ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Participation in Administrative Decisions and School Effectiveness: An Empirical Study on Teachers
Author: Baydar, Fatih
Date: 2022-00-00
Type: Journal Articles
Subjects: Participative Decision Making,School Effectiveness,Teacher Participation,Foreign Countries,Elementary School Teachers,Secondary School Teachers

The aim of this research is to reveal the effect of teachers' participation in administrative decisions and their willingness to participate in decisions on school effectiveness. Predictive survey model was used in the study. In the 2021-2022 academic year, 283 teachers working in Istanbul's Sultanbeyli, Pendik, Maltepe and Kartal districts formed the research sample. Simple random sampling was used when selecting the research sample. According to the results of the research, teachers' willingness to participate in administrative decisions is significantly higher than their level of participation in decisions. In addition, there is a positive correlation between the level of participation in decisions, willingness to participate and school effectiveness. In addition, the level of participation in decisions and willingness to participate partially predicts school effectiveness. As teachers' level of participation and willingness to participate in decisions increases, school effectiveness increases.
Exploring the Effect of STEM Education on the Motivations and Epistemological Beliefs Related to Science among Talented and Gifted Students
Author: Akpinar, Dilara
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Student Motivation,Student Attitudes,Epistemology,Science Education,Academically Gifted,Elementary School Students,Grade 5,Grade 6

The research is aimed to explore the effect of STEM education on the motivations and epistemological beliefs related to science among talented and gifted students. A mixed research method was employed in collecting the data of the research. The sample of the research consisted of 20 5th and 6th grade students who were diagnosed to be talented. Before the activities, the Epistemological Beliefs Questionnaire and the Motivation Scale for Science Learning were applied to the students. The reflective journals were asked to fill in reflective journals after each activity and individual interviews were conducted after all activities were completed. A significant difference was found between the Epistemological Beliefs Questionnaire and the Motivation Scale for Science Learning pre-test and post-test scores at the end of the research. With the conducted interviews and results from the journals, positive changes were observed in students' self-confidence, motivation, and attitudes towards science lessons in training.
Computer Practice Module Lecturers&apos; Experiences of Internal Continuous Assessment at Technical Vocational Education and Training Colleges
Author: Atukunda, Jackline
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Schools,College Faculty,College Students,Vocational Education,Barriers,Faculty Development,Feedback (Response),Student Evaluation,Evaluation Methods,Teacher Qualifications,Teaching Conditions,Attendance,Time,Resources,Teacher Responsibility,Computer Science Education

Lecturers have different perceptions of the effect of internal continuous assessment (ICASS) on students at tertiary vocational education and training (TVET) colleges. This qualitative multiple case study explored computer practice module lecturer's experience of internal continuous assessment (ICASS) in three KwaZulu-Natal TVET colleges. Six lecturers were purposively selected from three KwaZulu-Natal TVET colleges. Drawing from an interpretivist perspective, constructivist theory entailing cognitive and social constructivism guided this study. Data were collected by means of semi-structured interviews and document analysis. Collected data were transcribed, categorized into codes and themes emerged using thematic data analysis method. The findings revealed that it was difficult to complete the curriculum due to limited time and assessments methods were limited and did not meet the diverse needs of students. Lecturers had to work beyond the set assessment schedules to cater students who missed or scored below average marks. Moderation and assessment feedback were not considered as a critical aspect in the ICASS. Coronavirus disease (COVID-19) crisis hindered the successful implementation of the ICASS. It is recommended that the policy makers should insist TVET college managements to offer specialized in-service training for lecturers' professional development and upgrade the infrastructure and equipment. Time should be set for teaching activities to enhance effective learning so that extra lectures can be offered to students with limited or no previous computer knowledge and encourage them to follow the comments by lecturers as a corrective assessment feedback. It is concluded that lecturers should use diverse assessment methods to improve students' ICASS.
Identifying the Problems Experienced by Parents of Children with Special Needs during the COVID-19 Pandemic
Author: Yavuz, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Parents,Barriers,Disabilities,School Closing,Family Environment,Access to Education,Students with Disabilities,Family Relationship,Economic Impact,Health,Child Behavior,Behavior Problems,Eating Habits,Interpersonal Communication,Sibling Relationship,Parent Child Relationship,Daily Living Skills,Teacher Competencies,Special Education,Physical Therapy,Teacher Role,Government Role

This study aims to determine the problems experienced by parents of children with special needs during the COVID-19 pandemic. The phenomenological patterns technique, which is a qualitative research method, was used in the study. Ten parents with children with special needs who were affected by different types of disabilities were included in the study. The data in the research were collected using interview forms consisting of open-ended questions and a semi-structured interview technique. After the data obtained from the interviews were decoded, they were analyzed with the descriptive analysis technique. At the end of the study, the findings of the problems experienced by parents of children with special needs during the epidemic, the problems they experienced with their children, and the problems and expectations related to the education of their children were discussed in detail within the framework of the literature.
Learning Styles and Task Preferences in Online Language Courses: Match or Mismatch?
Author: Hosseini, Hamed Mohammad
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Style,Online Courses,Second Language Learning,Second Language Instruction,English (Second Language),Preferences,Student Attitudes,Individual Characteristics,Instructional Materials,Task Analysis,Private Education,Foreign Countries

Despite the widespread recognition of learning styles (LSs) in online language learning contexts, there seems to be a paucity of research on their direct role in learners' task preferences. Therefore, this article aims to investigate the role of LSs in learners' preferences for the specific tasks added to the typical online English learning classrooms. To accomplish this objective, data were collected through a questionnaire of LSs, task ratings and semi-structured interviews. The quantitative data revealed learners with certain dominant LSs had preferences for tasks with features consistent with their individual characteristics. The thematic data analyses went further by showing that an awareness of LSs could help learners better select their preferred tasks. It is concluded that online instructors could use tasks with specific features based on the learners' LSs and help them have an awareness of their individual characteristics in order that they can benefit more from the instructional materials.
Opportunities for the Development of Ecological Competence of the Future Preschool Teachers
Author: Zhakupova, Altynay
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Preschool Education,Preservice Teachers,Teacher Competencies,Ecology,Student Attitudes,Conservation (Environment),Student Behavior,Volunteers

The preschool period plays a key role in environmental education and shaping attitudes towards the environment. It is therefore important that preschool teachers are equipped to provide students with the necessary training in their early stages. This study aims to evaluate the new opportunities for the development of the ecological competencies of future preschool teachers in terms of the views of pre-service teachers. This research was conducted using a qualitative design. The participants of the research consisted of 33 students studying in the 3rd and 4th grades of the preschool teaching department at various universities in Kazakhstan in the 2021-2022 academic year. As a data collection tool, the researchers created a semi-structured interview form. From the result of the research, pre-school teacher candidates found themselves at a medium level in terms of ecological competencies. Pre-school teacher candidates evaluated ecological attitudes and behaviors in the categories of environmental awareness, sensitivity, and volunteerism.
Intellectual Structure of Mobile Learning Field: Bibliometric Evidence from Turkey (2006-2020)
Author: Karagöz, Beytullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Degrees,Masters Theses,Citations (References),Supervisors,Faculty Advisers,Periodicals,Journal Articles,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Books,Authors,Bibliometrics

The aim of present study is to examine the intellectual structure of the reference lists of postgraduate theses on mobile learning in Turkey. In this research, 88 postgraduate theses indexed in the National Thesis Center of the Council of Higher Education were examined. According to the obtained findings, it was determined that the most theses were conducted in 2019. The average number of pages and citations of doctoral theses is higher than that of master's theses. The supervisors of the master's theses are mostly Assistant professors while the advisors of doctoral theses are mostly Associate professors and Professors. In both master's and doctoral theses, citations to journal articles are more common. The most cited journals in master's theses were &quot;Computers and Education,&quot; &quot;Turkish Online Journal of Educational Technology,&quot; &quot;British Journal of Educational Technology.&quot; The most cited journals in doctoral theses were &quot;Computers and Education&quot; and &quot;British Journal of Educational Technology.&quot; Agnes Kukulska-Hulme and John Traxler's book &quot;Mobile Learning: A Handbook for Educators and Trainers&quot; is the most cited book in master's theses. Mohamed Ally's book &quot;Mobile Learning: Transforming the Delivery of Education and Training&quot; comes first in doctoral dissertations. Mike Sharples has been the most cited author in both types of postgraduate theses.
Organizational Anomie: A Qualitative Research on Educational Institutions
Author: Yarim, Mehmet Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Ethics,Social Values,Behavior Standards,Social Behavior,Organizations (Groups),Elementary Schools,Secondary Schools,Job Satisfaction,Organizational Climate

This study, which aims to examine the perceptions of teachers working in primary and secondary schools regarding organizational anomaly, was designed with a phenomenology study from qualitative research designs. The working group of the research consists of 16 teachers working in state schools in the central districts of Erzurum in 2020-2021. The data obtained with the measurement tool consisting of semi-structured open-ended questions prepared by the researchers were analyzed by content analysis method. According to the findings obtained in the study, the main causes of anomie experienced by teachers are corruption in working life, loss of values, lack of certain rules and norms, distrust of administrators, unwillingness, impossibility, dissatisfaction, inefficiency and loss of belonging. It has been concluded that it has consequences such as lack of discipline, self-interest and negligence, and that the teachers generally have uncertain and anxious thoughts about the personal and social future. In order to reduce anomaly in schools, a value-oriented human resources management based on the spirit of teachers and a transition to a merit and justice-based appointment system in manager appointments are the basic proposals.
Integrating Project Work into English Proficiency Courses for Pre-Service Teachers&apos; Training
Author: Van Loi, Nguyen
Date: 2021-11-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Language Proficiency,English (Second Language),Second Language Learning,Preservice Teachers,Instructional Effectiveness,Foreign Countries,Student Motivation,Personal Autonomy,Cooperative Learning

The effectiveness of project-based learning (PBL) on language learning outcomes is welldocumented in the literature. However, research on using projects to supplement direct instruction is scarce. This study, thus, is aimed at examining the effects of integrating project work into English skills courses for pre-service teacher training courses in English teaching. The participants were fifty Vietnamese student teachers and two instructors who implemented the project component in their course instruction over two semesters. Three projects were assigned to the students as one additional activity of three courses: Grammar, English for International Communication, and Basic Reading and Writing. The students' English gain was measured by a pre-test and a post-test on English proficiency, and an interview with both students and teacher educators aimed to collect corroborating evidence on the perceived effects of project activities. The results showed that 90% of the students gained English proficiency at least by one level after one-year of training. They also reported a positive attitude, perceiving the values of project work in generating an authentic language learning environment, and enhancing their motivation, autonomous and collaborative learning skills.
&quot;Not Me with My American Flag&quot;: Transnational Teachers&apos; Trajectories of Language Teacher Socialization
Author: Ustuk, Özgehan
Date: 2021-11-00
Type: Journal Articles
Subjects: Socialization,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Semitic Languages,Teacher Attitudes,Teacher Characteristics,Foreign Countries,Professional Identity,Teaching Experience,Personal Narratives,Literary Genres,Overseas Employment,Faculty Mobility,Case Studies,College Faculty

As language teachers move across countries with the rise of professional transnationalism, the need for investigating language teacher socialization in new academic cultures has also emerged. Accordingly, this paper explores two comparative cases: an EFL teacher with prior experience as a language learner and teacher in the USA, and an Arabic-as-a-foreign-language teacher with similar experience in Egypt. The main objective is to shed further light on the transnational language teachers' identity work and to better understand their socialization trajectories in which tensions related to conflicting academic teaching cultures occur. In this study, narrative frames and interviews were utilized to collect short stories, which were analyzed by the short story analytical approach (Barkhuizen, 2016, 2017). Informed by the language teacher socialization framework (Üzüm, 2017), the influences of new academic cultures on teachers' identity work in classrooms and across wider contexts of teaching abroad practices were analyzed. Analysis of the short stories, Stories, and STORIES demonstrated that transnational teachers experienced identity tensions due to the conflicting academic teaching cultures. In light of the findings, such tensions related to language teachers' experiences across academic teaching cultures need to be taken into account for an efficient socialization trajectory.
Online Internship Experiences among Pre-Service ESL Teachers in the Philippines: Challenges and Opportunities
Author: Ugalingan, Gina
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,Internship Programs,Preservice Teachers,Preservice Teacher Education,English (Second Language),Second Language Instruction,Language Teachers,COVID-19,School Closing,Program Effectiveness,Barriers

The teaching internship is a critical professional development experience for novice teachers to strengthen the necessary competencies in applying pedagogical skills in actual classroom work. However, the unprecedented impact of the COVID-19 pandemic has dramatically changed educational practices to prevent the further spread of the virus. While the shift to remote online learning appeared to be a sensible option, recent studies have indicated a range of challenges faced among teachers and learners. In this paper, we describe the experiences of pre-service teachers who have undertaken an online teaching internship program in the Philippines during the pandemic. Specifically, we argue that while the online teaching internship may be helpful for preservice teachers in gaining relevant professional development experiences in the new normal, different challenges, specifically (1) interaction in an online environment, (2) lack of self-confidence in teaching and (3) technical difficulties. Despite these challenges, the online teaching internship afforded opportunities such as (1) development of learner autonomy, (2) collaboration with supervisor, and (3) modeling teaching strategies in online learning. Given these insights, there is a need to develop a more calibrated internship program that recognizes the challenges and opportunities afforded by online teaching and learning.
Engineering Leadership Development: Contribution of Professional Skills to Engineering Undergraduate Students&apos; Leadership Self-Efficacy
Author: Park, John Jongho
Date: 2022-00-00
Type: Journal Articles
Subjects: Engineering Education,Leadership,Leadership Training,Undergraduate Students,Self Efficacy,Self Concept,Cultural Awareness,Creativity,Teamwork

Corresponding to industry trends and changes in engineering education accreditation criteria, non-technical professional skills training is now seen as central to baccalaureate engineering education. Beyond simply developing good managers in the engineering fields, engineering educators have adopted a goal to prepare engineering students to be leaders who can provide vision to their organizations with strong ethical standards. This study investigated engineering undergraduate students' leadership efficacy development associated with such professional skills as self-awareness, global competence, ethical awareness, creativity, and teamwork skills. Responding to an online survey, 247 engineering undergraduates who were enrolled in an engineering leadership course participated in this study. Results of this study indicated that there are positive associations among the five professional skills (e.g., self-awareness, ethical awareness, global competency, creativity, and teamwork skills), and engineering leadership self-efficacy for engineering undergraduate students. The five professional skills (self-awareness, ethical awareness, global competency, creativity, and teamwork skills) predicted 54% of the overall variance of engineering leadership self-efficacy.
Reconstructing Better Writing: Using Summary Reconstruction Tasks to Promote Languaging While Conveying Meaning
Author: Manning, Shaun Justin
Date: 2021-11-00
Type: Journal Articles
Subjects: Writing Processes,Undergraduate Students,Grammar,Writing Instruction,Writing Skills,Collaborative Writing,Syntax,Accuracy,Punctuation,Essays,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Native Language,Korean,Language Usage,Teaching Methods,Language Fluency,Writing Evaluation

This study investigates the influence of a grammatical reconstruction task on talk and subsequent individual writing. In a South Korean university, two classes alternated learning conditions, between 'read-summarize-write' and 'read-reconstruct-write'. In the summarize condition, small groups collaborated to create a summary of the reading; in the reconstruction condition, small groups collaborated on a summary reconstruction task. This was an activity in which the teacher first wrote a summary of the reading and then removed all the grammar words, punctuation, and capitalized letters, leaving only the content words. Students had to reconstruct the original summary. In the last phase of the lesson, students wrote an essay on the same topic as the reading. The in-class talk was analysed for differences and the complexity, accuracy, and fluency of the writing were calculated. Results showed the collaborative summary prompted discussion about the ideational content of the summary, whereas the reconstruction task promoted talk about which grammatical forms to use. Subsequent individual writing was impacted; accuracy improved after the reconstruction task with no loss of fluency. Fluency increased in both conditions when compared to pre-tests, while syntactic and lexical complexity of the writing was unaffected by condition.
Anxiety in English Oral Presentations of Thai EFL Engineering Students
Author: Kurakan, Panisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Public Speaking,Anxiety,Engineering Education,Coping,Student Attitudes,Language Proficiency,Audiences,Undergraduate Students,Stress Management,Student Evaluation

Anxiety in the language classroom affects EFL students, particularly Thai learners. Students become nervous with high tension when performing oral presentations in front of the classroom. Throughout presentations, a significant number of students also worry about the performance evaluation. This study aimed to investigate the overall anxiety level in English oral presentations and anxious situations in two stages: pre-presentation and while-presentation of 72 Thai EFL Engineering Students. The data were collected by the use of two research instruments: a questionnaire adapted from the Personal Report on Public Speaking Anxiety (PRPSA-34) by McCroskey (1970) and a semi-structured interview about feelings towards before, while, and after the oral presentation, other experienced anxious situations and anxiety coping strategies. The findings revealed that the overall anxiety level of participants was at a moderate level (55.55%). Participants perceived higher anxiety levels while doing the presentation than preparing for the presentation. From the interview, both high and low anxious groups suffered identical problems in a lack of English vocabulary and grammar, including local accents and pronunciations at the preparation stage. During performing, making eye contact with live audiences was the most significant anxiety contributor among high anxiety participants. While low anxiety participants felt uncomfortable answering any unassociated questions from audiences. Only the high anxious group encountered anxiety after delivering the presentation regarding a negative evaluation. Live audiences' reaction was another experienced anxiety mentioned by the high anxious learner. Furthermore, both groups reduced their oral presentation anxiety through various strategies.