ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Perceived Autonomy and Work Burnout amongst EFL Teachers
Author: Alamoudi, Khadija
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Conditions,Professional Autonomy,Teacher Burnout,Teacher Attitudes,English (Second Language),Second Language Instruction,Language Teachers,College Faculty,Correlation,Foreign Countries

This research investigates the level of work autonomy and work burnout perceived by EFL teachers. It also examines the relationship between autonomy and burnout in the context of EFL teaching. The study participants were 158 EFL teachers from four Saudi universities. To measure teachers' perceived autonomy and work burnout, two questionnaires were administered to the teachers. The results indicate that EFL teachers' perceived method autonomy is high, while both scheduling and criteria autonomy are medium. In addition, EFL teachers' emotional exhaustion and depersonalization are found to be low, whereas personal accomplishment is high. A negative relationship between autonomy and burnout is also found according to the results of the study. The perception of having high or moderate levels of autonomy is connected to lower rates of burnout. According to the results, the autonomy of teachers can be seen as a particular personality trait of EFL teachers that helps mitigate burnout. The findings of this research may be beneficial for language teachers as it can increase their understanding of their own autonomy, burnout at work, and how to enhance these areas based on the suggestions provided.
Re-Engaging Youth Who Have Been Pushed out, in the Science Classroom
Author: Peña, Anthony
Date: 2023-00-00
Type: Journal Articles
Subjects: Learner Engagement,Science Instruction,Culturally Relevant Education,Charter Schools,Nontraditional Education,Social Justice,Equal Education,Educational Opportunities,Decision Making,Phenomenology,Teacher Student Relationship,Student Empowerment,High School Students,Dropouts

Providing opportunities for youth who have been 'pushed out' of traditional schools to re-engage is an issue of social justice. The lack of equitable learning opportunities in the traditional science classroom is a contributing factor to youth being pushed out. Alternative education programs have the potential to support youth who have been 'pushed out; to re-engage in science. This study investigated the factors that may contribute to the academic achievement of students in their class-based science courses at Xinaxtli Charter School, an alternative education program for youth who have been 'pushed out' in Southern California. A phenomenological research study using interviews was conducted. Students identified the Xinaxtli science classrooms as a critical and equitable science learning space with these components: educators who develop authentic relationships with students, a learning space that embodies an epistemological pluriverse inclusive of multiple perspectives and values the knowledge students bring to the classroom, the use of culturally relevant science that empowers students to make informed decisions, a localized-critical-action-based curriculum, and a wide array of equitable learning practices to re-engage students. Findings from this study underscore that a paradigm shift must occur in science education for critical and equitable learning opportunities to become commonplace.
Theory-Practice Gap in Nursing Education at Arab American University
Author: Zyoud, Raj'a Nayef
Date: 2023-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Nursing Education,Arabs,Educational Quality,Clinical Experience,Case Studies,Student Attitudes,Gender Differences,Age Differences,Nursing,College Faculty,Simulation,Teaching Methods,Teacher Collaboration,Reflection,Student Characteristics,Foreign Countries

The theory-practice gap in nursing education confuses students and decreases the quality of their training. This study aims to examine the gap between theoretical teaching and clinical training for students at AAUP. A cross-sectional survey of 192 nursing students at AAUP. Questions measuring aspects of the theory-practice gap were developed based on the literature review. Socio-demographic variables included sex, age, residence, and school year. Simple frequencies and multivariate linear regression were used to analyze the data. The p-value was set at 0.05 for statistical significance. The practical trainer was the most important factor in bridging students' theory-practice gap. Practical trainers who explain to the students the theoretical protocols of the nursing procedures produced students with better abilities to link theory and practice (B = 1.53, P = 0.000). The university teacher was less important in the theory-practice link. The simulation training was significantly related to students' abilities to link practice with theory (B = 0.28, P = 0.036). Investing in nursing clinical practice and supporting the clinical instructors is recommended. Communication between the university teachers and the practical instructors can improve their training skills and their abilities to link theory with practice.
Unpacking Elementary Preservice Teachers&apos; Beliefs on Culturally and Linguistically Responsive Mathematics and Science Teaching for English Language Learners
Author: Min, Mina
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Student Attitudes,Preservice Teachers,Teacher Education Programs,STEM Education,English Language Learners,Mathematics Instruction,Science Instruction,Culturally Relevant Education,Scaffolding (Teaching Technique),Academic Achievement,Knowledge Base for Teaching,Teacher Attitudes,Comparative Analysis,Learning Experience,Public School Teachers,Self Efficacy

With an increasing number of English Language Learners (ELLs), the landscape of public schools in the United States has been rapidly changing. However, ELLs' academic performance is consistently lower than their native English-speaking peers' and many in-service teachers feel ill-prepared to teach ELLs in a culturally and linguistically responsive way. This is especially true for mainstream teachers who teach STEM-related subjects. This study explores how pre-service elementary school teachers perceive culturally and linguistically responsive mathematics and science teaching practices for ELLs. A qualitative research design with interviews and constant comparative analysis was employed. Pre-service teachers' lively voices that unpack their beliefs on the characteristics of culturally and linguistically responsive math and science teaching are illustrated around teachers' scaffolding strategies, ELLs' learning experiences, and environments. Suggestions for teacher educators, education scholars, and practitioners are provided to advance the discourse of how to better prepare teachers to teach mathematics and science to ELLs.
A Qualitative Research Study on the Professional Job Satisfaction of Secondary School Teachers in Various Fields
Author: Alkar, Elif
Date: 2023-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Secondary School Teachers,Intellectual Disciplines,Teacher Attitudes,Teacher Motivation,Teaching Conditions,Teacher Administrator Relationship,Socioeconomic Status,Foreign Countries

The present study aims to reveal the views of secondary school teachers in various fields about their job satisfaction and highlight the factors affecting their job satisfaction. The study was conducted in some public secondary schools in the central districts of Diyarbakir province in the fall semester of the 2022-2023 academic year. There were 25 teachers in the participant group, of whom 7 were female and 18 were male. The data in this study, in which a phenomenological design was used, were collected using the semi-structured interview technique. The data analysis, which employed two different methods, namely descriptive and content analysis, was completed with a computer-aided qualitative analysis program. As far as the results obtained in the study are concerned, it can be said that the teachers predominantly had negative views about their job satisfaction. The outstanding factors for teachers' job satisfaction were intrinsic motivation, physical conditions of the school, communication with the school administration, socio-economic level, and respect for the profession. In this sense, it is believed that strong communication established between the school administration and teachers, the improvement of the physical conditions in schools, and fair wage policies will contribute positively to the job satisfaction of teachers.
Three Rs for Middle Level Education: The 2022 NCPOMLE John VanHoose Lecture
Author: Virtue, David C.
Date: 2023-05-00
Type: Journal Articles
Subjects: Middle Schools,Personal Narratives,Middle School Teachers,Relevance (Education),Resilience (Psychology),Teacher Recruitment,Diversity,Futures (of Society)

The author contends the most prominent challenges and conditions facing middle level education now and in the near future point to three imperatives for the field: middle level education must be relevant, resilient, and robust. After conceptualizing the field of middle level education as an interdisciplinary, applied field of study concerned with the formal education of young adolescent learners in school settings, the author discusses each of the three imperatives and provides recommendations for scholars to move forward alongside professionals in middle level schools and classrooms to achieve a bright educational future for young adolescents.
Who Will They Turn To? The Perspectives of Middle School Girls Regarding Trustworthy Traits in Adults
Author: Ozturk, Burcu
Date: 2023-05-00
Type: Journal Articles
Subjects: Middle School Students,Early Adolescents,Student Attitudes,Interpersonal Relationship,Stress Variables,Females,Trust (Psychology),Empathy,Reliability,Interpersonal Communication,Adults,Educational Environment

Early adolescence is a time marked by upheaval and change. Youth are navigating increased social pressures from constant connection with peers. Youth have access to 24 hours of social connection via technology, but they increasingly report feelings of isolation, anxiety, and depression (Keles et al., 2020). They are also entering a world with increased political division, climate disasters, and decreases in public safety from events like mass shootings (Coronese et al., 2019; Follman et al., 2022). As youth navigate these new challenges, adults are seeking ways to understand better how to build meaningful connections with youth that may help mitigate the negative impacts of environmental and social stress. The potential for positive effects from adult/youth relationships is high, and even more important for girls, with research suggesting them to be at even higher levels of risk (Stallard et al., 2013). This paper explores adolescent girls' perspectives regarding who they identify as trustworthy adults and what traits make that person trustworthy. This exploration can build a foundation for fostering healthy relationships between both groups.
Development, Implementation, and Evaluation of an Effective Feedback Program for School Principals to Improve In-Class Teaching
Author: Balci, Suphi
Date: 2023-07-00
Type: Journal Articles
Subjects: Principals,Feedback (Response),Teacher Improvement,Administrator Role,Administrator Attitudes,Supervision,Professional Development,Leadership Styles,Instructional Leadership,Foreign Countries

This study aims to develop a program on giving effective feedback (GEFP) which is designed to improve principals' feedback capacities that support teachers' in-class teaching and to examine the impact of this program. The program covers leadership, supervision, classroom observation, trust, active listening, feedback and statistical analysis topics. Experimental mixed method design was used in this research. The study group and sample of the research consist of 16 school principals and 602 teachers working in the experimental (N=8) and control (N=8) group schools in the province of Hatay in the 2018-2019 academic year. The &quot;school principal feedback scale&quot; was used as the quantitative data collection tool, and a semi-structured interview form was used as the qualitative data collection tool. It was concluded that GEFP contributed significantly to both the process and function factors of the feedback and increased the capacity of school principals to give effective feedback within the scope of improving teaching. The calculated effect size revealed that the contribution of GEFP to the function factor is higher than the process factor. Qualitative findings revealed that school principals realize the importance of supervision and feedback, improve themselves professionally, change their managerial behaviors positively, and show instructional leadership behaviors. As a result, it was determined that school principals started to give effective feedback by demonstrating behaviors related to the feedback process literature after GEFP. Considering the contribution of giving effective feedback to teachers to improve their teaching, it is recommended that GEFP should be provided for all school principals as in-service training.
Classroom Questioning: Pre-Service EFL Teachers&apos; Questioning and Modification Strategies
Author: Gülten, Aysegül Zingir
Date: 2023-07-00
Type: Journal Articles
Subjects: Preservice Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Questioning Techniques,Teacher Student Relationship,Classroom Communication,Teacher Education Programs,Audio Equipment,Secondary School Students,Educational Quality,Teaching Methods,Foreign Countries

One of the most important keys to create an interactive language classroom is initiation of interaction by the teacher. In order to foster interaction in foreign language classrooms, &quot;questioning&quot; is known as one of the effective ways. However, asking lots of questions in foreign language classrooms does not guarantee stimulation of interaction for language teachers. Thus, the quality of the questioning strategies employed by foreign language teachers has of significance. The present study takes exploratory-descriptive inquiry into research issue under investigation and sets out to search teacher questions posed in EFL classrooms in Turkey. The participants of the study are 10 senior pre-service EFL teachers. The data is gathered by means of observation, field-notes and audio-recordings of classroom observations held in secondary school classrooms. The results reveal that Turkish pre-service EFL teachers mostly use display questions and use modification strategies like rephrasing, simplification, repetition, decomposition, and probing. However, they have challenges when sequencing questions. They tend to ask many things at a time or prefer very general questions. They fail when giving prompts, clues or examples and they tend to reply to their own questions. The present study offers some implications for teacher education programs to increase the quality of pre-service teacher training.
Does Organizational Narcissism Affect Organizational Citizenship? An Empirical Study on Teachers
Author: Kahveci, Gökhan
Date: 2023-07-00
Type: Journal Articles
Subjects: Personality Traits,Teacher Attitudes,Teacher Behavior,Work Environment,Educational Environment,Correlation,Citizenship,Predictor Variables,Foreign Countries

Narcissism is a phenomenon that can have serious consequences for organizations and their employees. On the other hand, employees who show organizational citizenship behaviors, such as helping their colleagues, can help create a positive and productive work environment. In this study, it was aimed to determine teachers' perception levels of organizational narcissism and citizenship, the relationship between narcissism and citizenship, and the effect of narcissism on citizenship. The research was conducted on 400 teachers. Data were collected using the Organizational Narcissism Scale and Organizational Citizenship Scale. As a result of the research, it was determined that teachers' perceptions of organizational narcissism and organizational citizenship were at a moderate level. However, there are significant positive relationships between organizational narcissism and organizational citizenship. In addition, organizational narcissism was found to be a significant predictor of organizational citizenship. In the light of the results obtained from the research, suggestions for researchers and future research are given.
The Current State and Characteristics of Parental Educational Anxiety and Contributing Factors
Author: Ding, Yadong
Date: 2023-00-00
Type: Journal Articles
Subjects: Anxiety,Parents,Correlation,Academic Achievement,Gender Differences,Foreign Countries,Institutional Characteristics,School Policy,Family Characteristics

This article employed descriptive statistics, regression analysis, and mediating effect analysis to study the current state and characteristics of parental educational anxiety as well as contributing factors. It was found that there was a 66.8% rate of educational anxiety among parents surveyed; that education policies were the primary factor in parental educational anxiety, with their relation being mainly mediated by school-related variables; that there was a significantly negative correlation between child academic performance and parents' educational anxiety; and that mothers are more prone to educational anxiety than fathers.
Exploring Open Pedagogy in a Librarian-Taught Honors Course
Author: Schultz, Teresa
Date: 2023-06-00
Type: Journal Articles
Subjects: Honors Curriculum,Information Literacy,Librarians,Library Instruction,Undergraduate Students,Student Research,Information Seeking,Open Educational Resources,Copyrights,Academic Libraries

This case study describes how the authors incorporated the principles and practices of open pedagogy into a three-credit Honors College course focused on information literacy and undergraduate research. It included using literature review sources to help edit Wikipedia articles, registering a research project proposal with the Open Science Framework (OSF), and the creation of an openly licensed toolkit crowdsourced with students' tips and suggested resources for other students new to research. Students demonstrated improved understanding of several information literacy concepts, such as the role of copyright. The use and benefits of open pedagogy were, however, hindered by unrelated classroom issues, like low enrollment and, at times, a lack of student engagement. Nevertheless, the authors' general approach and the activities and assignments they developed could be adapted and used in other library instruction contexts.
Exploring Sustainability in Library Support for Open Pedagogy Collaborations
Author: Carter, Kate McNally
Date: 2023-06-00
Type: Journal Articles
Subjects: Librarians,Libraries,Open Educational Resources,College Faculty,Collegiality,Assignments,Information Systems,Library Services,Library Role,Public Colleges,Shared Resources and Services,Technology Uses in Education,Personal Autonomy,Desktop Publishing,Academic Support Services,Open Education,Student Developed Materials,Librarian Teacher Cooperation,Asian Studies,Graduate Students,Undergraduate Students

The literature in open education has thoroughly examined the implications of labor and staffing for initiatives around open educational resources (OER). However, less attention has been paid to the reliance on librarian labor for open pedagogy support. This article describes a collaboration between librarians and faculty to support an open pedagogy assignment in which students co-created an open textbook describing the history, politics, and culture of several East Asian cities. Special attention is paid to the scope and level of the support from the Libraries, which included faculty consultations, several instruction sessions, managing the publishing platform, and developing processes to ensure students' rights as authors. The collaboration provides context for a discussion about our current work of developing an open pedagogy service model. Lessons learned can inform similar collaborations at other institutions.
Teaching Internationally, Learning Collaboratively: Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM)
Author: Griesbaum, Joachim
Date: 2023-06-00
Type: Journal Articles
Subjects: Intercultural Communication,Information Literacy,Cooperative Learning,Teaching Methods,Multiple Literacies,Open Education,College Students,Foreign Countries,Curriculum Development,Computer Mediated Communication,Electronic Learning,Synchronous Communication

Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM) is a discourseoriented learning environment that engages students from diverse cultural backgrounds to participate in collaborative knowledge construction. The objective is to evolve a thematic approach to course design that includes elements of open pedagogy, information literacy, and metaliteracy. IPILM invites participation from educators and learners from around the world and has witnessed an increase in participating countries. This paper describes the concept of IPILM and demonstrates the implementation of this approach in practice. The initiative was well received by students and is both feasible and sustainable as an intercultural learning endeavor. IPILM is an ongoing project and a work in progress that is an adaptable model which may be transferred to disparate fields of teaching and learning or adopted by international communities of instructors.
Scaffolding the Open: Transforming an International Studies Course Using Open Pedagogy
Author: Bussell, Hilary
Date: 2023-06-00
Type: Journal Articles
Subjects: Educational Change,Teaching Methods,Assignments,Case Studies,Information Literacy,Scaffolding (Teaching Technique),Multimedia Materials,Copyrights,Censorship,Student Developed Materials,Librarians,Course Descriptions,Transfer of Training,Information Dissemination,News Media,Open Educational Resources,Research Universities

This case study describes how two librarians transformed an international information literacy course by creating a scaffolded open pedagogy experience for students to build transferable skills while exploring how information is produced, disseminated, and interpreted across the world. The authors discuss how we collaborated on the project to incorporate open pedagogy, tools, and strategies to enhance learning. The result was a scaffolded course using open pedagogy to help students engage with global information issues. Using Pressbooks, students published multimedia content exploring topics including global news media, censorship, misinformation, and digital divides. Then students chose to either openly license their work, share it publicly while retaining their copyright, or hide it from public view. Additionally, students used Hypothesis to socially annotate reading assignments outside of class. We reflect on our experience revising this course, what worked and what did not, and how we will adapt the course in the future.