ethanporcaro/eric-fulltext-meta huggingface dataset:
Environmental Attitudes among Students at the University of Madeira, Portugal
Author: Spínola, Hélder
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Conservation (Environment),Ecology,Environmental Education,Attitude Measures,Climate

In the face of the present ecological crisis, improving environmental attitudes is crucial to encourage a cultural transformation that can rebalance the equilibrium between human activities and the planet. The New Ecological Paradigm (NEP) scale was used to measure the environmental attitudes of students at the University of Madeira, Portugal, and to unveil the challenges that need to be addressed at the local and global level through an environmental education effort. This article presents two dimensions of the NEP scale: the high levels of the ecocentric world view and the rejection of anthropocentrism. It also points out some inconsistencies in the NEP scale. For example, the belief in human ingenuity to properly manage natural resources and keep the planet habitable should be seen as supporting our ability to move towards sustainability, and not the opposite. However, the lack of concern about human population growth requires this to be brought to the centre of the environmental education effort.
Effects of Flipped Learning-Based Guitar Instruction on Motivation, Attitude, and Accompaniment Skills
Author: Yilmaz, Hüseyin
Date: 2023-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Music Education,Musical Instruments,Skill Development,Student Motivation,Student Attitudes,Undergraduate Students

The purpose of this research is to determine the effects of flipped learning-based guitar instruction on students' motivation, attitude, and accompaniment skills. This experimental study consisted of 26 students who were attending the lectures at Fine Arts Education Department of Music Teaching. A random sampling technique was employed to select 14 students for the experimental group and 12 students for the control group. Data collection tools used included instrument motivation scale, attitude scale towards instrument, and guitar accompaniment evaluation form. During the twelve-week intervention, both the control group and the experimental group trained for one hour each week. Students in the experimental group performed significantly higher accompaniment skills than students in the control group. The flipped learning model was found to be more effective than traditional learning method. Based on the results of the study, some recommendations were made for future studies.
Exploring the Relationship among Paternalistic Leadership, Teacher Trust in Principal, Work Engagement, and Organizational Citizenship Behavior: A Moderated Mediation Model
Author: Kavgaci, Hasan
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Leadership Styles,Teacher Attitudes,Trust (Psychology),Teacher Administrator Relationship,Citizenship,Teacher Behavior,Organizational Culture,Elementary School Teachers,Secondary School Teachers

The study investigated the relationships among principals' paternalistic leadership, teachers' trust in principal, work engagement, and organizational citizenship behaviors. Specifically, the study tested a moderated mediation model of paternalistic leadership's effect on teachers' organizational citizenship behaviors, with work engagement as mediator and trust in principal as moderator. In this cross-sectional research, data was gathered from 346 teachers working in primary and secondary schools in three different provinces in Turkiye. Paternalistic Leadership Scale-short form, Trust in Principal Scale, UWES-ultra short, and Organizational Citizenship Scale-short form were used to collect the research data. The results revealed that trust in principal was a significant moderator in paternalistic leadership's direct effect on teachers' organizational citizenship behaviors. It was also found that trust in principal moderated paternalistic leadership's indirect effect on teachers' organizational citizenship behaviors through work engagement. This study showed the critical role of trust in principal in the relationship between leadership and organizational citizenship behaviors. Moreover, it contributed significantly to the existing literature regarding teachers' work engagement. Some limitations of the study were reported, and theoretical and practical implications were noted within the framework of the findings.
Factors Affecting Turkish EFL Teachers&apos; Level of Burnout: A Quantitative Study
Author: Ilya, Ali
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Teacher Burnout,Foreign Countries,Burnout,Measures (Individuals),Emotional Response,Fatigue (Biology),Achievement,Age Differences,Public Schools,Private Schools,Teacher Characteristics

Serious consequences of teachers' experienced burnout have repeatedly been reported. Thus, it is important to identify teachers' level of burnout and underlying factors. Accordingly, the current study aims to investigate the level of burnout English as a Foreign Language (EFL) teachers in Türkiye may feel, and if four factors (age, gender, length of teaching experience, and type of school) predict their level of burnout. To that end, a quantitative orientation was adopted. Through convenience sampling 132 EFL teachers working in different regions of Türkiye voluntarily took part in the research. They were asked to fill out Maslach's Burnout Inventory-Educators Survey, and to provide some demographic information. Three separate scores for each participant were obtained through three subscales in the 22-item Likert-type inventory; emotional exhaustion, depersonalization, and personal achievement. Multiple regression analysis and a full-factorial ANOVA were conducted to reveal any possible effects of the four factors on the perceived burnout of the participants. The results revealed that majority of EFL teachers experience diminished personal accomplishment at a high level. Among the four variables, age was the most reliable precursor of burnout; however, the only statistically significant interaction was with depersonalization. The results suggest that EFL teachers need to see more concrete outcomes of their professional effort to improve their sense of personal accomplishment. In addition, as teachers get older, they may be engaged in activities that help them refresh their professional enthusiasm to prevent depersonalization.
Investigating Mathematical Modeling Competencies of Primary School Students: Reflections from a Model Eliciting Activity
Author: Kaygisiz, Ismail
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematical Models,Competence,Elementary School Students,Mathematics Activities,Grade 4,Public Schools,Foreign Countries

Educators have long emphasized the importance of relating mathematics to everyday life situations. During the primary school years, mathematical modeling activities play an important role in this regard. Through a mathematical modeling activity prepared in accordance with the length and area measurement learning outcomes in the primary school 4th-grade mathematics curriculum, the purpose of this study was to determine students' mathematical modeling competencies. The study adopted a qualitative approach using a teaching experiment model. The study involved three students selected from 33 in a state primary school through criterion sampling. &quot;Farmer Uncle Hüseyin&quot; model eliciting activity (MEA) was given to the focus group to work on, and the whole process was videotaped. Each video recording was transcribed in detail. Transcriptions, student handouts, and researcher field notes were analyzed using the mathematical modeling competencies cycle developed by Blum and Kaiser and adapted by Maaß (2006). Modeling competencies of students were found to be at different levels. Based on the study, the students' warm-up activities, the context of the MEA, and their previous modeling experiences all contributed to the students' representation of different levels of modeling competency. Due to the frequent use of multiple-choice questions in their classrooms, students also had difficulty interpreting qualitative data and understanding the mathematical task they were given.
The Effect of Problem Posing-Based Active Learning Activities on Problem-Solving and Posing Performance: The Case of Fractions
Author: Polat, Hatice
Date: 2023-00-00
Type: Journal Articles
Subjects: Problem Solving,Active Learning,Fractions,Mathematics Education,Mathematics Achievement,Grade 6,Middle School Students,Teaching Methods,Foreign Countries

This study aims to examine the effect of problem posing-based active learning activities on students' problem-posing skills and problem-solving achievement. To this aim, an experimental design with pre-test post-test control group was employed. The participants consisted of two groups of sixth graders, one experimental group (N=23) and one control group (N=25). Students in the experimental group were exposed to seven problem-based active learning activities over the course of six weeks. The study used problem-solving and problem-posing tests to collect data. The results revealed that even though the intervention was not statistically significant, the increase in the problem-solving mean score of the experimental groups was higher than that of the control group. Problem posing pre- and post-test scores of the experimental group differed statistically significantly with a high level of effect size ([eta squared] = 0.80). Finally, educational implications are discussed, and recommendations are made for future research.
The Effect of Student and School Characteristics on TIMSS 2015 Science and Mathematics Achievement: The Case of Türkiye
Author: Coskun, Burçin
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Characteristics,Institutional Characteristics,Science Achievement,Mathematics Achievement,Foreign Countries,Achievement Tests,International Assessment,Mathematics Tests,Science Tests,Middle School Students,Grade 8,Socioeconomic Status,Instructional Effectiveness,Academic Achievement,Bullying,Gender Differences,Discipline Problems,Teacher Qualifications,Family Environment,Predictor Variables

In this study, the effects of some student (e.g., gender, bullying, etc.) and school variables (e.g., emphasis on academic achievement, clarity of teaching, etc.) on the TIMSS 2015 science and mathematics achievement of eighth grade students in Türkiye were examined by controlling for the socioeconomic status of the students at the student and school level. The analyses were performed using the multilevel modelling method and the HLM8 package program. The findings show that school variables account for 34% of the variability in the TIMSS 2015 science achievement of eight grade students, while student variables account for 66%. Similar to this, school variables account for 35% of the variability in these students' mathematics achievement and student variables for 65% of it. The socioeconomic status of the school at the school level and students' confidence in learning the lesson at the student level are the two variables that have the strongest effects on students' achievement in science and mathematics. According to the results, other variables that have a significant effect on students' achievement in both science and mathematics at the school level are the clarity of teaching, the emphasis on academic achievement, and the school bullying level. Furthermore, school discipline problems have an effect on students' mathematics achievement. However, school resources and teacher qualifications do not have a significant effect on student achievement. Home educational resources and bullying among students are two important variables that effect how well students do in science and mathematics. The effect of gender and value learning the lesson on science achievement was significant, whereas the effect on mathematics achievement was not. The effect of like learning lesson on student achievement is significant only for mathematics.
The Mediating Role of Time Attitude in the Relationship between Self-Esteem and Resilience in High School Students
Author: Çelik, Eyüp
Date: 2023-00-00
Type: Journal Articles
Subjects: Time Perspective,Self Esteem,Resilience (Psychology),High School Students,Correlation,Foreign Countries

The aim of this research was to investigate the mediating role of time attitudes in the relationship between self-esteem and resilience in high school students. High school students' self-esteem, time attitude, and resilience have been researched comparatively. The research was carried out with a quantitative research design and survey method. Participants, who were selected using a convenience sampling method, were high school students. The 1,932 participants consisted of students in the following grade distribution: 793 ninth grade (248 male, 545 female); 365 tenth grade (78 male, 257 female); 350 eleventh grade (90 male, 260 female); and 434 twelfth grade (130 male, 324 female). Participants were selected from secondary education institutions in Sakarya and Kocaeli during COVID-19 from January to May 2021. Data were collected using tools such as the &quot;Two Factored Self-Esteem Scale,&quot; &quot;Adolescent Time Attitude Scale,&quot; and &quot;Ego Resilience Scale.&quot; The data was analyzed with correlation analysis and regression-based mediation analysis to investigate the relationship between self-esteem, time attitude and resilience. The SPSS 22 package program was used to analyze the data. After analyzing the data, it has been concluded that the time attitude in adolescents indeed has a mediating role in the relationship between self-esteem and resilience. The results of the research will make important contributions to the related literature.
The Perspective of Trainers on the Use of Imagination in Singing Training
Author: Doganyigit, Sati
Date: 2023-00-00
Type: Journal Articles
Subjects: Singing,Training,Music Education,Teaching Methods,Imagination,Music Techniques,Human Body,Schemata (Cognition)

Based on how singing teachers and opera singers (teaching singing) apply imagination techniques in singing training, this study examines the use of these techniques in singing training. The data for the study using qualitative research method was collected through semi-structured interviews. A descriptive analysis was performed on the data collected from 18 individuals, including 13 academics and five opera singers. Overall, the study concluded that the following images are used by experts to describe the skills necessary to learn to sing correctly and effectively: adopting an appropriate posture, breathing properly, activating the required reflexes to keep the body aligned and working in balance and coordination, closing the vocal cords properly, opening up the resonance cavities, placing the voice correctly with a precise articulation, work rendition, and dynamics.
Developing Preservice Teachers&apos; Intuitions about Computational Thinking in a Mathematics and Science Methods Course
Author: Moon, Peter F.
Date: 2023-00-00
Type: Journal Articles
Subjects: Methods Courses,Mathematics Education,Science Education,Computation,Thinking Skills,Intuition,Skill Development,Teaching Methods,Instructional Materials,Experience,Student Development

Computational thinking (CT) has the potential to enhance learning when integrated into mathematical classroom activities. Teachers are being asked to include CT concepts in their core disciplines; however, there is an open question as to how best to equip teachers to integrate CT into their practice. Oftentimes teacher candidates enter math and science methods courses with emerging ideas of what CT might be but little formal experience with the construct (Yadav et al., 2014). Relatively little is understood about the most effective ways to support candidates' understanding of CT, and how to support them in integrating CT into disciplinary instruction. In this paper, we describe a novel method of introducing teacher candidates to CT through a five-lesson module within the context of an existing pre-service teacher math and science methods course. We use an Experience First, Formalize Later format inspired by Stats Medic (2018) to help develop teacher candidates' intuitions around CT primarily through firsthand experience and the roles it can play in their math and science classrooms. This paper presents the instructional materials for this innovative approach for integrating CT into a pre-service mathematics and science methods course. We will also present data from teaching these materials with a cohort of 14 teacher candidates. Collectively, this work contributes a novel strategy for integrating CT into pre-service methods courses and contributes to our understanding of the relationship between CT and the existing disciplines of K-12 math and science, especially as seen by teacher candidates entering the profession.
Cultivating Iranian High School Students&apos; Writing Skills through Task-Based Language Teaching: A Mixed-Methods Study
Author: Rahimi, Siamak
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Writing Instruction,Writing Skills,Skill Development,Second Language Instruction,Second Language Learning,Instructional Effectiveness,Writing Tests,Language Skills,Cooperative Learning,Feedback (Response),Outcomes of Education

This mixed-methods study attempts to explore the effects of TBLT on the development of Iranian high school students' writing skills. To this end, two entire classes were selected in Shahed high school in Borujerd City, Iran. The groups went through pre-test, intervention, post-test, and delayed post-test procedures. In addition, using a classroom observation checklist, the researchers checked how much of the TBLT tenets can be implemented in real classes, and a focus group interview was used to further investigate the students' perceptions about the effectiveness of TBLT. The collected data were analyzed through repeated measures: ANOVA, a calculation of percentage, and content analysis. Findings showed a statistically significant difference between the experimental group and control group in relationship to their writing skills. Moreover, the results of the classroom observation checklist disclosed that the principles and procedures of TBLT were implementable in Iranian high school classes. Furthermore, the findings of the focus group interview revealed that the participants have positive attitudes toward TBLT. Finally, a range of implications is suggested for the different stakeholders.
Emotional Labor Practices: A Case Study of EFL Teachers in Mexico
Author: Armenta, Álvaro Ramírez
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Teachers,Secondary School Teachers,Emotional Response,Psychological Patterns,Emotional Experience,Coping,Burnout,Emotional Intelligence,Private Schools

Emotional labor is an area of the wide field of emotions that has been studied by several disciplines. However, it has not been sufficiently approached from an educational perspective, especially that of EFL teachers. In order to contribute to this research area, this study explores a small number of EFL secondary school teachers' emotional experiences in the workplace. The purpose is to understand the factors and main aspects of how EFL teachers experience emotional labor, and to raise awareness of the negative impact that emotional labor may have on a teacher's personal and professional life. For this qualitative case study, data were collected using a semi-structured interview. Given the nature of the data, aspects of grounded theory were used to analyze the information. Findings led to a deeper understanding of some of the factors that influence EFL teachers emotionally, including issues regarding emotional labor, burnout in the working context, coping strategies, and the extent to which the emotions teachers experience impact their practice.
Investigating Weekly Vocabulary List Utilization and Vocabulary Quiz Using &quot;Socrative&quot; in an EFL Context
Author: Nurmala, Nurmala
Date: 2023-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Teaching Methods,Tests,English (Second Language),Second Language Learning,Educational Technology,College Students,Student Attitudes,Instructional Materials,Foreign Countries

Vocabulary development is critical for the acquisition of any language. It is essential to improve vocabulary acquisition through the use of effective approaches. This research study integrated two popular ways to enhance vocabulary development: vocabulary lists and an interactive response system, &quot;Socrative.&quot; It investigated how the integration of the two tools affected students' vocabulary skills. Furthermore, students' perceptions of vocabulary lists and &quot;Socrative&quot; were explored. The participants were 189 first-year and second-year science and technology students taking a General English course, English Presentation in Sciences and Technology. There were four CEFR levels identified, A1, A2, B1, B2. These levels showed that the students were beginner and intermediate English language learners. To investigate the effect of the intervention, students' pre- and post-test scores were gathered and analyzed using descriptive and inferential statistics. To explore students' perceptions, focused-group discussions and in-depth interviews were conducted. The results showed that there was a significant difference between the pre-test and post-test scores (t (188)=-19.86), p &lt; 0.00. The mean of the post-test (M = 14.22, SD = 4.37) was significantly higher than that of the pre-test (M = 9.43, SD = 2.64 by 4.79. Further analysis was conducted to investigate CEFR scores, which revealed a significant improvement in all four groups. In addition to the vocabulary skills, the findings also include students' perceptions of the vocabulary lists and &quot;Socrative.&quot; Both tools benefitted the students, yet several drawbacks still need to be considered for future improvement.