ethanporcaro/eric-fulltext-meta huggingface dataset:
Metaphorical Perceptions of Generation Z Music Education Students on the Concept of Their Ideal Music Teacher
Author: Ömür, Özlem
Date: 2022-00-00
Type: Journal Articles
Subjects: Figurative Language,Student Attitudes,Age Groups,Music Education,Music Teachers,Foreign Countries,College Students

This research aims to reveal the perceptions of Generation Z music education students regarding the concept of music teachers in their ideals, through metaphors. The research was conducted with 92 Generation Z students studying in the music education departments of different universities in Turkey. The data was collected by having the students complete the sentence, &quot;My ideal music teacher is like…because…&quot;. The answers given were subjected to content analysis and the metaphors that the students produced for the concept were determined. Students produced 50 valid metaphors. These metaphors were grouped under five different categories. The categories determined in line with the metaphors produced by Generation Z music education students were listed from the most given metaphors to the least. As a result of the ranking, it was revealed that the students perceived their ideal music teacher as enlightening-directing and guiding, helpful and informative, loving-nurturing and supportive, necessary and reassuring, and a source of change and happiness. In line with the findings, it was concluded that Generation Z music education students idealized a music teacher who would enlighten and guide them rather than a teacher who conveyed information.
Perceptions of Middle School Turkish Language Teachers on Using e-Learning Tools in Grammar Teaching
Author: ER, Onur
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Turkish,Language Teachers,Teacher Attitudes,Educational Technology,Electronic Learning,Grammar,Foreign Countries,Distance Education,Instructional Effectiveness,Measurement,Student Motivation

By determining the perceptions of Turkish language teachers about using e-learning tools, it is possible to identify the obstacles to the use of e-learning tools in grammar teaching. The study aims to evaluate the Turkish language teachers' perceptions about using e-learning tools in grammar teaching in the distance education process. The research was designed as a qualitative case study. The data collection process of the research was carried out in the 2021-2022 academic year. The study group consists of 22 Turkish language teachers working in public middle schools in Turkey who participated in the research voluntarily. Within the scope of the research, the opinions of Turkish language teachers were taken via semi-structured interview forms. According to the results, the majority of Turkish language teachers stated that e-learning tools should be used in grammar teaching. Teachers of Turkish stated that they benefited from EBA as an education portal in this context. Moreover, Turkish language teachers receive help from programs such as Zoom, Kahoot, Wordwall and Teams in grammar teaching during the distance education process. The majority of Turkish language teachers emphasised that they benefit from traditional measurement tools in the measurement and evaluation process of grammar teaching in distance education. Most of the Turkish language teachers participating in the research stated that they did not know Web 2.0 tools. Based on the findings of the research, it may be argued that Turkish language teachers should be introduced to technology and overcome their fears of using instructional technologies. This would enable the teachers to benefit more from e-learning tools in their lessons.
The Relationship between the Digital Literacy Levels of Turkish Language Teacher Candidates and Their Attitudes towards Digital Writing
Author: Sengül, Murat
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,Preservice Teachers,Student Attitudes,Writing (Composition),Correlation,Turkish,Student Characteristics,Information Technology,Computer Use,Gender Differences,Age Differences,Instructional Program Divisions,Predictor Variables,Language Teachers

The purpose of this study is to explore the levels of digital literacy among Turkish teacher candidates as well as their attitudes about digital writing, and to investigate the relationship between these variables. The survey model is used in this study using a quantitative research approach. The sample of the research consists of 556 Turkish language teacher candidates studying at 18 different public universities in Turkey in the fall of the 2021-2022 academic years. In this study, personal information form, Digital Literacy Scale, and Attitude Scale for Digital Writing (DWS) are employed as data collection tools. The data are analyzed using correlation and regression analysis test. The research findings show that the digital literacy levels of Turkish language teacher candidates and their attitudes towards digital writing are moderate. These findings disclose a necessity to improve both the digital literacy of Turkish teacher candidates and their attitudes towards digital writing. Additionally, the results generally reveal a favorable and significant correlation between the participants' attitudes regarding digital writing and their degrees of digital literacy. The findings of the present study are examined in the light of the literature, and different recommendations are developed.
Willingness of Syrians Who Are Learning Turkish as Second/Foreign Language in Terms of Communicating in Arabic and Turkish
Author: Aydin, Gülnur
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Second Language Learning,Attitudes,Language Usage,Arabic,Interpersonal Communication,Communication Skills,Barriers,Second Language Instruction,Refugees

Affective variables in the second/foreign language learning process affect success and proficiency in the target language. Being willing, one of these variables, draws attention as a factor affecting both academic and social success. The importance given to &quot;communication&quot; by the reference frames, programs and guidelines offered for language learning necessitates turning it into a skill. Skill can be developed to the extent of willingness. In this context, determining whether or not Turkish learners as a second/foreign language are willing to communicate or at what level they are willing will eliminate the problems by revealing the deficiencies and obstacles in communication skills. Moreover, it is of vital importance for the revision and reorganization of the language teaching process and practices. The aim of the study is to determine the level of willingness to communicate in Arabic and Turkish among Syrians learning Turkish in Turkey. A quantitative descriptive approach was adopted in the research. Among the non-random sampling methods, convenience sampling was preferred. The data were collected from 102 Syrian students, 35 females and 67 males, who were studying at university and registered with the Aydin Governorship Provincial Directorate of Migration Management. The Willingness to Communicate Inside and Outside the Classroom Scales developed in six-point Likert type, adapted by Al-Murtadha (2020) from McCroskey and Baer (1985) and Cao and Philp (2006), were used. Parametric methods were used in statistical analysis. The dependent groups t-test method was used to compare two different scale scores in a single group, and the independent groups t-test method was used to compare a single score in two different groups. As a result of the analysis; it has been determined that students' willingness to communicate is especially high in their mother tongue, Arabic. It was determined that there was a significant difference in favor of Arabic inside and outside the classroom. There was no statistically significant difference between men and women for Turkish and Arabic.
Undergraduate Student Perceptions of Industry Guest Speakers in the College Classroom
Author: Jablon-Roberts, Sara
Date: 2022-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Teaching Methods,School Business Relationship,Student Experience,Public Speaking

The use of guest speakers in college classes is a well-accepted pedagogical practice, but the academic literature has generally been based on instructors' or event organizers' anecdotal reflections about individual experiences. Research based upon student considerations of this practice has been especially sparse. The purpose of this study is to explore student perceptions of guest speakers to determine what value students find in them. A qualitative survey was administered to 114 students, who answered questions about their prior experiences with and expectations of industry guest speakers. The results showed that 86.1% of respondents who had previously been enrolled in a college class that featured an industry guest speaker liked the experience, especially if the guest currently worked in a field related to course content, spoke enthusiastically and honestly, and answered questions. In particular, participants appreciated hearing insider information about the speaker's day-to-day work life, as well as advice for their own career paths. Recommendations are provided to university educators as guidance for improving student experiences and engagement with guest speakers, especially those from the fashion industry.
The Master Course Design Process Explained Using General College Botany as a Case Study
Author: Gaddis, Maggie
Date: 2022-09-00
Type: Journal Articles
Subjects: College Science,Botany,Curriculum Design,Community Colleges,Online Courses,Performance Based Assessment,Andragogy

This paper describes the master course design process at the largest institution of higher education in Colorado, USA. The master course design process demonstrated principles of backwards design and employed a team-based approach to course development. The course map was the primary vehicle for communicating the design of the course during development and later for accountability. This case study presented the redesign of General College Botany. The General College Botany curriculum employed authentic assessment and provided an andragogical learning environment. The central authentic assessment in the course was a term-long research project. Other assignments included wiki-building discussions, traditional quizzes, and at-home labs. The accounting of this process and the assignments described for an online science course provide a template for other institutions to follow when considering the implementation of master courses in higher education settings. As botanical curricula continue to be cut from degree programs and the need for remote learning becomes imminent in the modern world, the scaling of educational resources is facilitated by master course design. Master course design promotes accountability and standardization while also affording a well-researched, constructive, and blended learning environment. Evaluative results showed that the master course increased student success and retention in the course.
Adapting to a New Education Era: Overcoming Challenges in Preschool Education during Pandemic Times
Author: Marin, Elena
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Adjustment (to Environment),Preschool Education,COVID-19,Pandemics,Technology Uses in Education,Digital Literacy,Barriers,Foreign Countries,Preschool Teachers,Learning Activities,Teacher Competencies

The art of teaching consists in adapting the structures, contents, teaching strategies, classroom management issues, as well as managing the conditions imposed by the contemporary contexts of society, the constant adaptation of the strategies, used by the teacher, to the needs of the children, while trying to find a balance between the traditional training method and the use of technology. The challenges brought by the context of the last years, in terms of the protection and safety of our health due to the COVID 19 pandemic, have put the education system to the test from all points of view: from a technological point of view, the lack or poor training of teachers in terms of digital competences, the poor functionality of certain school platforms used, etc. However, teachers have implemented ideas that give value to the teaching act, by reinventing themselves, striving to find innovative solutions so that the teaching activities can continue to take place. The aim of this paper is to identify the biggest challenges faced by Romanian teachers in preschool education in the pandemic context, understanding how they managed to adapt and what solutions they found and applied for carrying out the teaching activity. In this respect a questionnaire was developed and distributed among pre-school teachers during November 2021--January 2022. The results of the research identified a series of difficulties faced by the participants, generated by a multitude of elements such as: lack of technological equipment, low digital skills, difficulties in organizing and supporting the learning activity. An essential aspect regarding the online teaching activity with kindergarten children was the reluctance and non-involvement of parents, many parents not agreeing with the use of the computer and the internet for a long time.
Student Engagement amongst Regional Australian Undergraduate Students
Author: Naiker, Mani
Date: 2022-09-00
Type: Journal Articles
Subjects: Learner Engagement,Foreign Countries,Academic Achievement,College Freshmen,Introductory Courses,Chemistry,Biology,Nursing Education,Age Differences,Factor Analysis,Gender Differences

Students' level of engagement and approach to learning can significantly impact their overall success in a course. This study used the student course engagement questionnaire (SCEQ) to assess the engagement levels of first-year undergraduate students studying three different introductory units (chemistry, biology and nursing) at a regional Australian university. No significant differences in engagement were found between genders, or for students studying different units. One of the most notable factors influencing engagement was student age, with students under 20 years of age scoring significantly less than mature age students across nearly all measures of engagement. Tertiary educators could use several complementary approaches to improve engagement in younger students, including the use of interactive multimedia and social media to connect with students, making the unit content relatable and relevant to students' lives, providing authentic and engaging assessment items, and pursuing interactive approaches to lectures and tutorials. Given that many university students take an introductory science course during their first year, these results are likely to be relevant across a range of disciplines.
Intending to Teach Critical Thinking: A Study of the Learning Impacts over One Semester of Embedded Critical Thinking Learning Objects
Author: Lilly, Tom
Date: 2022-09-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Undergraduate Students,Intervention,Learning Activities,Instructional Effectiveness,Time Factors (Learning),Intellectual Disciplines

Numerous studies from recent years and going back decades suggest that post-secondary students are failing to sufficiently improve their critical thinking (CT) skills during their undergraduate years (Abrami et al., 2015; Arum &amp; Roksa, 2011; Huber &amp; Kuncel, 2016). Meanwhile, institutions have increasingly embraced CT as a core competency and educational outcome. Several studies have demonstrated measurable within-semester increases in CT, but most often without a meaningful control group for comparison (Cargas et al. 2017; Grant &amp; Smith 2018; Styers et al. 2018). This study asks if an intervention of embedding content-driven critical thinking exercises within courses would cause a measurable impact on critical thinking outcomes within one semester. All participating courses were paired with an instructor teaching a control section alongside an experimental section. All sections were exposed to pre- and post-assessments, using the Critical Thinking Assessment test. Pre-post results indicated statistically significant gains for experimental groups compared with control groups.
Fostering Womens to Choose STEM Career by Using Emotional Intelligence as Key Element
Author: Tripon, Cristina
Date: 2022-00-00
Type: Journal Articles
Subjects: Females,Career Choice,STEM Careers,Emotional Intelligence,Disproportionate Representation,Gender Differences,Empathy,Altruism,Behavior,Attitudes,Foreign Countries,STEM Education,Undergraduate Students

Emotional intelligence has become more and more important in our society, being part of the competencies of the 21st century, regardless of the field in which the professional career exists. Especially in the STEM field, which is deeply marked by the small number of women represented, this could be the key to motivating girls to increase their motivation to choose the STEM field. This article presents the gender gap in terms of emotional intelligence and its expressiveness in order to create the premises to encourage girls to become leaders in the field, based on their ability to empathize (better than boys). STEM girls have an emotional intelligence superior to boys and there is a difference between girls and boys in terms of perceiving and expressing emotions. Thus, girls studied in STEM domain tend to be affirmative expressing their feelings directly, naturally, they are sociable, socially balanced, sometimes they can have exaggerated emotional reactions to a situation. Despite this, test results have shown that boys, unlike girls, have the ability to perceive and use emotions within the relationships they establish, much higher. STEM girls have an empathic ability superior to boys. This indicates that girls, unlike boys, are able to listen to others look from the perspective of others, to put their feelings in tune with others, they have altruistic behaviors that give them a dose of generosity that is sometimes lacking in boys.
From Teaching Economics as a Subject to Entrepreneurial Competencies in the Post-Soviet Countries
Author: Kozhabergenova, Aigerim
Date: 2022-00-00
Type: Journal Articles
Subjects: Economics Education,Social Systems,Cross Cultural Studies,Foreign Countries,Educational Change,Social Change,Secondary School Students,Educational History,Entrepreneurship,Teaching Methods

Transition from the Soviet type of economy to a new market system showed the necessity in reforms at the secondary school level. Based on a literature review, this paper aims to reveal how the thinking about teaching economics has changed over the past three decades (1991-2021), and how this has affected teaching economics as a school subject in the Post-Soviet countries. The article illustrates these with the cases of Russia and Kazakhstan. For this paper, a narrative literature review methodology was adopted and scanned studies included only those published in English and Russian.
Hybrid Teaching Approach at Romanian Language and Literature in PISA 2018, Romania
Author: Bor?, Octavia
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Romance Languages,Second Language Learning,Literature,Foreign Countries,International Assessment,Achievement Tests,Secondary School Teachers,Constructivism (Learning),Secondary School Students,Student Attitudes,Individualized Instruction,Teacher Student Relationship,Feedback (Response),Learner Engagement

In recent years, teaching became an important subject of public debate, as a critical area of educational reform in Romania. There is little consensus about what is expected of Romanian teachers, some standpoints inclining towards taking a more constructivist approach in teaching. However, there is little scientific evidence about the teaching practices of Romanian teachers, for public debate to rely on. PISA 2018 (Romania) gives access to data about the frequency of 5 teaching practices, as perceived by students at Romanian Language and Literature lessons. The analysis of these practices suggests that, in their students` perception, Romanian teachers have a hybrid approach of teaching, with a predominance of directed instruction. Also, according to the students, other frequent practices in Romanian language and literature class are teacher support and teachers` stimulation of reading engagement. For the future, more accurate evidence is necessary, in addition to investigating the students` perceptions, we should do observational studies of the teaching practices themselves.
Can Self-Determination Theory Be Used to Increase College Student Retention?
Author: Zak-Moskal, Agnieszka
Date: 2020-09-00
Type: Journal Articles
Subjects: Self Determination,Educational Theories,College Students,School Holding Power,Psychological Needs,Student Motivation,Interpersonal Relationship,Personal Autonomy,Literature Reviews,College Environment

This paper first introduces self-determination theory (SDT) to retention researchers and higher education professionals. Highlighted are the three basic psychological needs, that when met, are theorized to give rise to intrinsic motivation, which is associated with high levels of human performance. These are the needs for autonomy, competence, and relatedness. This theoretical overview is followed by a discussion of how this theory has been applied to understand the role of intrinsic motivation in fostering educational success. An outline of how SDT can be applied to increase college student retention is presented. The second part of the paper applies the understanding of self-determination theory to interpret and better understand the results of a focused literature review of 12 retention research articles. This interpretation suggests that meeting or failing to meet the psychological needs for autonomy, competence, and relatedness proposed by SDT may explain the results of research reviewed. It is theorized that college environments that meet all three psychological needs postulated by SDT will increase student retention beyond what prior approaches have achieved.
Kent State Revisited--Twenty-Five Years Later
Author: Herdlein, Richard J.
Date: 2018-05-00
Type: Journal Articles
Subjects: Educational History,Student Personnel Workers,Public Colleges,Violence,Activism

This piece originally appeared in the CSPA-NYS Journal some 28 years ago and represents the reflections of a student affairs professional staff member who was a resident director during the Kent State shootings in 1970.
Examining Feminist Consciousness in LGBTQ University Constituencies
Author: Cullen, John P.
Date: 2019-09-00
Type: Journal Articles
Subjects: LGBTQ People,Feminism,College Students,Employees,Males,Sexual Identity,Social Justice,Civil Rights,Gender Bias,Social Bias,Diversity,Attitudes,Behavior,Cultural Influences

There is little data on the perception of LGBTQ constituencies toward feminism. This research team conducted focus groups on campus and within the surrounding community on perspectives of LGBTQ students, university-employed gay men, community-based transgender individuals, and community-based gay men toward feminism. The team analyzed findings using Bem's (1981) gender schema and Ridgeway's (2009) construct of individual, interactional, and institutional aspects of gender identity. The results show that most of the LGBTQ focus groups held positive views toward feminism, associating it with equality for all genders and social justice, except for community-based gay men, who negatively associated feminism solely with women's rights.