ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Relationships between High School Students&apos; Career Maturity, Career Decision-Making Self-Efficacy, and Career Decision-Making Difficulties
Author: Duru, Hazel
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Vocational Maturity,Decision Making,Self Efficacy,Foreign Countries,Gender Differences,Career Choice,Questionnaires,Self Concept Measures

The study analyzed the relationships between high school students' career maturity, career decision-making difficulties, and career decision-making self-efficacy and aimed to investigate whether career maturity, career decision-making difficulties and career decision-making self-efficacy altered according to gender, type of school, and grade level. The study sample was composed of 665 high school students attending five different high schools in Bursa. The data collection tools included the Career Decision-making Difficulties Questionnaire, the Career Maturity Scale, and the Career Decision-Making Self-Efficacy Scale. Among quantitative research methods, a correlation model was applied. The analysis results revealed a weak but significant negative relationship between career maturity and career decision-making difficulties scale in terms of total scores and subscale scores. Additionally, there was a medium- and low-level significant negative relationship between the career decision-making difficulties scale total and subscale scores, and the career decision-making self-efficacy total and subscale scores. The subsequent analysis to describe the mediating role of career decision-making self-efficacy demonstrated that career decision-making self-efficacy had a partial mediating role. Furthermore, male students were found to have a more disadvantaged status than did female students in terms of career maturity. Based on the fact that students' career decision-making difficulties stemmed from the aspect of a lack of readiness, psycho education programs can be organized to determine the reasons for the lack of lack of readiness, find solutions, and provide the necessary information and skills. Future studies may focus on examining the reasons for the career maturity level differences.
Assessment of Social, Moral and Spiritual Challenges Facing Students in Secondary Schools in Nyeri County, Kenya
Author: Kagema, Peterson Githinji
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Social Values,Moral Values,Spiritual Development,Barriers,Interpersonal Relationship,Religion,Social Media,Influences,Christianity,Counseling,Intervention,Educational Environment,Cultural Relevance,Social Emotional Learning,Adolescents

Contemporary educational institutions have been faced with emerging social-cultural, spiritual and moral issues that have brought with them new choices in views, cultural orientations, and philosophy. Ultimately, their health well-being is affected. This has created a contextual social crisis that necessitates the need to guide young people in various ways of approaching contemporary life. This article asseses the main social, moral and spiritual challenges facing students in secondary schools in Nyeri County, Kenya. The study was conducted descriptively with a total of 99 secondary school students, and 68 Christian Union(CU)/Catholic Action(CA) patrons. From the results of the study, it was established that most of the students are faced by various social, moral and spiritual challenges among others; unhealthy relationships that leads to early pregnancy among girls; religious relativism; negative influence from modern social media; and membership to pseudo-religious groups. The study, hence, recommend to various educational stakeholders on the need to change the traditional methodological approaches that have been used addressing the above mentioned challenges faced by the 21st century young generation. Hence, the need to develop a more contemporary methodoligies that can address the revolutionized social-cultural, moral and spiritual contexts. In this case, an effective complementary Christian pastoral care and counseling programmes interventions becomes vital in contemporary educational contexts.
Webbing the Wonders of Webinars: An Autoethnographic Inquiry on Online Professional Learning
Author: Mabuan, Romualdo Atibagos
Date: 2022-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Professional Continuing Education,Professional Development,Electronic Learning,Online Courses,Inservice Teacher Education,Foreign Countries

As the educational front liners, teachers' access to quality and sustainable professional development (PD) is imperative, as it is vital in delivering quality education and improving student learning outcomes. However, this may not always be a reality particularly in low-resource settings, where teachers' PD may not be a priority or is just too costly to be implemented in a wide scale. Using analytic autoethnography, this study examined aspects of my experience, perspective, and memory in successfully completing 66 webinar sessions of the American English (AE) Live: Teacher Development Series, a PD program sponsored by the U.S. Department of State through the Online Professional English Network (OPEN). Acting as a reflective practitioner and teacher-as-researcher, I unraveled how I traversed the World Wide Web in search for free and quality PD, how I completed 11 sets of live webinar sessions from January 2018 to July 2021, how I became an agent for my own professional learning, why I believe about webinars' potential for teachers' PD, and what it could do to inform my pedagogical decisions. Data from my learning journal, webinar discussion posts, and interaction with my fellow participants revealed that the AE Live Webinar Series is an effective PD for teachers based on its content, active learning engagement, collaboration, models of effective practice, coaching and expert support, opportunities for feedback and reflection, and sustainability, making it a practical teachers' PD platform particularly in low-budget countries such as the Philippines. Andragogical and heutagogical implications are provided in the light of these findings.
Comparative Analysis of Democratic Attitude and Value Perceptions of School Administrators, Teachers, Preservice Teachers and Students: A Meta-Analysis Study
Author: Kula, Sultan Selen
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Democratic Values,Value Judgment,Administrator Attitudes,Teacher Attitudes,Student Attitudes,Meta Analysis,Foreign Countries

This study aims to comparatively analyze the effect size of perceptions related to democratic attitudes and values of school administrators, teachers, preservice teachers, and students. The meta-analysis method, one of the research synthesis methods, was used in the research. Within the scope of the study, master's and doctoral theses and research articles dealing with this topic in Turkey were investigated. Based on the screening results, a total of 101 studies from 2013 to 2020 abided by the inclusion criteria. For these 101 studies comprising a sample of 33,774 people, four effect sizes were calculated. According to research results, high levels of effect size were determined based on the random effect model for opinions related to democratic attitudes and values of school administrators, teachers, preservice teachers, and students (d=41.14). The perceptions of democratic attitudes and values of participants were ranked from low to high as students (d=30.45), school administrators (d=38.66), teachers (d=47.86), and preservice teachers (d=51.73). There was a significant difference between the opinions of participants (p=0.00). Students appeared to have the lowest perceptions of democratic attitudes and values. According to the results of moderator analysis, the effect sizes of studies were determined to differ depending on publication type (p=0.00), educational level (p=0.00), gender of the researcher (p=0.00), and the region of the research (p=0.00). Concerning the meta-regression results for the effect size in terms of the year the research was performed, there appeared to be a falling trend in perceptions related to democratic attitudes and values of participants.
Reforming for Racial Justice: A Narrative Synthesis and Critique of the Literature on District Reform in Ontario over 25 Years
Author: Shah, Vidya
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Racial Bias,Social Justice,School Districts,School Restructuring,Critical Theory,Race,Equal Education,Social Class,Politics of Education

Ontario school districts are struggling to respond to racism in schooling and society. How has the literature on school district reform in Ontario addressed these ongoing and growing concerns? Through a narrative synthesis and a systematic literature review, we map and characterize the existing literature on school district reform in Ontario in the past 25 years. By combining systematic searches in main online databases with key journal and author search, we analyzed and coded a total of 95 documents. Framed through Critical Race Theory (CRT) and in conversation with recent studies on anti-racist district reforms in the United States, we conceptualize four approaches to district reform literature in Ontario: The Politics of Race Evasion, the Politics of Illusory Equity, the Politics of Representation and Recognition, and the Politics of Anti-Racist Resistance. The authors conclude with a commentary on the use of these conceptualizations in district operations and policies, as well as directions for future research. They also propose a potential fifth approach to district reform, The Politics of Regeneration.
Analysis of Using Virtual Exchange to Develop Intercultural Understanding in EFL Students
Author: Roarty, Adam
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Mediated Communication,Intercultural Communication,Interpersonal Communication,Cultural Awareness,English (Second Language),Second Language Learning,Language Usage,Program Effectiveness,Student Research,Progress Monitoring,Reflection,Language Skills,International Programs

This paper details methods teachers can utilize in a Virtual Exchange (VE) project to maximize development of intercultural communication and linguistic competence. The International Virtual Exchange Project (IVEProject) was born out of a desire to connect students in monocultural classrooms to multiple cultures. The project was started in Japan, a highly monocultural environment, where opportunities to use English as a foreign language (EFL) are highly limited. The project now spans across multiple countries and offers a real setting for students to connect across continents using EFL. It is free for teachers to join with their students and teachers all around the world may participate twice a year by contacting the authors. Research on previous exchanges showed participation in the IVEProject enhances students' knowledge of their own culture and other cultures, increases interactional confidence, and improves intercultural sensitivity -- essential for the development of intercultural competence (Hagley, 2020). Research also suggests teacher involvement is essential to the success of VE (Kelsen and Flowers, 2017). The IVEProject encourages teacher as well as student participation and in this paper three areas teachers may focus upon to aid students in the project are discussed: preparation activities, integration of tasks into class activities and reflection activities. It is hoped that these suggested activities will provide a framework which teachers interested in VE, and in particular the IVEProject, may use to maximize the benefits of engaging EFL students in VE.
Beyond the Rubric: Classroom Assessment Tools and Assessment Practice
Author: Vercellotti, MaryLou
Date: 2021-11-00
Type: Journal Articles
Subjects: Scoring Rubrics,Evaluation Methods,Second Language Learning,Second Language Instruction,English (Second Language),Feedback (Response),Student Evaluation,Check Lists,Grading,Educational Benefits,Reflection,Comparative Analysis,Outcomes of Education

Analytic rubrics are promoted as important tools to assess learner performance and to improve learning outcomes. Rubrics, however, are not appropriate for every classroom assessment, particularly given the time and effort required to construct well-designed rubrics. In classroom assessment, instructors must balance the beneficial consequences of the assessment with the practicality to construct and implement the assessment in a timely manner. Informed by theory and empirical studies, this article reviews various assessment tools and practices that benefit learning. After a critique of analytic rubrics, it describes the strengths and weaknesses of three more practical tools for classroom assessment: checklists, scaled checklists, and detailed grading lists. Since the use of a more practical assessment tool might risk lowering the beneficial consequences of the assessment, the article then reviews three strategies which have been found to boost learning outcomes: discussing exemplars, providing effective feedback, and encouraging reflection. These assessment practices can be used in combination and with any assessment tool. The final section compares the tools for classroom assessment and summarizes how beneficial assessment practice can supplement the assessment tool, resulting in a balanced classroom assessment.
Exploring Motivational Surges among Tertiary Level L2 Learners: Directed Motivational Currents in Focus
Author: Gümüs, Özge
Date: 2021-11-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Independent Study,Learning Motivation,State Universities,Gender Differences,Factor Analysis,Measures (Individuals),Student Attitudes,Undergraduate Students,Foreign Countries,Majors (Students)

This study adds new empirical evidence on how commonly the Directed Motivational Current (DMC) phenomenon is recognized and experienced among tertiary level L2 learners. This study also investigated DMC manifestations across such demographic factors as gender and domain of study. To this end, in this quantitative study, the Turkish version of the DMC Disposition Scale (Muir, 2016), validated by the researchers through a confirmatory factor analysis and reliability checks, was administered to 1083 first-year EFL students pursuing a bachelor's degree at twelve different faculties of a state university in Turkey. The data were analyzed through chi-square analyses, t-tests, and analyses of variance. Of all participants, 20.8% (n = 224) reported having experienced DMCs either once or on multiple occasions. The responses of the DMC group corroborate previous assertions that DMC is a unique motivational phenomenon experienced by a minority of students rather than being a widely experienced phenomenon. However, when the nature of the context is considered, the number of true-DMCs is promising. Gender and domain of study were not found to affect the propensity to experience DMCs among tertiary level L2 learners. These results are discussed and implications for theory and practice are provided.
The Internationalization of Post-Secondary Education in Manitoba: A Critique of Two Government Policy Approaches, 1999 - 2021
Author: Browning, Kimberly
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Postsecondary Education,Educational Policy,Politics of Education,State Policy,Neoliberalism,Diversity,Global Approach,Cooperation,Immigration,Labor Market,Foreign Students,International Cooperation,Economic Impact,State Regulation,Budgeting,Educational Finance

International education has become a policy sector of increasing importance to the Canadian province of Manitoba. Provincial governments with opposing political ideologies can impact international education policy differently. Using narratives as an analytical framework, we identify themes by examining the approaches taken to the international post-secondary education (PSE) sector in Manitoba under the last two governments that held office. The analysis reveals that while both governments' policies are underpinned by neoliberalism reflecting the economic benefits of international student recruitment and retention, key differences are identified. While cultural diversity and global understanding, policy coordination and collaboration, associated leadership, strategy, and a regulatory framework were important components of international PSE policy, there has been a discernible shift towards an austerity agenda, free market policies, and a reconceptualization of international PSE as an immigration-focused policy. The paper concludes that the current government's focus on labour markets and immigration when it comes to international PSE means that other aspects of internationalization are little understood and supported.
An Analysis of the Relationships between Secondary School Students&apos; Creativity, Music Achievement and Attitudes
Author: Kibici, Volkan Burak
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Creativity,Music Education,Academic Achievement,Student Attitudes,Foreign Countries,Gender Differences

This study aimed to investigate secondary school students' music achievement, attitudes towards music and creativity based on the variables of gender, school type, grade level and achievement. A causal-comparison design was used for this study. 246 secondary school students studying in some schools in Mersin and Konya provinces were randomly selected by using convenience sampling method. Data were collected through Kaufman Creativity Test, Music Achievement Scale and Music Lesson Attitude Scale. Data were analyzed using independent samples t-test, one-way analysis of variance and regression analysis techniques. The results revealed that female students had higher creativity scores based on attitude towards music lessons and artistic performance. Significant differences were found in music achievement, attitude and creativity mean scores in terms of school type, grade level and achievement of students. Finally, there were significant relationships between the creativity levels of secondary school students and their music achievements and attitudes. Considering the results obtained, suggestions for implementation were provided.
A Study on Developing the Organizational Obedience Scale Based on Exploratory and Confirmatory Factors Analysis
Author: Ertas Çapan, Güler
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Compliance (Psychology),Social Behavior,Organizational Culture,Factor Analysis,Foreign Countries,Test Validity,Test Reliability

In this study, it is aimed to develop an organizational obedience scale that gives information about the obedience tendencies of white-collar employees working in the private sector. In this framework, thirty-one item seven-point Likert-type scale consisting of general expressions was prepared to measure obedience, which is the basis of employee behavioral tendencies. This scale was applied to the employees of small and medium-sized enterprises operating in the Marmara Region and academicians working at the university. The data obtained from the questionnaires, which were accepted as valid as a result of the examination, were analyzed with the SPSS 22 program. Within the scope of the analysis, the validity and reliability values of the scale were examined and valid findings were obtained as a result of the Cronbach-Alpha ([alpha]) value, KMO value and Barlett's test of sphericity. In addition, the convergent and divergent validity of the scale was also demonstrated by the findings. In summary, it was concluded that the Exploratory (EFA) and Confirmatory Factor Analysis (CFA) of the Organizational Obedience Scale, which was tried to be developed, were at the level of validity and reliability that could reveal the obedience levels of private and public sector employees.
The Relationship between 21st-Century Teacher Skills and Critical Thinking Skills of Classroom Teacher
Author: Kuloglu, Aysenur
Date: 2022-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Correlation,Thinking Skills,Critical Thinking,Teacher Competencies,Teacher Attitudes,Technological Literacy,Teaching Skills,Gender Differences,Teaching Experience,Self Control,Self Management,Self Efficacy,Decision Making,Foreign Countries

This study aims to investigate the relationship between 21st- century teacher skills and critical thinking skills in the classroom teachers. The sample of the study consisted of classroom teachers working in a southeastern city in Turkey. A correlational survey model was used in the study. The 21st-century Teacher Skills Use Scale and the Critical Thinking Scale were used for data collection. The results showed that classroom teachers generally agreed with the statements of the 21st-century Teacher Skills Use Scale and the subscales of technopedagogical skills, flexible teaching skills and confirmative skills, while they always agreed with the subscales of administrative skills and confirmative skills. There was no significant difference between participants' use of 21st-century teacher skills in terms of gender and professional experience. Teachers indicated that they agreed with the statements on the Critical Thinking scale and the Assessment, Self-Control, Self-Regulation, and Self-Confidence subscales and fully agreed with the Decision Making subscale. Although there was no significant difference between critical thinking ability and gender, a significant difference was found between teachers' critical thinking ability and their professional experience. In addition, a positive and moderately significant relationship was found between the use of 21st-century teacher competencies and critical thinking skills in all dimensions. The results indicated that the level of 21st-century skills increased as teachers' critical thinking skills increased.
Action Research to Transform Early Language Practice: Exploring Representations of Plurilingualism in a Private Nursery
Author: Rojas-Bustos, Kyara
Date: 2022-00-00
Type: Journal Articles
Subjects: Action Research,Preschool Children,Discourse Analysis,Foreign Countries,English for Academic Purposes,Monolingualism,Preschool Teachers,Teacher Attitudes,Educational Change,Barriers,Second Language Learning,Multilingualism,Teaching Methods,Parent Attitudes,Advantaged

Through an exploration of language practices in an early years setting, this paper aims to examine discourses about transforming monolingual practice generated during an internally driven action research. Based on a small private nursery in an affluent part of London, this action research was conducted with the intention of reviewing internal practices that support young children who speak English as an additional language (EAL). Parents and practitioners took part in an initial questionnaire (n=21). This was followed by semi-structured interviews (n=3) and a focus group (n=5) with practitioners. The data was analysed considering some of the theoretical points proposed by Bourdieu and the discourse analysis tools suggested by van Leeuwen. Despite the recognition of potential barriers, encouraging positive dispositions towards language diversity were identified. The most significant feature of our examination was the value of local knowledge and the diverse language repertoires encountered in the setting. Our analysis evidence that action research can empower practitioners to challenge monolingual mindsets and to move towards an exploration of alternative (plurilingual) ideas, despite the monolingual ethos imposed by the curriculum and other external regulatory forces.