ethanporcaro/eric-fulltext-meta huggingface dataset:
School Climate and Self-Efficacy as Predictor of Job Satisfaction
Author: Türker, Yusuf
Date: 2021-10-00
Type: Journal Articles
Subjects: Educational Environment,Work Environment,Job Satisfaction,Self Efficacy,Predictor Variables,Elementary School Teachers,Secondary School Teachers,Participation,Stakeholders,Teacher Student Relationship,Discipline,Teacher Surveys,Foreign Countries

In this research, the direct effect of school climate on teacher job satisfaction and the indirect effect of school climate on job satisfaction through self-efficacy were investigated. International Teaching and Learning Survey-2018 data collected by the Organization for Economic Co-operation and Development from Turkish teachers were used in the study. The research data were obtained from the responses of the participants to the Teacher Self-Efficacy, Job Satisfaction and School Climate scales in the International Teaching and Learning Research Teacher Questionnaire. Although a total of 15498 teachers working in primary school, lower secondary school and upper secondary school participated in the research, participants with missing data were excluded from the analysis. Within the scope of the research, data obtained from 12111 teachers were used. Following the testing of the constructed model with the structural equation model, the following results were obtained: Teachers' self-efficacy directly affects job satisfaction. The perceived disciplinary dimension of the school climate directly and negatively affects job satisfaction. The other two dimensions of the school climate, teacher-student relations and the dimensions of participation among stakeholders, affect job satisfaction directly and positively. All dimensions of the school climate indirectly affect job satisfaction through self-efficacy.
The Effect of the Use of Indigenous Knowledge-Based Physics Comics of Android-Based Marbles Games on Verbal Representation and Critical Thinking Abilities in Physics Teaching
Author: Damayanti, Almira Eka
Date: 2021-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Physics,Science Instruction,Instructional Effectiveness,Cartoons,Game Based Learning,Electronic Learning,Telecommunications,Handheld Devices,Verbal Communication,Thinking Skills,Skill Development,High School Students,Grade 10,Foreign Countries

This research aims to reveal the effectiveness of the use of an indigenous knowledge-based physics comic of Android-based marbles games on verbal representation and critical thinking abilities. It is a quasi-experiment applying the pretest-posttest control group design. The research sample consists of two classes: the control and experimental classes, each of which consists of 35 students established using the cluster random sampling technique. The effectiveness of the indigenous knowledge-based physics comic of marbles games was analyzed using the quantitative method applying the effect size analysis. The result of the effect size analysis obtained from Cohen's f in verbal representation ability is 0.11 interpreted as medium effect size and critical thinking ability is 0.43 interpreted as large effect size. This shows that the developed indigenous knowledge-based physics comic of Android-based marbles games in physics teaching gives effects to verbal representation and critical thinking abilities of the students. In other words, the developed comic is effective in improving verbal representation and critical thinking abilities.
How Higher Education Institutions Are Driving to Digital Transformation: A Case Study
Author: Teixeira, Andreia Filipa
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Advancement,Higher Education,Technological Literacy,College Role,Foreign Countries,Job Skills,Information Technology,Technology Integration,Global Approach,Economic Development,Business,Labor Force Development,Industry

In recent years, the rapid development of technological innovation has transformed the business world. Digital transformation improves the economic positioning of companies, contributing to society and the environment, but beyond technological evolution, it also brings social and cultural changes. With the new trends, companies saw the need to train people with digital skills and higher education institutions (HEIs) were forced to change their teaching methods to keep up with the new demands of the labour market. In this context, it is intended to identify the influence that HEIs play in the digital development of regions, in this case, the influence of Public Polytechnic Institutes of Porto in the development of the Metropolitan Area of Porto. The methodology adopted to answer the objectives of this study and research questions formulated, was an exploratory study, using semi-structured interviews and questionnaires. The results obtained allowed us to verify the positive influence of HEIs in the digital development of the Metropolitan Area of Porto. As well as identify the motivations that lead companies to participate in digital transformation initiatives, identify the skills needed to meet the demands of the labour market and identify the efforts made by HEIs to keep up with the digital evolution of society.
&quot;We Respect Them, and They Respect Us&quot;: The Value of Interpersonal Relationships in Enhancing Student Engagement
Author: Banks, Joanne
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Dropouts,Institutional Characteristics,Teacher Role,Teacher Student Relationship,Nontraditional Education,Foreign Countries,Dropout Prevention,Secondary School Students

Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers' individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher-student relations can dominate the lives of young people, leading to poor attendance and behavioural issues which often culminate in them disengaging, leaving or being expelled from school. Furthermore, there is a growing interest in the role of pedagogical strategies in enhancing teacher-student relations, increasing student engagement and bringing about more socially just systems of education. Using in-depth qualitative interviews with staff working in a school engagement programme aimed at preventing early school leaving (the School Completion Programme) and young people who have left school early and who are now participating in an alternative education setting in Ireland as well as staff in those settings (the National Youthreach Programme), this paper provides a unique comparison of two approaches to learner engagement. Findings highlight the centrality of caring and respectful relationships between teachers and students across the two programmes. This paper suggests that aspects of the 'productive pedagogies' framework are being used to overcome barriers by placing equal emphasis on student wellbeing and formal learning. However, both programmes operate outside 'mainstream' education, with little scope for integration with the mainstream system. This paper concludes that at the micro level, the programmes are effective in re-engaging young people with education but argues that this has little impact at a broader level, where mainstream school practices impacting on student disengagement and early school leaving remain unchanged.
The Double Whammy of Pandemic and War: A Systematic Review of India&apos;s Education Diplomacy to Address Educational Inequities in Afghanistan
Author: Singh, Bawa
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,War,Equal Education,Higher Education,Foreign Countries,Foreign Policy,International Relations,Access to Education,Foreign Students,Fellowships

Higher education is considered an important tool for the overall development of any country, and it holds true in the context of Afghanistan as well. At the same time, a good eco-environment in terms of political will, leaders' farsighted vision, a fair budget, good infrastructure, and a good teaching community are some of the basic requirements for higher education to move in the direction of new and higher horizons. However, due to the ongoing war during the last couple of decades, the country's education system has become out of reach for a substantial part of the population due to poverty, lack of infrastructure, refugees and internally displaced, digital division, etc., critically affecting the education equity. This systematic review examines India's education diplomacy in addressing the inequities in Afghanistan's education system and making them more equitable. Education was further dilapidated with the outbreak of the COVID-19 pandemic. Afghanistan is caught between a war and a pandemic and suffers from a double whammy in losses. Subsequently, given their chilling effects, higher education becomes devoid of multiples equities, including education. However, because of their historical and geo-civilizational ties, India has focused on development diplomacy in general and education diplomacy (E.D) in particular to improve educational infrastructures.
The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers
Author: Urrea-Solano, Mayra
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Technological Literacy,Influence of Technology,Sustainable Development,Teacher Competencies,Knowledge Level,Undergraduate Students,Primary Education,Early Childhood Education,Foreign Countries

Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers' knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor's Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor's Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages.
Patterns of Scientific Reasoning Skills among Pre-Service Science Teachers: A Latent Class Analysis
Author: Khan, Samia
Date: 2021-00-00
Type: Journal Articles
Subjects: Thinking Skills,Science Process Skills,Preservice Teachers,Science Teachers,Multivariate Analysis,Student Evaluation

We investigated the scientific reasoning competencies of pre-service science teachers (PSTs) using a multiple-choice assessment. This assessment targeted seven reasoning skills commonly associated with scientific investigation and scientific modeling. The sample consisted of 112 PSTs enrolled in a secondary teacher education program. A latent class (LC) analysis was conducted to evaluate if there are subgroups with distinct patterns of reasoning skills. The analysis revealed two subgroups, where LC1 (73% of the PSTs) had a statistically higher probability of solving reasoning tasks than LC2. Specific patterns of reasoning emerged within each subgroup. Within LC1, tasks involving analyzing data and drawing conclusions were answered correctly more often than tasks involving formulating research questions and generating hypotheses. Related to modeling, tasks on testing models were solved more often than those requiring judgment on the purpose of models. This study illustrates the benefits of applying person-centered statistical analyses, such as LC analysis, to identify subgroups with distinct patterns of scientific reasoning skills in a larger sample. The findings also suggest that highlighting specific skills in teacher education, such as: formulating research questions, generating hypotheses, and judging the purposes of models, would better enhance the full complement of PSTs' scientific reasoning competencies.
Psychometric Properties of the Questionnaire &quot;Demands and Potentials of ICT and Apps for Assisting People with Autism&quot; (DPTIC-AUT-Q)
Author: Rodríguez Fuentes, Antonio
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychometrics,Questionnaires,Autism,Pervasive Developmental Disorders,Test Validity,Educational Technology,Technology Uses in Education,Special Education,Teachers,School Personnel,Training,Computer Oriented Programs,Foreign Countries,Attitudes,Disabilities

Background: In education, Information and Communication Technology (ICT) has gone from being a convenient option to a permanent necessity. For students and people with functional diversity, it is of seminal importance. It is therefore worth learning how professionals perceive digital tools and apps for people and students with functional diversity and autism: its requirements and potential. As no instrument to measure this exists, we have designed a questionnaire on the requirements and potentials of ICT and apps for assisting people with autism (DP-TIC-AUT). Methods: Our questionnaire has been subjected to content validity using a panel of experts, and construct validity, using Exploratory Factor Analysis and Confirmatory Factor Analysis, and Cronbach's alpha and Composite Reliability. Results: Optimal results were obtained in the above values, thus confirming the validity of DP-TIC-AUT for use in the contexts of its validation. Conclusions: DP-TIC-AUT is a valid instrument. This opens up a range of possibilities for research, firstly descriptive, then of other kinds, and for the adaptation of the instrument to other contexts. This is the first step in improving the creation and use of ICT for people with autism.
&apos;Don&apos;t Say It&apos;s Going to Be Okay&apos;: How International Educators Embrace Transformative Education to Support Their Students Navigating Our Global Climate Emergency
Author: Jimenez, Jeremy
Date: 2021-00-00
Type: Journal Articles
Subjects: Climate,Transformative Learning,Environmental Education,Sustainability,Teaching Methods,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Preschool Teachers,Advanced Placement Programs,Student Empowerment,Change Agents,Systems Approach,Service Learning,Thinking Skills,Context Effect,Psychology,Instructional Effectiveness,Mental Health,Student Attitudes,Parent Teacher Cooperation,Parent Child Relationship,Government School Relationship,Foreign Countries,Psychological Patterns,Advocacy,Social Justice

Many education professionals are looking to Environmental and Sustainability Education as a guide to incorporate curricular lessons and activities into school classrooms and other learning environments. Building upon the framework of Jickling and Wals (2008) of identifying how to teach about environmental education in transformative ways, this study examined how the experiences and perspectives of seven faculty and staff members at a K-12 International Baccalaureate school in Singapore impacted how they taught about sustainability issues. It also investigated how they work to empower students to become change agents by employing concepts and strategies such as hands-on learning, systems thinking, and service learning. Qualitative interview data revealed four overarching key themes: (1) importance of local context (both the school and the broader socio-political context); (2) pedagogy in relation to student psychology; (3) teacher and staff views on effective pedagogy for teaching about climate crises; and (4) mental health, as experienced by both students and their educators. Teachers and their students regularly struggled with tensions of authority (e.g., school/government, parent/child, teacher/student) and outlook (e.g., &quot;doomism&quot;/hope, empowered/disempowered). Nonetheless, they expressed a variety of thoughtful ways to cultivate their students' lifelong advocacy for the environment and other related social justice issues.
Relations between Subdomains of Home Math Activities and Corresponding Math Skills in 4-Year-Old Children
Author: Leyva, Diana
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Activities,Mathematics Skills,Preschool Children,Family Environment,Numeracy,Pattern Recognition,Parent Participation

Most studies on the subject have investigated relations between home math activities and child math skills, without paying much attention to the specific skills that such activities foster and their alignment with children's math assessments. The present study examined specific relations between subdomains of home math activities and children's corresponding math skills (e.g., home counting/cardinality activities related to children's counting/cardinality skills). Participants were 78 mostly middle-income, White parents and their four-year-old children (M age = 53.19 months; 45% girls). Parents completed a 24-item survey about the frequency of home activities supporting five subdomains of math: counting/cardinality, set comparison, number identification, adding/subtracting, and patterning. Children's skills in these same five subdomains were assessed using the Preschool Early Numeracy Scale (PENS) and the Early Patterning Assessment. Specific relations were observed in set comparison, adding/subtracting, and patterning, such that higher frequency of home activities in these subdomains related to advanced child math skills in the corresponding subdomains. No specific relations were found in counting/cardinality and number identification. Overall home math activities averaged across the five math subdomains positively related to children's overall math skills. Findings highlight the importance of engagement in specific math activities in the home environment and their significance for corresponding child math development.
Distance Learning during the COVID-19 Pandemic. A Comparison between European Countries
Author: Katic, Sandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Comparative Education,COVID-19,Pandemics,Secondary School Students,Student Attitudes,Adolescents,Learning Strategies,Electronic Learning,Videoconferencing,Anxiety,Stress Variables,Interaction,Inclusion,Health Behavior,Foreign Countries

COVID-19 has shaped and changed our normalities, and, with the discovery of new variants, the long-COVID syndrome, and stress disorders, the end of the pandemic seems distant. The current scenario is impacting all aspects of our lives. In particular, many studies reported that the pandemic resulted in increased psychiatric disorders and grief-related symptoms in adolescents. The project developed between Italy and Slovenia investigated students' experiences during the lockdown and, in particular, reported the perception of distanced learning, producing a transparent qualitative analysis that can inform future research and open to discussions on learning strategies. A survey was conducted with secondary school students in Southern Italy between 1 April and 31 May 2020 and in Central Slovenia between 16 March and 28 February 2021. Qualitative and quantitative data were collected based on students' perception of distanced learning, via an online survey platform. The results focused on three main aspects: learning experience, relationships with peers and teachers, and anxiety levels. The data showed similarities and differences in the two cohorts and suggested strategies to improve education (e.g., with blended approaches) to prepare students, teachers, and tutors for the challenges of returning to classes. In particular, data showed that it is recommended to foster collaboration between EU countries and to work to prevent students' social isolation.
The Impact of Procedural Knowledge on the Formation of Declarative Knowledge: How Accomplishing Activities Designed for Developing Learning Skills Impacts Teachers&apos; Knowledge of Learning Skills
Author: Saks, Katrin
Date: 2021-00-00
Type: Journal Articles
Subjects: Knowledge Level,Skill Development,Intervention,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Learning Strategies,Learning Experience,Faculty Development,Foreign Countries

In addition to content knowledge, it is necessary to teach learning skills. Using relevant learning skills assures better learning outcomes and abilities for the whole life course. Due to a packed curriculum or teachers having insufficient skills, student learning skills are often neglected. The aim of this study is to find out whether it is possible to support the development of declarative knowledge in learning skills in teachers through procedural knowledge acquired via practical teaching activities. A quasi-experimental study using semi-structured pre- and post-intervention interviews and six-month intervention activities was conducted with 14 teachers. The procedural knowledge of the teachers was assessed based on their practical experience with the intervention activities. Their declarative knowledge was assessed based on pre- and post-intervention interview reflections. The findings revealed that procedural knowledge, being predominantly teacher centred, mostly appears through experience and reflections on the teaching practice that guides them. It also appeared that the intervention focusing on advancing procedural knowledge among teachers advanced their declarative knowledge in terms of metacognition, revealing new aspects of motivation and sense-giving for their learning. As follow-up research, we plan to continue studying conditional knowledge in teachers in order to identify situations where this is applied.