ethanporcaro/eric-fulltext-meta huggingface dataset:
Vocational Student Teachers&apos; Self-Reported Experiences in Creating ePortfolios
Author: Korhonen, Anne-Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Student Teachers,Measurement Techniques,Student Experience,Portfolios (Background Materials),Electronic Publishing,Blended Learning,Scaffolding (Teaching Technique),Teacher Competencies,Student Motivation,Foreign Countries,Student Attitudes

Context: The context of this study is vocational teacher education and the participants are vocational student teachers studying part-time in a blended learning setting. They represent several disciplines of vocational education and training. The vocational teacher studies take one year and are 60 credits. The study relates to the discussion of vocational education and training and teachers' competencies which they are transferring to their students by sharing their knowledge of their subject area and working practices. This study is an exploration of one of these working practices making competences visible in a digital format. Approach: Student teachers' descriptions of their practices and recommendations of supportive methods for composing an ePortfolio are reviewed and their motivation to compose an ePortfolio is studied as a part of the Personal Learning Environment (PLE) philosophy. Findings: The data revealed some typical practices, such as creating an ePortfolio (the most popular ways of doing this were recording reflections in a learning diary and using digital tools to document artefacts) and demonstrating vocational teachers' competence in an ePortfolio (understanding the difference between workspace and showcase portfolios and what kinds of competences to document). The recommendations mentioned by participants were supportive methods of composing an ePortfolio (collaborative learning processes with peers, lecturers' feedback and assessment and clear instructions) as well as methods of displaying vocational teachers' competence (e.g. orientation to ePortfolio work using learning objectives and assessment criteria for ePortfolios). Participating student teachers were motivated to work with ePortfolios in various ways and expressed an intrinsic motivation to pursue personal growth and become a vocational teacher. Conclusions: The study revealed vocational student teachers' perceptions of scaffolding and motivational orientations to make their competences visible through ePortfolios. These can be used to design scaffolding methods to support students' ePortfolio activities. ePortfolios are used as a study method to promote student teachers' career development and personal growth and to help them acquire teacher competencies.
Assessing the Career Conflict Options of Senior Secondary School Students of Ado-Odo Ota Local Government, Ogun State, Nigeria
Author: Idowu, Samuel Adebayo
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Career Choice,Foreign Countries,Parent Influence,Educational Attainment,Parent Background,Socioeconomic Status,Occupations

Career choice is one of the most important decisions that students make, and this decision will affect them throughout their lives. This study adopts a descriptive research survey method for assessing career conflict options of senior secondary school students in Ado-Odo Ota Local Government, Ogun State, Nigeria. The data contains questionnaires administered to 373 male and female secondary school students from three private schools and three public schools in the Ado-Odo Ota Local Government. The data obtained from the questionnaires were categorized into a Demographic Data Inventory, Career Choice Scale, and Support, Interference, and Lack of Engagement Scale. Demographic information was analyzed using descriptive statistics, and simple linear regression analysis was used to test the three hypotheses generated for the study at 0.05 alpha levels of significance. The findings suggest that parental formal education has a significant effect on the choice of careers of students, and that the profession of parents has a minor influence on the choice of careers of students. The results also indicate that the socio-economic status of parents does not affect the career choice of secondary school students. Based on the findings, this study recommends that parents be trained in career counseling to help parents direct their children in their career choices. Counseling units in the Ministry of Education should also coordinate orientation activities and provide information on the broad variety of career opportunities open to students. Finally, future research should be carried out on the contradictory effect of teachers and school counselors on the career choices of secondary school students.
Study of NIS Teachers&apos; Perceptions of Teacher Professionalism in Kazakhstan
Author: Amirova, Bakyt
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Identity,Teacher Attitudes,Professionalism,Teacher Characteristics,Faculty Development,Teacher Competencies,Mentors,Barriers,Time Management,Teacher Motivation,Teacher Burnout,Professional Autonomy

The purpose of this study is to understand the central phenomenon of teacher professionalism, identify the perceptions of teacher professionalism and what factors contribute to or inhibit teacher professionalism. The main research question of this study is how do Nazarbayev Intellectual Schools teachers perceive teacher professionalism in the school? Subsidiary research questions were addressed in order to reach the purpose of the study: what are the teachers' perceptions of the factors that contribute to teacher professionalism at school? and what are their perceptions of the factors that inhibit teacher professionalism? Semi-structured interviews were conducted with ten participants and analyzed with the help of thematic coding and interpretation. The researcher used purposeful sampling. The study is significant because it voices teachers' perceptions of how teacher professionalism is defined in the educational system of independent Kazakhstan as well as in the Central Asia region. The research findings revealed that teacher professionalism in Kazakhstan is a complex notion that comprises various aspects of teaching and learning including commitment to the profession, school-based courses, professional learning communities, and supportive work environment. There are also certain factors that inhibit professionalism including lack of time-management skills, lack of motivation, burnout and paperwork. The study has limitations as only ten participants shared their perspectives on teacher professionalism. Future studies could extend the research by conducting a similar study in other Kazakhstani school contexts, or other schools in Central Asia, to explore other teachers' perceptions regarding professionalism involving teachers of different subjects teaching in rural and urban areas.
Assessing 4th Grade Students&apos; Computational Thinking through Scratch Programming Projects
Author: Fagerlund, Janne
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 4,Elementary School Students,Preadolescents,Thinking Skills,Programming Languages,Computer Science Education,Design,Troubleshooting,Student Projects,Formative Evaluation,Concept Formation,Educational Principles,Foreign Countries

Computational thinking (CT) has been introduced in primary schools worldwide. However, rich classroom-based evidence and research on how to assess and support students' CT through programming are particularly scarce. This empirical study investigates 4th grade students' (N = 57) CT in a comparatively comprehensive and fine-grained manner by assessing their Scratch projects (N = 325) with a framework that was revised from previous studies to aim towards enhancing CT. The results demonstrate in detail the various coding patterns and code constructs the students programmed in assorted projects throughout a programming course and the extent to which they had conceptual encounters with CT. Notably, the projects indicated CT diversely, and the students altogether encountered dissimilar areas in CT. To target the acquisition of CT broadly, manifold programming activities are necessary to introduce in the classroom. Furthermore, we discuss the possibilities of applying the assessment framework employed herein to support CT education through Scratch in classrooms.
The Development of Prospective Middle Level Teachers&apos; Mathematical Knowledge in a Multi-Site Educational Setting
Author: Slavit, David
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Middle School Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Program Descriptions,Distance Education,Student Attitudes,Teacher Education Programs,Educational Experience,Task Analysis,Learning Activities,Knowledge Base for Teaching

This case study explores the degree to which mathematical knowledge for teaching can be developed by prospective teachers in a multi-site teacher education context. The majority of the article focuses on a description of the target middle level mathematics endorsement program, including distance-based instructional norms, community building efforts, and tasks and activities intended to support the generation of mathematical knowledge for teaching. All preservice teachers enrolled in the program were invited to participate in the study. Means on Likert-scale survey items were calculated at three points in time over one year to determine changes. Open-ended survey items and focus group interviews were analyzed qualitatively to supplement the quantitative findings. These data support the result that middle level preservice teachers' mathematical knowledge for teaching can be positively impacted by a middle level mathematics teacher education program. Two broader implications are provided: 1) teacher education experiences can have positive impact on prospective teachers' development, and 2) this development is possible in a multi-site teacher education setting. Possible implications on international teacher education efforts are provided.
Pedagogical Practices Involved in Integrating English Language Skills in Subject-Specific Learning: A Case of High School Teachers
Author: Mpofu, Nhlanhla
Date: 2020-00-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Incidental Learning,Intentional Learning,Teaching Methods,High School Teachers,Language of Instruction,Multilingualism,Language Skills,Public Schools,Foreign Countries,Intellectual Disciplines

This article explores the pedagogical practices used by high school teachers in integrating disciplinary and language knowledge in a multilingual context where English is the medium of instruction. Specifically, we explored the way high school teachers implement the English Across the Curriculum (EAC) strategy in their content subjects. EAC is an old approach in language learning, however, its application is relatively new in South African high schools. To address this knowledge gap, the present study provides an answer to the following question: What pedagogical practices do high school teachers use in integrating EAC with subject-specific learning? To answer the research question, we conducted a qualitative case study, collecting data from 25 high school teachers using a focus group discussion. Data emanating from this discussion were analyzed using inductive thematic analysis. The findings indicate that in-service teachers used intentional disciplinary language learning and incidental disciplinary language acquisition as pedagogical activities for developing learners' knowledge of the language of the discipline. In line with the findings, we recommend that learners be exposed to both intentional and accidental language learning experiences. Additionally, we recommend the use of higher comprehension pedagogical activities to develop learners' critical thinking and awareness in both language and disciplinary knowledge.
Factors Influencing the Development of Entrepreneurship Competency in Vocational High School Students: A Case Study
Author: Yohana, Corry
Date: 2020-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Vocational High Schools,High School Students,Teaching Methods,Student Attitudes,Structural Equation Models,Cooperative Learning,Principals,Administrator Effectiveness,School Districts,School Business Relationship,Creativity,Innovation,Marketing,Teacher Competencies,Administrator Attitudes,Teacher Attitudes,Foreign Countries,Case Studies

This paper aims to explain the factors that influence entrepreneurship education in shaping the development of entrepreneurship competency in vocational high school (SMK) students. The study was conducted in 4 (four) district / city locations, with each location represented by 3 (three) schools (2 public and 1 private). Data was collected through a questionnaire distributed to 300 students, with only 247 were returned. Analysis of the study was conducted using SEM technique with the Lisrel 87.0 program. The results showed that Entrepreneurship education (EED) in secondary and vocational schools positively affected collaborative learning (SLC) and the development of student entrepreneurship competencies (SECD). Entrepreneurship education itself is influenced by the competency factors of school principals' competencies (PEC), entrepreneurship training (ETR), and the participation of business and industry players (BIP). The problem that is still faced is how to arouse students' interest in making the field of entrepreneurship the foundation of life after completing their education. Students no longer expect to get jobs from the formal sector (government and private), but are independent, creative, innovative, and initiatives to create jobs from the entrepreneurial sector. For this reason, entrepreneurship education is needed by paying attention to and emphasizing the strength of the indicators of each variable found in this study, including: fostering cooperation with the business and industrial world, training in production and marketing, organizing teaching factories, supporting experts, teacher competencies in learning entrepreneurship, and utilization of local potential.
In-Service and Pre-Service Special Education Teachers&apos; Perception of NCTM Standards: Implications for Professional Development
Author: Alghazo, Emad M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Preservice Teachers,Student Attitudes,Teacher Attitudes,Standards,Mathematics Instruction,Students with Disabilities,Foreign Countries,Teacher Competencies

Special Education teachers face increasing difficulties when teaching students with Mathematical learning disorders. The purpose of this study was to investigate whether special education pre-service and in-service teachers in a university in the Middle East are receiving proper training to deal with students with disabilities in learning mathematics. A 24-item self-developed questionnaire was distributed to a sample of 95 (N=95) special education pre-service and in-service teachers. The analysis of the data revealed that pre-service teachers had not accomplished sufficient competency in any of the NCTM standards that are necessary for providing meaningful and useful learning experiences to their future students. However, the analysis of the data revealed that in-service teachers had sufficient competencies in all NCTM standards. These results help to contribute in informing the design and implementation of teacher education programs. Implications of these findings are further discussed along with recommendations for further development within the teacher education program for special education teachers.
Social Presence and Self-Efficacy in Relation to Student Satisfaction in Online Learning Setting: A Predictive Study
Author: Jaradat, Suhair A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Self Efficacy,Online Courses,Correlation,Foreign Countries,Undergraduate Students,Pandemics,COVID-19,Prediction,Interpersonal Relationship,Gender Differences,Grade Point Average,Measures (Individuals),Teaching Methods

This study investigated the levels of social presence, online learning self-efficacy, and student satisfaction among undergraduate students taking online courses from the School of Educational Sciences at the University of Jordan during the COVID-19 pandemic. It was hypothesized that the relationships between these variables and the degrees of social presence and online learning self-efficacy could predict student satisfaction in these online learning settings. To this end, we used a stepwise multiple regression model for student satisfaction involving social presence and online learning self-efficacy. Data were collected from a sample of 435 participants, all of whom were undergraduate students enrolled in the summer semester at the University of Jordan in 2020 Academic Year. The results demonstrated that the undergraduate students had high levels of online learning self-efficacy and moderate levels of social presence and student satisfaction. The study also revealed a significant positive relationship between social presence, online learning self-efficacy, and student satisfaction. The findings revealed that social presence and online learning self-efficacy impact and significantly predict student satisfaction in higher education institutions in Jordan in online learning settings. Based on these results, the authors recommend that instructors at these institutions foster social presence to enhance student satisfaction.
Post-Doctoral and Non-Faculty Doctorate Researchers in Engineering Education: Demographics and Funding
Author: Fomunyam, Kehdinga George
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Graduate Students,Student Research,Postdoctoral Education,Demography,Educational Finance,Gender Differences,Inclusion,Researchers,Scientific Research

The driving force behind research in many countries is funding for research and development. The research at postgraduate level is predicated on a core research group championed by one principal investigator which might include staff scientists, postdoctoral appointees, non-faculty doctorate researchers, or graduate students and they play major roles in supporting the day to day duties in a research laboratory in order to gain more knowledge to continue their own independent research careers. In this case study, postgraduate postdoctoral appointees and doctorate holding non-tenure researchers in engineering were the study group and secondary data from National Center for Science and Engineering Statistics (2018) was used in this study. From this result, it was noticeable that there were more of postdoctoral appointees in units much more than the other categories. There were more males than females among postdoctoral appointees and non-faculty doctorate researchers in engineering education. Findings reveal that most prominent primary sources of support for postdoctoral appointees are federal and nonfederal domestic. From the primary mechanism of support, research grants were the most available for post-doctoral appointees. This study therefore recommends that there should be more inclusion for females in engineering education and efforts be intensified on increasing funding in postdoctoral engineering education.
Writing a Folktale as an Activity of Written Expression: Digital Folktales with StoryJumper
Author: Güvey Aktay, Emel
Date: 2020-00-00
Type: Journal Articles
Subjects: Folk Culture,Writing (Composition),Story Telling,Computer Software,Preservice Teachers,Elementary School Teachers,Student Attitudes,Cooperative Learning,Teaching Methods,Case Studies,Writing Skills,Audio Equipment,Scores,Pictorial Stimuli,Web Sites,Teacher Education Programs,Technological Literacy,Pedagogical Content Knowledge

One of the technological tools utilized in written expression is digital storytelling. The purpose of this study is to investigate digital folktale writing activities as a means of written expression on the basis of the opinions of pre-service teachers. In line with this aim, how digital storytelling website was used, the contributions of digital story writing, pre-service teachers' collaborative digital story writing experiences, benefits of digital story writing, and problems pre-service teachers experienced were also investigated. The digital stories prepared by the pre-service teachers were also analyzed in terms of the pre-determined criteria. The participants of the study employing the case study design, one of the qualitative research designs, are 92 pre-service elementary school teachers. The pre-service teachers divided into groups prepared 22 different digital folktales by using the StoryJumper website. The data of the study were collected through semi-structured interviews and documents. In the analysis of the interview data, the descriptive analysis technique was used. The folktales prepared were analyzed by means of document analysis based on the pre-determined criteria. As a result of the analyses, the data collected from the interviews were gathered under 6 themes. The pre-service teachers stated positive opinions about the digital storytelling website they had used. In addition, it was concluded that digital storytelling activity improved the pre-service teachers' written expression skills, contributed to their personal and professional development and that it was activity suitable for group work. In addition, it was revealed that the lowest scores were taken from the dimension of adding audio while they received better scores from the dimensions of originality of the topic and pictures used. And they received full points from the dimensions of the characters in the folktale and ending.
Mentoring-Based Learning Culture at Schools: Learning from School Administrator Mentoring
Author: Sezgin, Ferudun
Date: 2020-09-00
Type: Journal Articles
Subjects: Mentors,Administrator Role,School Culture,Holistic Approach,Phenomenology,Administrator Attitudes,Teacher Collaboration,Faculty Development,Self Evaluation (Groups),Administrator Effectiveness,Leadership Styles,Teacher Administrator Relationship,Principals,Foreign Countries

The purpose of this study is to examine the mentoring roles and behaviors of school administrators in the context of developing a learning culture in schools comprehensively and holistically. The study was designed as a phenomenological study and we utilized the interview as the data collection technique. A total number of 10 school administrators working at the public schools in Turkey participated in the study. Results revealed that mentoring is an essential component in the process of creating and maintaining an effective and collaborative learning culture. The findings of the research were discussed in the context of mentoring and learning culture with the theme of administrators' competence areas, perspective and contribution on learning and development, professional learning activities, mentoring roles, learning barriers, self-assessment and benefits of mentoring.