ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Effect of NOS/NOT Learning and Dispositions on Undertaking Behavioural Actions in the Case of Natural Hazards
Author: Cerulli, David A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Scientific Principles,Technology,Natural Disasters,Seismology,Physical Geography,Incidence,Risk,Emergency Programs,Science Education,Foreign Countries,Secondary School Students

This research seeks to evaluate students' intended behavioural actions in the event of a natural hazard, specifically hurricane, lightning, earthquake, or tsunami. A test instrument, measuring behavioural actions in the event of a natural hazard, and related NOS/NOT beliefs and dispositions, is utilized to collect data in Estonia, USA and Japan (N=2323). Results suggest that students responded adequately to tsunamis and lightning strikes, but to a lesser extent for hurricanes and earthquakes. Results also suggest a connection between dispositions and behavioural actions, but a lack of connection between generalised. NOS/NOT conceptualisations and behavioural actions. Results imply that students find it difficult to apply their learning to new situations requiring responsible behavioural actions. Implications indicate that NOS/NOT are not well understood, while responsible behavioural actions need to more heavily stressed in teaching about natural hazards involving the promotion of student values and attitudes with respect to Natural Disaster Reduction (NDR).
Pre-Service and In-Service Teachers&apos; Experiences of Inquiry-Based Primary Science Teaching: A Collaborative Team Teaching Model
Author: Havu-Nuutinen, Sari
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Teaching Experience,Active Learning,Inquiry,Elementary School Science,Team Teaching,Foreign Countries,Faculty Development,Science Instruction,Cooperating Teachers

This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers' professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research. According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquiry-based science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers' professional development and in-service teachers' expertise and the model successfully support the use of inquiry-based practices in primary school science education.
Parental Attitudes and Socio-Demographic Factors as Predictors of Smartphone Addiction in University Students
Author: Çiçek, Ilhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Student Characteristics,Predictor Variables,Handheld Devices,Addictive Behavior,College Students,Student Attitudes,Parenting Styles,Foreign Countries

The aim of the study is to examine predictive effect of parental attitudes and socio-demographic variables (age, gender, time spent on smartphone, number of siblings, students' feeling social, and parental education level) in university students' addiction to smartphones. Participants included 670 university students whose age ranged between 18-30 years (M=21.6, SD=6.3). Smartphone Addiction Scale (SAS) and Parental Attitude Scale (PAS) and Socio-Demographic Information Form were used to collect data. The results showed that age, gender, parental education level, time spent on smartphone, number of siblings, and state of feeling social and parental attitudes predicted a significant amount of variance (11%) in smartphone addiction. The students' perception of feeling social and parental attitudes functioned as a moderator on their smartphone addiction. It was revealed that the perception to be social softened the relation between authoritarian parental attitude and smartphone addiction. Furthermore, students experienced less smartphone addiction when their perception of feeling social and democratic parental attitudes were taken together. A negative and significant relation was found between democratic and authoritarian parental attitudes and smartphone addiction. A positive and significant relation was established between protective parental attitude and smartphone addiction. The results have important implication for research and practice in the context of university students.
Perceptions of Pre-Service Teachers Regarding Entrepreneurship Education: A Metaphoric Study
Author: Tarhan, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Educational Attitudes,Preservice Teachers,Value Judgment,Skill Development,Knowledge Level,Undergraduate Study,Foreign Countries

Without being aware of it, metaphorical concepts reveal their expressions word for word in our social life. It is the expression of thoughts using concrete and abstract concepts. The aim of this study is to reveal the mental perceptions of teacher candidates about entrepreneurship education and entrepreneurship skills by using metaphors. The participants of the study are teacher candidates studying in ten different branches at the Faculty of Education in Bolu Abant Izzet Baysal University in the 2019-2020 academic year. In the research, as a data collection tool, a form that includes the expression &quot;Entrepreneurship education / entrepreneurship skill…… because……&quot; was used to identify metaphors for entrepreneurship education. The data obtained from the data collection tool were analyzed using qualitative data analysis techniques. Content analysis and metaphor analysis were used in the analysis of the data. According to the findings obtained from the study, pre-service teachers produced a total of 100 metaphors for entrepreneurship education and entrepreneurship skills. These metaphors are evaluated in three categories: 1-Theoretical framework of entrepreneurship education, 2-Values of entrepreneurship education, 3-Sub-skills of entrepreneurship education. These conceptual categories were examined according to the pre-service teachers' branches and the data obtained were evaluated under three main categories and under thirty-five titles. According to the results of the research, the perceptions of pre-service teachers about entrepreneurship education and gaining entrepreneurship skills are generally positive.
Science Teachers&apos; Argument Types and Supporting Reasons on Socioscientific Issues: COVID-19 Pandemic
Author: Atabey, Nejla
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Teachers,Persuasive Discourse,COVID-19,Pandemics,Distance Education,Immunization Programs,Disease Control,Beliefs,Social Problems,Science Education,Foreign Countries,Middle School Teachers

This study examines the types of arguments and supporting reasons of science teachers on socioscientific issues. The case study was used in this study conducted with seven science teachers. Data were collected through three scenarios developed about vaccination, curfew and distance education in the context of COVID-19. Within the context of the data obtained, the argument types of the teachers were evaluated through the deductive content analysis, and the supporting reasons they presented for their arguments were evaluated through the inductive content analysis. Study results showed that the science teachers offered more arguments, including a claim and the reasons supporting this claim and that the arguments where the pros and cons analysis was performed and the reasons for the different aspects of an issue are presented in detail could be presented less. In addition, although there were differences in the supporting reasons of the teachers according to the content of the scenario, these reasons were concentrated on the subject areas of health, social, value and personal experience. The findings can contribute to improving the science teachers' argumentation qualifications and increasing the quality of in-class argumentation practices.
The Effects of University Students&apos; School Climate on Their Motivation Levels
Author: Bilgin, Okan
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,College Environment,Student Motivation,Environmental Influences,Regression (Statistics),Gender Differences,Age Differences,Predictor Variables

The present study aims to investigate the relationship between university students' school climate and their motivation levels. In this study, whether the school climate and motivation levels differ according to gender and year of study also been examined. The &quot;School Climate Scale for University Students&quot; and &quot;Adult Motivation Scale&quot; were applied to 322 participants aged between 18 and 40. Correlational survey model was used in this study. Pearson correlation coefficient was examined to investigate the relationship between school climate and motivation. The effects of university students' school climate on motivation were analyzed using the regression analysis technique. T-test and one-way analysis of variance technique were used to investigate whether the school climate and motivation differed according to gender and year of study. The findings showed that there was no significant difference between university students' school climate and motivation levels and gender. According to the other variable, the year of study, a significant difference was found in the dimensions of learning environment and communication, which were sub-dimensions of school climate. When the relationship between school climate and motivation levels of university students was examined, the findings showed that there was a positive significant relationship between school climate and its sub-dimensions and motivation and sub-dimensions. The findings obtained in this study suggest that school climate was a significant predictor of motivation.
Using Board Games to Teach Socioscientific Issues on Biological Conservation and Economic Development in Taiwan
Author: Tsai, Jen-Che
Date: 2019-00-00
Type: Journal Articles
Subjects: Games,Game Based Learning,Instructional Effectiveness,Science Instruction,Science and Society,Biodiversity,Conservation (Environment),Economic Development,Scientific Literacy,Decision Making,Scientific Concepts,Concept Formation,High School Students,Vocational High Schools,Adolescents,Foreign Countries

This research uses board games as teaching material to develop students' decision-making ability and basic scientific literacy and to foster students' value for nature and social caring by working with socioscientific issues. The board game structure contains four perspective systems: ecological, economic, cultural, and political. In the game processing, students must handle, consider, and understand the different role players' positions and face different missions that involve socioeconomic and environmental conflicts. When making any decisions, students affect the follow-up game behaviors and develop tendencies. The board game instruction was field-tested with 38 high-school students from two different high schools. Students played the board game for a total of 200 minutes. Students' scientific conceptions concerning biodiversity (closed-ended) and perspectives on socioscientific issues (open-ended) were assessed before and after the board game lesson. The results showed that students in both high schools significantly increased their understanding of biodiversity concepts, with a high level of effect size (Cohen's d equal to 1.40 and 1.06, respectively, for the two schools). In the semistructured interviews, the interviewed students were able to reflect on the value of animals and provide various opinions about animal conservation and economic development.
The Mediating Role of Organizational Hypocrisy in the Relationship between Organizational Silence and Organizational Rumor: A Study on Educational Organizations
Author: Çayak, Semih
Date: 2021-00-00
Type: Journal Articles
Subjects: Organizational Culture,Elementary School Teachers,Secondary School Teachers,Institutional Characteristics,Organizational Communication,Foreign Countries,Public Schools,Urban Schools

Research on organizations operating in different fields has shown that organizational hypocrisy has negative impact on employees' organizational behaviors. In terms of educational organizations, the studies show that organizational hypocrisy has a negative relationship with organizational silence, organizational rumor, organizational happiness, organizational commitment etc. Thus, these situations suggest that organizational hypocrisy may have a mediating role between organizational silence and organizational rumor. Based on this thought this study aims to examine the mediating role of organizational hypocrisy in the relationship between organizational silence and organizational rumor in educational organizations. The study was conducted with a total of 323 teachers, 236 females (73%), and 87 males (27%). The data were collected by using the &quot;Organizational Silence Scale&quot;, &quot;Organizational Rumor Scale&quot; and &quot;Organizational Hypocrisy Scale.&quot; In analyzing the data, descriptive statistics, Pearson product-moment correlation coefficient, path analysis, and bootstrapping method were used to test the significance of the mediating effect. The results of the study showed that there was a positive significant relationship between organizational silence, organizational hypocrisy, and organizational rumor. The bootstrapping results showed that organizational hypocrisy had a partial mediating role in the relationship between organizational silence and organizational rumor. It is considered that the results obtained can be used to reduce organizational rumor at schools. In addition, it can be said that the results obtained from the study will be a guide for future studies.
The Effect of School and Student-Related Factors on PISA 2015 Science Performances in Turkey
Author: Yetisir, Mehmet Ikbal
Date: 2021-00-00
Type: Journal Articles
Subjects: School Effectiveness,Student Characteristics,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Science Achievement,Hierarchical Linear Modeling,Institutional Characteristics,Educational Environment

The Program for International Student Assessment (PISA) is a research project conducted by the Organization for Economic Co-operation and Development, which evaluates the knowledge and skills gained by 15-year-old students over three-year terms. Within this study's' scope, the PISA 2015 data were analysed to determine whether school-related factors [including the schools' economic, social, and cultural status (ESCS)] were related to Turkish students' science performances. Due to its nested structure, the released PISA 2015 data were analysed using the hierarchical linear model (HLM). Two models were considered to examine how Aggregated ESCS at the school level makes a difference. Thereby in model 1 shortage of educational material, staff shortage, student behaviours, and teacher behaviours were included in the analysis; in addition to these variables listed, aggregated ESCS was also added to the analysis in Model 2. The results of the analysis revealed that school-related factors--in particular, staff shortage, student behaviours, and aggregated ESCS indexes--were statistically related to students' science performances. When the aggregated ESCS was controlled, it is observed that the school-level variables had a higher effect on students' science performances.
Elementary Content Teacher Perceptions Regarding Their ELL Instructional Practices
Author: Owens, C. Wesley
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,English Language Learners,Instructional Effectiveness,Academic Achievement,Correlation,Culturally Relevant Education,Cooperative Learning,Teacher Collaboration,Language Teachers,Educational Environment,Performance Factors

The purpose of this qualitative descriptive study was to explore the instructional practices of elementary English language learner (ELL) teachers and how those practices are perceived by the teachers to be aligned with improved ELL academic performance. The study is grounded in Ladson-Billings' theory of culturally relevant pedagogy, which holds that student academic achievement and cultural identity should be affirmed. The research questions focused on exploring instructional practices used by teachers to support ELL learning and the teachers' perceptions of how their practices are aligned with improved ELL academic performance. The qualitative descriptive study was limited to three elementary schools in an Eastern school district. We analyzed data from lesson plans and semistructured interviews with nine general education teachers who taught in an elementary school in the geographical area. Using a priori, open, and axial coding, we analyzed data from lesson plans and semi-structured interviews with nine elementary school general education teachers who taught in a school in the geographical area. The findings demonstrated that positive strategies for cooperative learning and varied instructional practices were in use, but there is a need to build culturally appropriate and collaborative relationships with teachers of speakers of other languages and create a welcoming learning atmosphere for ELLs. A policy recommendation paper was developed to improve ELL pedagogy in content classes. Improved instruction for ELLs will contribute to positive social change by increasing ELL students' academic achievement.
Evaluation of a Teaching Assistant Program in Online Education
Author: Armstrong, Shelley N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Evaluation,Teaching Assistants,Distance Education,Online Courses,Web Based Instruction,Program Development,Program Implementation,Doctoral Students,Undergraduate Students,Instructional Effectiveness,Satisfaction

Online student success is determined by several factors, including learning effectiveness, access (academic, technical, and administrative support), faculty satisfaction, and student satisfaction. These factors are part of the Online Learning Consortium's Pillars of Quality Online Education, which were established to ensure all students are provided a quality education, with high levels of student engagement, instructor feedback and interaction, and experiential learning opportunities. Using Teaching Assistants (TAs) in the virtual classroom is not a traditional practice for most online institutions, but is a strategy that can have a positive impact on these factors. This exploratory research study discusses a TA program that was developed, implemented, and evaluated over 3 years. Fifteen (n = 15) doctoral students were hired to provide teaching support to high-risk courses in the undergraduate programs. Background, recruitment, onboarding, division of course responsibilities, data, and outcomes of the 3-year TA programs are discussed in alignment with the five pillars. Findings suggest the addition of TAs in online education is a potentially useful strategy to improve student learning outcomes, scale, access, and faculty and student satisfaction.
Characteristics of Academic Advising That Contribute to Racial and Ethnic Minority Student Success at Predominantly White Institutions
Author: Museus, Samuel D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Advising,Ethnic Groups,Minority Groups,Success,Role Perception,African American Achievement,African American Students,Performance Factors,Effective Schools Research,Counseling Effectiveness,Interviews,Counselor Attitudes,Student Attitudes,Counseling Techniques,Faculty Advisers

Racial and ethnic minority student departure continues to be a major concern for higher education researchers, policy makers, and practitioners. We explore the role that academic advisors play in facilitating success among students of color at predominantly White institutions that have demonstrated effectiveness at generating ethnic minority success. Three themes emerged from the findings and underscore the characteristics of academic advising that contribute to that success. First, participants noted the importance of advisors who humanized the practice of academic advising. Second, they highlighted the impact of those who adopted a multifaceted approach to advising. Finally, participants emphasized the importance of proactive academic advising. Implications for academic advising practices are discussed.
Using a Relational-Cultural and Adlerian Framework to Enhance Multicultural Pedagogy
Author: Irvine, Taylor
Date: 2021-00-00
Type: Journal Articles
Subjects: Counselor Training,Multicultural Education,Culturally Relevant Education,Counseling Theories,Individual Psychology,Feminism,Models,Educational Practices

Counselor education (CE) programs are expected to provide counselors-in-training (CITs) with a diversity-infused curriculum. Throughout the CE literature, there are many available methods to accomplish this goal, yet trainees have reported a lack of self-efficacy in essential multicultural competencies before entering clinical work. Graduates of CE programs have also noted feeling unprepared when working with culturally diverse clients. The integration of culturally responsive models in CE programs is limited, and methods to decolonize current educational practices remain sparse. To address these gaps, we propose a culturally responsive and decolonizing framework grounded in the extant research that integrates relational-cultural theory (RCT) and Adlerian theory principles. The Relational-Cultural and Adlerian Multicultural Framework (RAMF) is intended to be a new pedagogical approach to enhance multicultural education across CE programs. By integrating RCT and Adlerian theory frameworks, the RAMF may offer a more comprehensive lens to view multicultural and social justice issues.
Resilience and Coping as Moderators of Stress-Related Growth in Asians and AAPIs during COVID-19
Author: Litam, Stacey Diane Arañez
Date: 2021-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Coping,Stress Variables,Asian Americans,Pacific Islanders,Asians,COVID-19,Pandemics,Racial Discrimination,Racial Identification,Ethnicity,Self Concept Measures

This exploratory study examined the extent to which coping, resilience, experiences of subtle and blatant racism, and ethnic identity predicted stress-related growth in a national convenience sample of Asians and Asian Americans and Pacific Islanders (AAPIs; N = 326) who experienced COVID-19-related racial discrimination. Our analysis indicated participants with higher levels of coping, resilience, experiences of subtle and blatant racism, and ethnic identity were significantly more likely to cultivate higher levels of stress-related growth. Coping strategies such as self-blame, religion, humor, venting, substance use, denial, and behavioral disengagement significantly moderated the relationship between experiences of racism and stress-related growth. Notably, participants in the study who used mental health services following COVID-19 reported significantly higher levels of racial discrimination, resilience, coping, and stress-related growth compared to Asians and AAPIs who did not use professional mental health services. Mental health professionals are called to utilize culturally sensitive treatment modalities and challenge traditional Western notions that frame coping responses from an individualistic worldview.