ethanporcaro/eric-fulltext-meta huggingface dataset:
Formation of the Academic Performance and Cultural Values of Primary School Pupils Based on Online Supported Educational Games
Author: Karatas, Zhomart
Date: 2023-00-00
Type: Journal Articles
Subjects: Academic Achievement,Cultural Influences,Values,Elementary School Students,Electronic Learning,Educational Games,Foreign Countries,Grade 4,Pretests Posttests,Instructional Effectiveness

In this study, current issues related to Kazakh children's games were examined and the importance of games on Kazakhstan's culture was discussed. While determining the experimental and control groups in the study, 105 pupils from the 4th grade of two primary schools in Kazakhstan, who were determined by unbiased assignment, were assigned to 2 experimental and a control groups consisting of 35 pupils. In the study, online-based educational games in Experiment A group, online-based and face-to-face game activities in Experiment B group, and traditional teaching practice in control group were carried out. At the beginning of the study, &quot;Traditional Kazakh Games Achievement Test&quot;, &quot;Attitude Towards Traditional Games Scale&quot; and &quot;Cultural Value Perception Scale&quot; were applied to all three groups for pre-test purposes. The data collected in line with the purpose of the study were analyzed using statistical analysis techniques appropriate to the characteristics of the data and a quantitative statistical program was used in a computer environment. The findings obtained were presented in tables. For this purpose, one-way analysis of variance (ANOVA) and Sheffe test were used. As a result of the research, pupils in experimental group A, in which online-supported educational games were applied, and in experimental group B, in which online and face-to-face educational games were applied together, achieved higher achievement levels and positive attitudes compared to the control group, which was applied traditional education.
21st-Century Skills as Predictors of Pre-Service Teachers&apos; Professional Qualifications: A Cross-Sectional Study
Author: Yurt, Eyüp
Date: 2023-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Preservice Teachers,Teacher Competencies,Digital Literacy,Critical Thinking,Problem Solving,Foreign Countries,Sex,Socioeconomic Status,Income

This study aimed to determine the impact of teacher candidates' 21st-century skills on their professional competence by controlling for gender, grade level, and income status. Three hundred eighty teacher candidates from different classes and departments were selected to participate in the study. The data obtained using the Multidimensional 21st-Century Skills and Professional Competence Scales were analyzed using the structural equation modeling method. The results indicate that teacher candidates' 21st-century skills positively affect their professional competence when controlling for gender, grade level, and income status. The findings emphasize the importance of pre-service teachers for their future careers to have 21st-century skills such as information and technology literacy, critical thinking and problem-solving, entrepreneurship and innovation, social responsibility and leadership, and career consciousness. It has been concluded that teacher training programs should be designed to support teacher candidates in acquiring 21st-century skills and developing their professional competencies.
We Can&apos;t Fail Again: Arguments for Professional Development in the Wake of COVID-19
Author: Walsh, Lisa L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,COVID-19,Pandemics,Educational Change,STEM Education,Distance Education,Electronic Learning,College Faculty

The majority of academic institutions were underprepared for a global pandemic, leading to spikes in instructor anxiety and drops in student engagement with STEM courses. With many STEM professors teaching online for the first time, they independently sought out training in distance education and inclusive teaching practices. Had institutions been proactive in providing such professional development prior to the pandemic, the negative impacts of transitioning to online education would have been reduced. While recent events are still fresh in people's minds, we advocate for increased or maintained professional development opportunities for STEM instructors in order to protect this critical pedagogical support from budget cuts.
Why Did Students Report Lower Test Anxiety during the COVID-19 Pandemic?
Author: Ewell, Sharday N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Anxiety,COVID-19,Pandemics,College Students,Electronic Learning,STEM Education,Technology Uses in Education,Biology

Test anxiety is a common experience shared by college students and is typically investigated in the context of traditional, face-to-face courses. However, the onset of the COVID-19 pandemic resulted in the closure of universities, and many students had to rapidly shift to and balance the challenges of online learning. We investigated how the shift to online learning during the pandemic impacted trait (habitual) and state (momentary) test anxiety and whether there was variation across different demographic groups already vulnerable to performance gaps in science, technology, engineering, and mathematics (STEM) courses. Quantitative analyses revealed that trait and state test anxiety were lower in Spring 2020 (COVID semester) than in Spring 2019 and were higher overall in women than men. We did not find a difference in either trait or state anxiety in first-generation students or among persons excluded because of ethnicity or race. Qualitative analyses revealed that student priorities shifted away from coursework during Spring 2020. While students initially perceived the shift to online learning as beneficial, 1 month after the shift, students reported more difficulties studying and completing their coursework. Taken together, these results are the first to compare reports of test anxiety during a traditional, undisrupted semester to the semester where COVID-19 forced a sudden transition online.
An Example of Redeveloping Checklists to Support Assessors Who Check Draft Exam Papers for Errors
Author: Vitello, Sylvia
Date: 2023-00-00
Type: Journal Articles
Subjects: Check Lists,Test Validity,Error Correction,Test Construction,Specialists,Evaluators,Cooperation,Decision Making,Test Items,Accuracy,Taxonomy

Assessment materials must be checked for errors before they are presented to candidates. Any errors have the potential to reduce validity. For example, in the most extreme cases, an error may turn an otherwise well-designed exam question into one that is impossible to answer. In Cambridge University Press &amp; Assessment, assessment materials are checked by multiple assessment specialists across different stages during assessment development. While human checkers are critical to this process, we must acknowledge that there is ample research showing the shortcomings of being human (e.g., we have cognitive biases, and memory and attentional limitations). It is important to provide assessment checkers with tools that help overcome or mitigate these limitations. This article is about one type of checking tool -- checklists. We describe a research-informed, collaborative project to support assessors in performing their checks of exam papers. This project focused on redesigning the instructional, training and task materials provided to assessors. A key part of this was to design checklists for assessors to use when performing their checks. In this article, we focus primarily on the approach that we took for these checklists in order to draw readers' attention to the complexity that is involved in designing them and to provide a practical example of how research can be used strategically to inform key design decisions.
Synchronous Hybrid Teaching: How Easy Is It for Schools to Implement?
Author: Constantinou, Filio
Date: 2023-00-00
Type: Journal Articles
Subjects: Synchronous Communication,Blended Learning,Teaching Methods,Curriculum Implementation,In Person Learning,COVID-19,Pandemics,Elementary School Teachers,Secondary School Teachers,Teaching Experience,Foreign Countries,Distance Education

'Synchronous hybrid teaching' (SHT), defined as the concurrent delivery of online and in-person teaching, is an instructional mode employed by many schools during the COVID-19 pandemic to minimise learning loss for students who had to self-isolate at home. Since then, there have been calls for SHT to be retained as an instructional strategy post-pandemic to enable students who would otherwise miss school (e.g., students with certain mobility issues, health conditions and/or family circumstances) to still attend classes. To explore the feasibility of this proposal, this qualitative study drew upon the SHT experiences of primary and secondary teachers in different parts of Europe. The findings indicate that SHT is a demanding mode of instruction, one involving four different types of challenges: co-ordination challenges, administrative challenges, interaction challenges, and engagement challenges. More importantly, they demonstrate that SHT can struggle to consistently provide on-site and remote students with comparable learning opportunities and experiences. Through exposing the challenges involved in SHT, the study identifies directions for improving the quality of SHT in the future. It also calls for SHT employed during the pandemic to be referred to as 'emergency SHT' rather than merely as 'SHT'.
Do Reading Teachers Have Sufficient Phonological and Morphological Knowledge of Arabic?
Author: Alqahtani, Rashed Binfehaid
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Arabic,Morphology (Languages),Phonological Awareness,Students with Disabilities,Reading Difficulties,Reading Instruction,Knowledge Level,Teacher Characteristics,Special Education Teachers,Specialization,Teaching Experience,Educational Attainment,Foreign Countries

This study examined knowledge of the Arabic language in special and general education teachers, using a knowledge survey, Knowledge of Arabic Morphology and Phonology (KAMP). The KAMP was administered to 180 teachers teaching students with reading disabilities to examine their knowledge and determine whether it was influenced by differences in their specialization, teaching years, and highest educational level. The findings indicated that special and general education teachers have poor phonological and morphological knowledge. Also, there were no significant mean differences between teachers on their knowledge attributed to the differences in their specialization, teaching experiences, or highest education. The study concluded by discussing the findings and suggestions for researchers and policymakers.
In Need of a Research Base: Evidence-Based Reading Interventions for Elementary Students with Overlapping EBD and LD
Author: Burke, Mack D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Reading Instruction,Intervention,Elementary School Students,Emotional Problems,Behavior Disorders,Reading Difficulties,Learning Disabilities,Reading Improvement,At Risk Students,Effect Size,Outcome Measures

Students with or at-risk of emotional/behavioral disorders (EBD) often have reading difficulties and/or undiagnosed learning disabilities (LD). Reading challenges among this group of children and youth often exacerbate associated emotional and/or behavioral problems. This systematic review and quantitative synthesis yielded seven studies focused on improving the reading outcomes of students with or at-risk of EBD at the elementary school level. Summarized are participant and reading intervention characteristics across the seven studies. Effect sizes were calculated for each study, and results are reported for both academic and behavioral outcome measures. Implications for research and practice are discussed.
Evidence Based Reading Interventions for Students with EBD: A Systematic Review and Quality Evaluation of Research Methods
Author: Chitiyo, Argnue
Date: 2023-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Reading Instruction,Intervention,Emotional Disturbances,Behavior Disorders,Literature Reviews,Educational Quality,Research Methodology,Students with Disabilities,Effect Size

Students identified with Emotional/Behavioral Disorders (EBD) often exhibit behavioral challengtablees that negatively affect their academic performance. One of the weaker academic areas for these students lies in reading. Although numerous research on interventions to improve their reading outcomes has been conducted, some students continue to lag behind their typical peers. The use of instructional practices not supported by strong empirical evidence may deter students' reading outcomes from improving. To address the reading performance gap, educators are encouraged to use evidence-based practices supported by strong empirical research. In order to facilitate this evidence base, the Council for Exceptional Children (CEC) provides research quality indicators to evaluate interventions' studies for validity and rigor. This study applied the CEC quality indicators to evaluate the methodological rigor of research on reading interventions for students with EBD published between 2000 and 2020. Findings suggest that most studies generally meet a lot of the rigor standards set forth by the CEC. Researchers using single case designs (SCDs), however, may need to include effect size measures in their results to illustrate the quantitative effects of the interventions on reading outcomes. Implications for future research and practice are discussed.
An Analysis of English Writing Errors of Freshmen Students&apos; Essays: The Case of &apos;Aleksandër Moisiu&apos; University
Author: Enesi, Miranda
Date: 2023-00-00
Type: Journal Articles
Subjects: Error Analysis (Language),English (Second Language),Second Language Learning,College Freshmen,Essays,Foreign Countries,Writing Skills,Feedback (Response),Grammar

One of the most important elements of English language is the writing skill. It is a competence which human beings are not born with; on the contrary, it is learnt with practice and experience. In this respect, the focus must be on the hard work of English instructors, who deal painstakingly with the four skills, emphasizing writing, by means of comments, advice, explanations etc. In Albanian Educational system, foreign languages are given a considerable space. In high school students study up to two foreign languages. In 'Aleksandër Moisiu' University, apart from the courses that are related to the students' profile of study, a specific importance is given to English Language as well, which helps to enhance their English Language competences. This leads us to believe that students' progress in English is satisfactory; however, this is not always the case with all the skills. Even though students are very good at listening and speaking, when it comes to writing, many of them have serious problems, which are noticed while analyzing their written work. In this respect, this study aims to explore and analyze students' errors through the procedure of error analysis. More specifically, a sample of 100 short essays of our freshmen students from different branches of study have been analyzed with this purpose in mind. This article analyses the types of errors and their frequency of occurrence in English language writing. Based on the research analysis, it was concluded that the mechanical errors, verb tense errors, preposition errors and to some degree article errors, resulted to be more problematic than the other categories. The importance of identifying and analyzing errors is to give English lecturers feedback on the effectiveness of their teaching techniques, information on what is to be reviewed and further notice on what parts of the syllabus need modification. Making errors is an essential part of learning and English teachers should view them from the perspective of improving their teaching approaches and techniques.
Enhancing English Language Skills through a Collaborative Drama Project
Author: Mardiani, Ridha
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Drama,Undergraduate Students,Private Colleges,Teaching Methods,Language Skills,Foreign Countries,Program Effectiveness,Cooperative Learning

We have to admit that drama activities can give a variety of benefits for English foreign language learners of all ages in Indonesia. This article describes how a collaborative drama project could enhance twenty-seven undergraduate students in the sixth semester of the English education study program of a small private college in Cimahi, West Java, Indonesia. Drama, which could be considered a literary exposure for the participants, is one subject being taught as intra-curricular activities for 3 credit hours per semester, where they took the subject for the whole semester. The final assignment for this subject is a collaborative drama project in the English language. The article summarises the benefits of using collaborative drama activities to enhance the participants' English language skills and offers recommendations for the implementation of similar projects for other language instructors. Further, the challenges of organizing collaborative English language drama projects at the college will be outlined. As the final elucidation of this article, the participants' experiences during the collaborative drama project were analysed briefly through an interview as feedback on the research. Their self-perceived learning through collaborative drama is also highlighted.
A Study on the Competency of Physical Education Teachers at the Basic Education Level in China
Author: Peng, Lei
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Physical Education Teachers,Teacher Characteristics,Knowledge Level,Moral Values,Motivation,Personality Traits,Teacher Responsibility,Teacher Attitudes,Elementary Secondary Education

The aim of this study was to investigate the competency of physical education teachers at the basic education level in China. The study was conducted using a qualitative approach, using purposive sampling to conduct in-depth interviews with 12 physical education teachers from schools at the basic education level in China using the behavioral event interview method and extracting themes using coding techniques with the thematic analysis method. The results of the study show that the competencies of physical education teachers at the basic education level in China include 6 themes: Competency characteristics, knowledge characteristics, teacher moral characteristics, motivation characteristics, values characteristics and personality characteristics.
A Study on the Relationship between Teacher Competency and Job Performance under Human Resource Management in Higher Education
Author: Yang, Yan
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Job Performance,Human Resources,College Faculty,Foreign Countries

This study aimed to investigate the effects of Jiangsu University teachers' competency and engagement on their job performance and determine whether teacher competency affects job performance through the mediating role of engagement. We constructed a theoretical model based on self-determination theory (SDT) and the job demand-resource model and validated it using structural equation modeling (SEM). The study sample comprised teachers from 8 types of undergraduate colleges and universities in Jiangsu Province, China. Three hundred and fifty-four university teachers were surveyed using the Teacher Competency Scale, the Utrecht Work Engagement Scale, and the Job Performance Scale. The results showed a significant positive effect of university teachers' competency on their engagement and job performance. Additionally, SEM analysis showed a partial mediation effect of engagement in the relationship between teacher competency and job performance. The findings not only enrich our understanding of the mechanisms underlying the relationship between university teachers' competency and job performance but also extend the scope of SDT and suggest practical discussions and recommendations.
Professional Development for Early Career DBER Scholars through In-Person and Virtual Career Panel Workshops
Author: Chen Musgrove, Miranda M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Career Development,College Faculty,Comparative Analysis,Workshops,Faculty Development,STEM Education,Biology,Researchers,Videoconferencing,In Person Learning,Career Choice,Doctoral Students,Postdoctoral Education,Pandemics,COVID-19

In discipline-based education research (DBER), early career scholars, such as graduate students and postdoctoral researchers, observe a slew of possible career pathways. Yet, there is a lack of opportunities to learn about such pathways, particularly when transitioning from traditional science, technology, engineering, or math (STEM) disciplinary training into a DBER position. Thus, the DBER Scholars-in-Training Professional Development subcommittee was created within the Society for the Advancement of Biology Education Research (SABER) community to develop a collection of workshops that would serve the greatest professional development needs of early career scholars entering DBER. Through a series of surveys disseminated over multiple years, early career scholars expressed interest in better navigating their career options, which led to the development of the career panel workshop, held during the 2019 and 2020 SABER Annual National Conferences. In this report, we explore the development, implementation, and results of two career panel workshops and compare and contrast the 2019 in-person workshop with the 2020 virtual workshop. We also offer our insights on the value of the career workshop, discuss the next steps, and explore valuable resources for those planning on organizing similar events.
Scientific Societies Integrating Gender and Ethnoracial Diversity Efforts: A First Meeting Report from Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+)
Author: Campbell-Montalvo, Rebecca
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Careers,Equal Opportunities (Jobs),Communities of Practice,Self Evaluation (Groups),Professional Associations,Biological Sciences,Gender Issues,Race,Ethnicity,Self Evaluation (Individuals),Diversity,Inclusion,Cooperative Planning,Strategic Planning

Professional STEM societies have been identified as an important lever to address STEM diversity, equity, and inclusion. In this &quot;Perspectives&quot; article, we chronicle the highlights of the first Amplifying the Alliance to Catalyze Change for Equity in STEM Success (ACCESS+) convening held in September 2021. Here, we introduce the three-part ACCESS+ approach using a model that entails (i) completion of a DEI self-assessment known as the equity environmental scanning tool, (ii) guided action plan development and iteration, and (iii) sustained participation in a community of practice.