ethanporcaro/eric-fulltext-meta huggingface dataset:
The Beliefs of Preschool Teachers on Self-Regulated Learning in the Preschool
Author: Gomercic, Ljiljana
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Student Attitudes,Beliefs,Independent Study,Self Management,Teacher Role,Role Perception,Incentives,Guidance,Persistence,Educational Environment,Preschool Education

This paper presents a qualitative research which implements the Delphi method on a sample size of 25 preschool teachers and their assistants in Slovenian preschools regarding their beliefs on self-regulated learning in the preschool. The goal was to determine how preschool teachers and their assistants define their own self-regulated learning, which factors they recognize as important in the children's self-regulated learning in the preschool and how they assess the role of the preschool teacher in the process of enhancing self-regulated learning of children in the preschool. The research was conducted in two rounds using two questionnaires. The first round of research was done using an open ended questionnaire, the answers were coded and the relevant concepts were categorized. On the basis of the result analysis from the first round of the research the questionnaire for the second round was made, which enabled the analysis and comparison of the data from both rounds of research. From the analysis of the gathered data, most preschool teachers (72%) believe that for the development of self-regulated learning it is important for the children to learn by watching others and through real-life examples. Slightly more than half of the preschool teachers (52%) say that it is independent participation of the child, (48%) believe that incentive is important, and (36%) believe that guidance is key. Others (28%) mention observation and dialogue as an important approach for the development of self-regulated learning, (12%) believe that it is persistence. Challenges and attention from the preschool teacher were noted by (8%) of the preschool teachers while (4%) believe that the adequate environment and interesting topics were an important approach.
PPSE P21 and P10 Calculation Method and Related Issues
Author: Celen, Umit
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Placement,Scores,Teacher Competency Testing,Foreign Countries,Test Bias

This study examined the calculation methods of P121 and P10 scores used in teacher appointments. The statistics regarding the Public Personnel Selection Examination (PPSE) subtests used by Measurement, Selection and Placement Center (MSPC) in 2018, 2019 and 2020 were accessed from the website of the institution. The parameters not published on this webpage were calculated by using the candidates' results. The public openly debates the allegations made by the candidates who took the exam in 2019 that their scores had been miscalculated for various reasons and the examinee scores, in fact, had to be higher. The study was conducted (i) to determine whether such disparity actually existed, (ii) and if so, the reason behind it, (iii) how the differences arising from the parameters in the formula being used to calculate the scores would affect exam takers' scores. In particular, the study identified the issues caused by converting the scores obtained by using different subtests in the same manner in calculating P121 without considering an equating method. Based on the examined exam scores for the last three-years, it was concluded that 2019 candidates were disadvantaged in most teaching fields. Based on the findings, it is suggested that (i) the use weighted standard scores instead of P121 and P110, to calculate separate scores for each teaching field is better and (ii) the validity period of such exam scores should be limited to one year.
The Effects of Creative Writing Activities on Narrative Text Writing Skills and Advanced Reading Awareness
Author: Eser, Rabia Sena
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Writing,Writing Exercises,Writing Skills,Reading Skills,Grade 7,Secondary School Students,Foreign Countries,Language Arts,Student Attitudes

The purpose of the present study was to determine the effect of creative writing exercises on narrative text writing skills and advanced reading awareness. To do that one of the mixed research designs, &quot;exploratory sequential design&quot; was used. The quantitative part of the study, in which a pretest post-test research design was used, consisted of 66 7th grade students of a secondary school in the city center of Elazig. The participants were divided into two groups: The Experimental Group (N=35), and the Control Group (N=31). In addition, 15 participants in the Experimental Group took part in the qualitative part. The data were obtained through the Narrative Text Writing Skills Rubric, Advanced Reading Awareness Scale, and Semi-Structured Interview Guide for Creative Writing Studies. The descriptive statistics, Independent Groups t-test, dependent groups t-test, Two-Way Variance Analysis for Mixed Measurements and Wilcoxon Signed Sequences Test were used in the analysis of quantitative data. The qualitative data were analyzed with the Content Analysis. The results of the quantitative data showed that the narrative text writing skills of the Experimental Group were statistically and significantly higher the Control Group. Furthermore, it was found that the advanced reading awareness levels of the Experimental Group increased more than the Control Group; however, this increase was not statistically significant. In addition, participants stated in the interviews that their narrative text writing skills improved, they gained courage and positive attitude towards writing, they formed a reading habit, they preferred books with events, their imagination developed, they gained the power to share and express. In sum, it was concluded that creative writing activities significantly improved narrative writing skills and improved to some extent advanced reading awareness though a statistical significance was not found.
The Parent-Child Communication during the Course of COVID-19 Pandemic
Author: Aykanat, Yüksel Büsra Yüksel
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Parent Child Relationship,Interpersonal Communication,Preschool Children,Preschool Education,Family Structure,Siblings,Educational Attainment,Parent Background,Fathers,Communication Skills

Due to COVID-19, which emerged in 2019 and had an impact all over the world, many people started working from home and schools started to provide distance education. Therefore, parents had to spend more time at home with their children. Hence, communication between parents and children at home has become even more important. This study aims to examine the communication of parents with children in the preschool period at home during the COVID-19 pandemic period with their children. In this context, relational research model, one of the quantitative research methods, was used in the research. Data was gathered in Turkey in 2020, from forty-eight seventy-two-month-old children and from 146 mothers/fathers. Demographic information form and &quot;Parent-Child Communication Assessment Tool&quot; were used to collect data. The measurement tool was delivered to the participants in the form of an online link and they were asked to fill in, taking into account their communication with their children during the pandemic period. The data were analyzed and it was observed that the communication of the children at home with their parents differs according to their preschool education status, the number of siblings and the educational level of the father, but not according to the education level of the mother.
Slovenian Primary School Teachers&apos; Opinion on Interdisciplinary Approach between Fine Art and Science Education
Author: Potocnik, Robert
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Interdisciplinary Approach,Art Education,Science Education,Fine Arts,Instructional Effectiveness,Course Content,Lesson Plans

In this article we present research on Slovenian primary school teachers' opinion about the interdisciplinary approach between fine art and science education. With the help of questionnaires, interviews, and analysis of lesson plans, we determined how primary school teachers use this type of interdisciplinary approach, how often and what their views are. We included 138 primary school teachers from every region in Slovenia. It turned out that primary school teachers in Slovenia use an interdisciplinary approach between fine art and science teaching quite often and consider it useful to achieve different aspects of pupils' development. The study revealed that most teachers find it difficult to consider the educational goals of both fields (fine art, science). They often use the connection between the subjects only on an associative level - they only mention the teaching content of one subject quickly and carelessly, without making meaningful connections and without achieving the goals of both subjects. Content taught in this way cannot be considered a cross-curricular approach in the subject sense.
Supervised Learning Applied to Graduation Forecast of Industrial Engineering Students
Author: Canto, Natalia Gil
Date: 2022-00-00
Type: Journal Articles
Subjects: Engineering Education,Prediction,Graduation,Industrial Arts,Universities,Student Characteristics,Grade Point Average,Dropouts,Withdrawal (Education),Accuracy,Undergraduate Students,High Schools,Educational Background,Prior Learning,Learning Analytics,Foreign Countries

The article aims to develop a machine-learning algorithm that can predict student's graduation in the Industrial Engineering course at the Federal University of Amazonas based on their performance data. The methodology makes use of an information package of 364 students with an admission period between 2007 and 2019, considering characteristics that can affect directly or indirectly in the graduation of each one, being: type of high school, number of semesters taken, grade-point average, lockouts, dropouts and course terminations. The data treatment considered the manual removal of several characteristics that did not add value to the output of the algorithm, resulting in a package composed of 2184 instances. Thus, the logistic regression, MLP and XGBoost models developed and compared could predict a binary output of graduation or non-graduation to each student using 30% of the dataset to test and 70% to train, so that was possible to identify a relationship between the six attributes explored and achieve, with the best model, 94.15% of accuracy on its predictions.
Exploring the Challenges of Tertiary Students in Non-Laboratory Courses after the First Year of Emergency Remote Teaching
Author: Bulusan, Ferdinand
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Distance Education,COVID-19,Pandemics,Emergency Programs,Foreign Countries,Barriers,Instructional Materials,Technology Uses in Education

Shortly after the Coronavirus disease (COVID-19) pandemic began, studies on the challenges faced by tertiary students during Emergency Remote Teaching (ERT) became available. However, the data sets were harvested early, as many countries began implementing ERT in response to the pandemic in March 2020. Many recent studies have failed to distinguish between the challenges faced by students enrolled in the laboratory and non-laboratory courses. There is still a dearth of literature on the difficulties encountered by students enrolled in non-laboratory courses following the first year of ERT implementation. The purpose of this paper was to examine the various challenges faced by tertiary students enrolled in non-laboratory courses following the conclusion of the first year of ERT implementation. Contextualized in two state-owned higher education institutions in northern Luzon, this study employed a fundamental qualitative approach, with focus group discussions (FGDs) serving as the primary data collection technique. Five major themes emerged from the FGDs with 42 purposively selected tertiary students. These themes presented in the spider web illustration include (1) student-focused challenges, (2) instructional material-related challenges, (3) instructor-emanating challenges, (4) technology-related challenges, and (5) student support-related challenges. This article concludes that these issues must be dealt with immediately to facilitate the implementation of ERT in non-laboratory courses. These difficulties may also be dimensions of concerns about distance education, particularly in non-urban areas of the Philippines. The themes also provide some actual pictures of the student challenges in the initial year of ERT in college. This paper highlighted some implications for pedagogy and educational management, as well as future research directions.
Facing the Inevitable: The Effects of Coronavirus Disease Pandemic and Online Teaching on Teachers&apos; Self-Efficacy, Workload and Job Satisfaction
Author: Szabó, Éva
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Self Efficacy,Job Satisfaction,Faculty Workload,Web Based Instruction,Computer Assisted Instruction,Stress Variables,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Teacher Effectiveness,Online Courses

Coronavirus disease (COVID-19) preventive measures influenced teachers directly. The sudden shift to new teaching environment emerged unknown challenges influencing teachers' work differently. As self-efficacy is a key factor of successful teaching, the goal of our study was to examine the relationship among teachers' efficacy-related experiences, work satisfaction and workload during the pandemic. 769 teachers (55 men and 677 female, 32 undefined) completed the online version of the Norwegian Teacher Self-Efficacy Scale and the Relative Self-Efficacy Scale. Findings indicated significant positive correlation between job satisfaction and self-efficacy as well as job satisfaction and the sense of competency. Kruskal-Wallis Test proved higher level of self-efficacy among teachers with more experience in online teaching in the past. According to SEM analysis, job satisfaction is predicted by efficacy beliefs concerning the sense of competence, motivation, coping and conflict resolution. Our findings indicate that experience in online teaching methods can enhance self-efficacy, which contributes to higher job satisfaction.
Supervisors&apos; Perspectives on Graduate Students&apos; Problems in Academic Writing
Author: Hawari, Omar Moh'd Amer
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Doctoral Dissertations,Writing Difficulties,Teacher Attitudes,Writing Attitudes,Study Abroad,Foreign Countries,Doctoral Students,Grammar,Vocabulary Skills,Student Motivation,Writing Apprehension,Text Structure,Student Problems

Writing is very important for learners; it is a dynamic and creative skill. Although studies on students' problems when writing a dissertation among Native Speakers (NS) are widely done, studies on English as a Foreign Language (EFL) are limited, especially those which examine problems faced while writing dissertations among Ph.D. EFL learners, in particular, Jordanian Ph.D. candidates. Studies on the supervisors' perspectives of writing a dissertation are scarce among EFL learners, particularly Arab learners. This study aims at focusing on supervisors' perspectives of writing dissertations among Jordanian Ph.D. students who are studying abroad. This study is a qualitative case study. The researchers interviewed nine Malaysian supervisors who supervised 21 Jordanian Ph.D. candidates. The results show that six main themes emerged from the supervisors' perspectives, and they are grammatical mistakes, lack of vocabulary and verbs reporting, personal effects, lack of motivation, writing apprehension, and the problem with generic thesis structure. This paper contributes with a comprehensive analysis of the theoretical perspectives on problems Ph.D. students face when writing a dissertation. The study also fills in the gap in the field of supervisors' perspectives of writing a dissertation. Based on the results found, the researchers suggest a number of recommendations and further research that might help supervisors understand the reasons behind such difficulties.
How Children Get to Know and Identify Species
Author: Jaun-Holderegger, Barbara
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Animals,Plants (Botany),Knowledge Level,Emotional Response,Sensory Experience,Family Role,Classification,Preadolescents

This study investigated with the help of in-depth interviews and a think-aloud-approach how 10- to12-year-old children (n = 46) in the Canton of Berne, Switzerland, get to know species, how they identify plants and animals, and for how important they consider species knowledge to be. Own observations and sensual experiences coupled with positive emotions were most prominent when children encountered plants and animals for the first time. Family members helped most in getting to know species, and were more needed in case of plants. When describing plants, children focused less on flower or flower color than on other characteristic traits. In case of animals, special attention was paid on the body, i.e., its size, form and color. Mean knowledge of animals and mean number of traits mentioned per class was positively related. Children considered species knowledge important for utilitarian reasons and because they thought it part of a general education.
Factors Affecting Student Satisfaction with Higher Education Service Quality in Vietnam
Author: Hai, Nguyen Chi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Quality,College Students,Student Satisfaction,Teacher Competencies,Educational Facilities,Learning Activities,Program Effectiveness,Student Needs

Higher education plays an important role in providing students with knowledge and skills to enter the labor market. The quality of higher education, the satisfaction of the quality of higher education has been concerned by many individuals and organizations. The study aims to explore the factors affecting student satisfaction with the quality of higher education services in Vietnam. Research data was collected from survey results by questionnaires from 396 students of An Giang University, Vietnam National University Ho Chi Minh City, Vietnam. SPSS 20, AMOS 24 software is used for analysis and evaluation of scales through Cronbach's Alpha reliability coefficient; exploratory factor analysis EFA; CFA confirmatory factor; SEM linear regression analysis to test the hypotheses. The results of the SEM model study show that there are six factors affecting student satisfaction with the quality of higher education services in Vietnam, including teaching staff; facilities and teaching facilities; ability to serve; educational activities; student support activities; education programs. From the research results, discussions on educational administration are proposed to improve student satisfaction with the quality of higher education services in Vietnam.
The Design of a Teaching-Learning Sequence on Simple Machines in Elementary Education and Its Benefit on Creativity and Self-Regulation
Author: Ros, Germán
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Creativity,Self Efficacy,Instructional Design,Elementary School Students,Design,Metacognition,Content Validity,Student Attitudes,Skill Development,Teacher Attitudes,Engineering Education,Elementary School Teachers,Difficulty Level,Guidelines,Likert Scales,Foreign Countries,Science Education

In this study, the process of design, implementation, evaluation, and redesign of a Teaching-Learning Sequence (TLS) on simple machines for students of 9-12 years old is shown according to the principles of Design Based Research. The aim is to create a TLS that satisfactorily addresses the conceptual difficulties inherent to the object of study and that succeeds in fostering self-regulation skills and creativity. Both qualitative (focus group, semi-structured interviews, students' reports, and teacher's class notes) and quantitative instruments (a validated questionnaire and an ad hoc one with content validation by experts) are used. The statistical analysis of the questionnaires and the narrative analysis of the qualitative instruments have been triangulated. The results show that students manage to address the conceptual and procedural difficulties of the object of study while developing emotional (enjoyment and self-efficacy) and cognitive (metacognition) self-regulation skills, as well as creativity related to the scientific and artisan domains.
Parental Involvement and High School Dropout: Perspectives from Students, Parents, and Mathematics Teachers
Author: Nguyen, Giang-Nguyen T.
Date: 2022-00-00
Type: Journal Articles
Subjects: Parent Participation,Parent Attitudes,Student Attitudes,High School Students,Low Achievement,At Risk Students,Parent Influence,Dropouts,Mathematics Achievement,Teacher Attitudes

Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students' graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students' graduation from high school.
Quantitative Literacy and Reasoning of Freshman Students with Different Senior High School Academic Background Pursuing STEM-Related Programs
Author: Sibaen, Nick W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Numeracy,College Freshmen,STEM Education,Prior Learning,Mathematics Skills,Statistics,High School Graduates,Mathematics Achievement,Foreign Countries,Scores

This paper investigates the quantitative literacy and reasoning (QLR) of freshmen students pursuing a Science, Technology, Engineering, and Mathematics (STEM)-related degree but do not necessarily have a Senior High School (SHS) STEM background. QLR is described as a multi-faceted skill focused on the application of Mathematics and Statistics rather than just a mere mastery of the content domains of these fields. This article compares the QLR performance between STEM and non-STEM SHS graduates. Further, this quantitative-correlational study involves 255 freshman students, of which 115 have non-STEM academic background from the SHS. Results reveal that students with a SHS STEM background had significantly higher QLR performance. Nevertheless, this difference does not cloud the fact that their overall QLR performance marks the lowest when compared to results of similar studies. This paper also shows whether achievement in SHS courses such as General Mathematics, and Statistics and Probability are significant predictors of QLR. Multivariate regression analysis discloses that achievement in the latter significantly relates to QLR. However, the low coefficient of determination (10.30%) suggests that achievement in these courses alone does not account to the students' QLR. As supported by a deeper investigation of the students' answers, it is concluded that QLR indeed involves complex processes and is more than just being proficient in Mathematics and Statistics.