims to make cross-age peer tutoring more cooperative. The intervention took place in 2013 with three schools in England: Two of the schools adopted a pre-post test quasi experimental design and one school (school C) adopted a single group design. In school A Year 8 students tutored Year 6 (n=201), in school B Year 9 students tutored Year 7 (n=115), and in school C Year 10 students tutored Year 8 (n=102). ICAT was applied once a week for a period of 35-40 minutes across six weeks, covering school-planned mathematic topics. For school A, which implemented ICAT according to programme specifications, some positive and significant effect sizes were observed.
Individual Variables, Attitudes towards English and Being a Teacher: A Study on Prospective Teachers of English
Author: Güryay, Berna
Date: 2016-00-00
Type: Journal Articles
Subjects: English Teachers,Preservice Teachers,Language Attitudes,English (Second Language),Student Characteristics,Correlation,Foreign Countries,Positive Attitudes,Individual Differences,Professional Identity,Teacher Education,Teacher Influence,Parent Background,Socioeconomic Status,Gender Differences,Private Schools,Vocational High Schools

The achievement in learning a foreign language depends not only on cognitive factors such as intelligence, aptitude etc., but also on affective factors such as attitude and motivation. As the main branch of prospective teachers of English is teaching a language, their attitudes towards English and towards being a teacher are of vital importance in their future careers. The purpose of this descriptive study is to determine whether the attitudes of the students of English Language Teaching Department towards English affect their attitudes towards being a teacher of English and whether the students' attitudes indicate significant differences with regard to individual variables such as gender, class, the types of High Schools from which they have graduated, their socio-economic background, and whether there is a teacher in their family. The sample group of the study were composed 540 prospective English teachers of the first, second, third and fourth year students of the Department of English Language Teaching at Buca Faculty of Education at Dokuz Eylül University, Izmir. For data collection, personal information sheet, the scale for attitudes towards English developed by Altunay (2002) (Alpha Reliability Coefficient: 0.96) and the scale for attitudes towards Being a Teacher developed by Semerci (1999) (Alpha Reliability Coefficient: 0.68) were used. The results indicate that the more positive the students' attitudes towards English are, the more positive the students' attitudes towards teaching profession are. Furthermore, when attitudes towards English and towards being a teacher are compared,&quot; it is indicated that the students' attitudes towards English are a little bit higher.
Career Choice and College Students: Parental Influence on Career Choice Traditionalism among College Students in Selected Cities in Ethiopia
Author: Kumar, Sella
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Career Choice,Parent Influence,College Students,Social Influences,Family Influence,Fathers,Gender Differences,Occupations,Mothers,Religion,Ethnicity

The study explored the influence of parents on choosing career among college students in selected private colleges situated around Bahirdar City, Ethiopia. Choosing a suitable career is a vital part in every student's life. Further, it ignites a person's future life for his/her own job preference and life style. In this context, influence of social members is inevitable; generally the influence of family members and most particularly parents play a major role as an influencer and determiner on choosing a career option. Students in Ethiopia are not exceptional to this phenomenon of selecting right and suitable career. A cross-sectional survey design was adopted and multi stage sampling technique was employed to identify the participants. Totally, 175 participants (Male=99) and (Female=76) responded to Holland Personality Inventory (Holland, 1997) and Career Choice Traditionalism Scale (Hensely, 2003). The collected data were statistically processed using SPSS version 16. Descriptive and inferential statistics was employed to analyze the data. The results revealed that there is a significant influence of parents on career choice among students. Specifically, father's influence is found to be more significant on career choice decision making among students than their mothers.
Creative Thinking Patterns in Student&apos;s Scientific Works
Author: Syahrin, Alfi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Creative Thinking,College Students,College Science,Science Education,Imagination,Language Usage,Concept Formation,Problem Solving,Thinking Skills,Technical Writing

Purpose: This study aimed to explain creative thinking patterns, including imaginative thinking, divergent thinking, and lateral thinking of students in scientific work. The scientific work studied was in the form of the Student Creativity Program at Malang State University, Indonesia. Research Methods: This study used a qualitative approach with content analysis method. The data were in the form of sentences, sentence groups, paragraphs, paragraph clusters, and whole text. The data source of this research was the writing of student scientific work. The data were collected through surveys, documentation studies, and interviews. The process of data analysis was grouped into three stages, namely data reduction, data presentation, and conclusion drawing. Findings: The findings of this study indicated that (1) the pattern of imaginative thinking in student scientific work appeared in the diversity of ideas based on experience and use of metaphorical language. Ideas were born through simple propositions in paragraph form. (2) Divergent thinking patterns in student scientific work could be seen from the diversity of ideas and techniques for problem solving. Criteria for markers of divergent thinking patterns were characterized by originality, flexibility or elaboration. (3) Lateral thinking patterns in student scientific work could be seen from the use of a variety of unique ideas according to the complexity of problem solving. Implications for Research and Practice: Based on the results of the study, it can be concluded that creative thinking patterns of students in scientific work showed the use of various forms of ideas in accordance with the complexity of problem solving. The findings of this study contribute to our understanding of the importance of using creative thinking patterns in scientific writing. However, for further research it is recommended that we examine creative thinking patterns with different levels of objects so that the findings of this study appear more widely in various levels.
Exploring the Relationship between Metavariables and Self-Efficacy in Chemistry
Author: Kirbulut, Zubeyde Demet
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Self Efficacy,Chemistry,Science Instruction,Metacognition,Foreign Countries,Secondary School Science,Multivariate Analysis,Grade 12

Purpose: Self-efficacy plays a crucial role in achievement; and thus, it is important to determine the factors affecting self-efficacy. It has been known that one's reflections and evaluations of their thoughts, emotions, and behaviors are of paramount importance in the development of self-efficacy. Therefore, the aim of this study was to investigate the relationship between metavariables and self-efficacy in the context of chemistry. Method: A total of 369 high school students participated in this study. Meta-Affective Trait Scale, Metaconceptual Awareness and Regulation Scale, and High School Chemistry Self-Efficacy Scale were administered to the students. Canonical correlation analysis was employed to examine the relationship between metavariables and self-efficacy. Findings: The results of this study showed that there was a positive relationship between metavariables and self-efficacy variables except for the variable of affective awareness. Precisely, students who had high scores on the metavariables were likely to believe in their ability to use cognitive skills in chemistry and to accomplish chemistry laboratory tasks. Implications for Research and Practice: A number of implications and recommendations for future research are given. Chemistry teachers could use instructional innovations to integrate metavariables and self-efficacy into their teaching. Teacher education programs could give importance to meta-level and self-efficacy constructs in educating teachers. Researchers could conduct studies to investigate the relations among metavariables, self-efficacy, and academic achievement.
An Investigation into Examination-Type Preferences of Primary School Students in Relation to Various Variables
Author: Tas, Halil
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary School Students,Test Anxiety,Grade 4,Gender Differences,Elementary School Teachers,School Location,Preferences,Foreign Countries,Multiple Choice Tests,Correlation,Individual Differences,Alternative Assessment

Purpose: Many teachers make assessment and evaluation without taking into account the preferences of the students. However, for a qualified assessment and evaluation activity, it is very important to take into account the individual differences, individual needs, and choice of exam types when determining the type of exam. This study seekeds to determine examination-type preferences of 4th grade primary school students and whether these differed depending on gender, and the location of the school, and to reveal the reasons of students' preferences related to examination types. Methods: The study group of this relational research model was composed of 208 4th grade students. Convenience sampling was used to determine the study group. In this study, &quot;Examination-Type Preference Questionnaire&quot; was used to determine the examination types preferred by students while &quot;Interview Form&quot; was employed to find out the causes of their examination-type preferences. To collect the data of the study, quantitative and qualitative research methods were applied. Findings: It was determined that students preferred multiple choice tests most whereas they preferred written examinations least. It was also determined that there was no significant relationship between examination types preferred and gender of students, and location of the school. Implications for Research and Practice: Studies that will make use of other variables should be carried out related to examination-type preferences. In addition, a similar study on a larger sample can be used to determine alternative assessment and assessment competencies of classroom teachers.
Critical Friends Group (CFG): Inquiry-Based Professional Development Model for Turkish EFL Teachers
Author: Aktekin, Nafiye Cigdem
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Faculty Development,Language Teachers,Second Language Instruction,Foreign Countries,State Universities,Case Studies,Grounded Theory,Diaries,Teacher Attitudes,Teacher Collaboration,Communities of Practice,Teaching Methods,Program Descriptions

Purpose: This study investigated the impact of a Critical Friends Group (CFG), an inquiry-based professional development model, on Turkish EFL teachers. It was acknowledged that short-term workshops did not provide opportunities for teachers to make connections between the theory presented and the implications that it had for classroom teaching. CFG model accompanied with protocols was thought to be a practical and efficient way of professional development. Method: The research study was designed as a qualitative case study conducted at a Turkish state university and was aimed at exploring the impact of CFG as a tool to support professional teacher development. The methodology used was an inductive process using grounded theory. Data came from the journals, meeting transcripts, interviews and questionnaires, and from the researcher's notes. Findings: The results of the study showed that teachers who worked in a CFG felt better prepared to continue engaging in their profession. CFG provided the opportunity to work collaboratively, to delve into classroom-based dilemmas, to focus on the teaching and learning of specific academic content, and build strong working relationships among teachers. Implications for Research and Practice: CFGs are proved to be a valuable professional development model as teachers are given opportunities to take the time to inquire into areas of their teaching that they believe need attention. The collaboration should be formalized by school administrations by providing time and space for these processes to take place. Further studies should be implemented to observe the effects and impacts of CFG on students' learning.
Development of the Academic Stressors Scale for Bulgarian University Students
Author: Babakova, Liliya
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Stress Variables,Test Construction,Measures (Individuals),Construct Validity,Test Reliability,Parent Aspiration,Expectation,Psychological Patterns,Knowledge Level

There are numerous studies regarding the damage of academic stress on student well-being and achievement. Unfortunately, there are not many methods to measure various academic stressors among students. Purpose: The purpose of this study was to develop a valid and reliable scale to measure the stressors to which students are subjected in the academic environment. Research Methods: After interviews with students about the stressors to which they are subjected at the university, a test form of a scale, which contains 19 items, was developed. The scale form was completed by 187 first-year students at the university. Findings: The results showed that the Academic stressors scale was a reliable and valid data collection tool to be used in higher education. Four subscales emerged: stress related to parental expectations, stress related to lack of knowledge, stress related to learning material and the lecturers, and stress related to auditorium activities, which were confirmed by the confirmatory factor analysis. It was found that the biggest stressor in the academic environment was the stress associated with lack of knowledge. Implications for Research and Practice: Researchers and educators can use and apply the &quot;Academic stressors&quot; scale among students; and thus, track which students are most vulnerable to poor success and dropout from the university, and take measures to prevent such negative consequences.
School Leaders&apos; Insights Regarding Beginning Teachers&apos; Induction in Belgium, Finland and Portugal
Author: Costa, Estela
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Leadership,Beginning Teacher Induction,Organizational Development,Faculty Development,Principals,Administrator Attitudes,School Administration

Purpose: Although new teachers' induction is a key issue of principals' work, there's still little research on this. Occurring within the frame of a EU project, the goal of the study was to perceive the main needs of principals to support beginning teachers in Belgium (Flanders), Finland and Portugal. Research method: It built on a questionnaire applied to 1654 principals in three countries. 261 principals replied to the questionnaire. Descriptive statistics and exploratory factor analysis were used, and a comparative test involving the countries under analysis was performed. Findings: The most relevant needs referred to professional/organizational development and pedagogical leadership, comprising implementation of supervisory devices and ICT integration in the classroom. Principals stressed the need to support new teachers to promote differentiated pedagogy, critical reflection and collaborative practices. Moreover, we found significant differences between countries: Belgians presented the highest scores in all dimensions, followed by the Portuguese and the Finish, respectively. Conclusions: There's a consensus on the relevance of principals' action as pedagogical leaders, with a great focus on collaboration as a methodology of work among teachers, and reflection as an opportunity for professional growth and learning. Traditionally, this issue concerned only teachers. Currently, there seems to be a shift towards a commitment of principals to become more directly involved in driving teachers' practices and teaching processes. Nevertheless, this consensus is not total, as they value differently, in breadth and depth, the other dimensions, which must be analyzed in the light of the idiosyncrasies of each educational system.
From Writing to Presenting and Publishing Research Articles: Experiences of Philippine Education Faculty-Researchers
Author: Velcaldo, Rudolf
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Researchers,College Faculty,Writing for Publication,Journal Articles,Teacher Education Programs,Information Dissemination

Purpose: Higher education institutions in the Philippines have been encouraged to do and publish research. Thus, this study aimed to unravel the lived experiences of 12 teacher education faculty-researchers in a public university in Cagayan Valley, Northern Philippines with regards to writing, presenting and publishing research articles. Research Methods: The method employed was the phenomenological inquiry through an in-depth semistructured interview. Data were transcribed, read repeatedly, and subjected to content analysis. Findings: Findings revealed that personal (additional learning, self-enrichment, and prestige) and professional (knowledge generation and dissemination, career advancement, and building linkages) reasons inspired teacher education faculty-researchers in writing, presenting and publishing their studies. However, some of the challenges they encountered included lack of time due to heavy workload and multiple designations, lack of mentoring, and shortage of financial assistance for international presentation and publication. Despite external constraints and difficulties faced, these faculty-researchers were positive about doing research studies as it became an enterprise for them to find deeper meaning in what they were doing and to grow professionally as researchers. Implications for Research and Practice: Knowing and understanding the lived experiences of faculty-researchers in writing, presenting, and publishing research articles would have an impact on the higher education institution's research policies that can empower faculty-researchers and advance research culture in teacher education not only in the Philippines but in all higher education institutions in the world.
Investigation of Narrative Texts Used by Fourth Grade Primary School Students
Author: Kula, Sultan Selen
Date: 2019-00-00
Type: Journal Articles
Subjects: Turkish,Grade 4,Elementary School Students,Personal Narratives,Foreign Countries,Evaluation Criteria,Written Language,Writing Skills

Purpose: The aim of the research was to determine the use of narrative text elements by the 4th grade primary school students in their narrative texts in compliance with the designated written expression evaluation criteria. Method: In this qualitative research, document analysis was used as the data collection method. The texts of twenty-three pupils attending the 4th grade of a state school affiliated to the Ministry of National Education were examined through easily accessible case sampling method among the purposeful sampling methods. Findings: According to the results of the research, the majority of the students achieved the proper behaviour to leave a gap between the words and lines, paid attention to the page layout, etc., but they did not comply with the rule of first line indent in a paragraph. It was found that students were not having any trouble while deciding on a title for their texts, and these titles conformed to the texts, and that the texts were also organized in a logical order. Participants were found to have problems in dividing the subject into paragraphs and providing meaningful transitions between these paragraphs. Finally, it was observed that the majority of students made mistakes in the use of punctuation marks in compliance with the writing rules in the texts they wrote. Implications for Research and Practice: The results of data indicate that the students have insufficient knowledge of writing narrative. This is evident from the schematic structure and linguistic features of the texts. Students need a lot of writing guidance from the teacher. In addition, an appropriate teaching techniques and approaches should be implemented.
The Correlation between Critical and Creative Thinking Skills on Cognitive Learning Results
Author: Siburian, Jodion
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Critical Thinking,Thinking Skills,Biology,Science Instruction,Cognitive Processes,Science Education,Teacher Education Programs,Foreign Countries,Learning Strategies,Learning Processes,Creative Thinking,Pretests Posttests

Purpose: A correlational research was conducted to reveal the correlation between critical thinking and creative thinking skills on students' cognitive learning results in inquiry learning strategy and to reveal the contribution of critical thinking skills and creative thinking skills to students' cognitive learning results. Method: The population of this research was students of Biology Education Study Program in the Education and Teacher Training Faculty of Jambi University, Indonesia, in the semester of 2017/2018 academic year. The instrument used was an essay test to measure students' critical and creative thinking skills, and their cognitive learning results. The data were analyzed using multiple regression analysis with the assistance of SPSS version 16 for Windows program at 5% level. Findings: The results showed that: (1) there was a significant correlation between critical thinking skills and creative thinking skills on cognitive learning results; (2) the contribution of critical thinking skills and creative thinking skills simultaneously to cognitive learning results was 72.80%; and (3) the effective contribution of creative and critical thinking skills to cognitive learning results was 64.91% and 7.89% respectively. Implications for Research and Practice: Lecturers can consider inquiry strategies as an alternative learning, especially for new students in universities to empower critical thinking skills and creative thinking skills, based on research results, that may have a big contribution to cognitive learning results.