ethanporcaro/eric-fulltext-meta huggingface dataset:
Are Pre-Service Science Teachers Qualified Enough to Teach Human Reproductive System?
Author: Vekli, Gülsah Sezen
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Science Education,Teacher Competencies,Self Efficacy,Knowledge Level,Pedagogical Content Knowledge,Misconceptions,Sex Education,Human Body,Anatomy,Foreign Countries

This study aims to reveal pre-service science teachers' (PSTs) levels of knowledge about the human reproductive system and their professional competence perceptions. The study was conducted using the case method. A form consisting of 6 open-ended questions was developed and applied to PSTs. The sample was composed of 62 PSTs, who were 3rd and 4th-year students in the Science Teaching Department of a university. It was found that the majority of the participants had a superficial understanding of the human reproductive system and they had various alternative concepts about the subject. The students attributed their incomplete understanding of the subject to the fact that they did not learn the subject effectively because they did not make a regular revision of their lessons, because the subject was taught superficially, and they felt embarrassed while the subject was being taught to them. It can be said that social life and the way individuals look at the subject play an essential part in obtaining such results. Based on the results, it can be said that offering teachers training on the subject by experts can yield positive results in teaching the subject.
Correct Classification Level of Young Adults Who Abuse and Do Not Abuse Their Partner in the Romantic Relationship of Forgiveness
Author: Tunç, Erhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Intimacy,Violence,Interpersonal Relationship,Young Adults,Measures (Individuals),Classification,Models,Predictor Variables,Psychological Patterns,Foreign Countries,Sexual Abuse,Antisocial Behavior,Goodness of Fit

In this study, the correct classification level of whether forgiving oneself, others and the situation is abusing their partners was determined by logistic regression analysis. There are 221 young adults ranging from 19-30 in this study, which was designed in the scanning model. Heartland Forgiveness Scale and Information Form were used in the study. In the initial model of the analysis, all participants were classified in the group that exploited their partner, with a classification percentage of 62.9%. The biggest contribution to the initial model comes from the variable of forgiving others, respectively, the variables of self-forgiveness and forgiveness. Cox &amp; Snell RSquare value for the final model was calculated as 0.10. This finding shows that when the predictor variables are included in the model, 10% of the predicted variable is explained. Accordingly, the model has a good fit. Of the 82 individuals who did not abuse the result model, 34 were classified correctly and 48 were incorrect, with a percentage of correct classification of 41.5%. Of 139 individuals abused, 120 were correct and 19 were incorrectly classified, with an accurate classification percentage of 86.3%. One-unit increase in the self-forgiveness variable is 7.90% in the odds of abuse [(1-0.921)0.100]; One-unit increase in forgiveness to others causes an 8.10% [(1-0.919)0.100] increase in exploit odds. Findings show that the variables of self-forgiveness and forgiveness for others make significant contributions to classifying individuals who abuse and do not. The variables of forgiving yourself and others increase the predictive power of the model created.
COVID-19 Misinformation on Social Media: A Study of the Understanding, Attitudes and Behaviors of Social Media Users
Author: Abed, Lowai G.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Users (Information),Adults,Public Health,Public Opinion,Information Dissemination,Information Literacy,Information Sources,Credibility,Social Media,News Reporting,Well Being,Risk,Knowledge Level,Access to Information,Foreign Countries

The dissemination of information via social media is important, particularly during a public health emergency. However, while it is undoubtedly useful in the targeting of genuine health communications, social media may also be used to spread health-related misinformation at times of disease outbreak or pandemic. The study presented here researches the spread of COVID-19 misinformation in Saudi Arabia, by exploring the relevant understanding, attitudes, and behaviors of Saudi Arabian citizens. The current study comprises a survey of 318 adults in Saudi Arabia, of all age groups and educational backgrounds, and from all Saudi Arabian provinces. This study highlights the significance of COVID-19 misinformation and concludes that, despite risks to public health and wellbeing, Saudi Arabian citizens do not consider COVID-19 misinformation to be a significant problem. Participants in this study were relatively aware of such misinformation and its dangers, but it did not greatly concern them, and generally they declined to tackle it proactively.
Analysis of Music Teachers&apos; Job Satisfaction and COVID-19 Anxiety Levels
Author: Kibici, Volkan Burak
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Teachers,Secondary School Teachers,Teacher Burnout,Work Environment,Stress Variables,Anxiety,Mental Health,Job Satisfaction,Distance Education,COVID-19,Pandemics,Occupational Safety and Health,Gender Differences,Age Differences,Public Schools,Private Schools,Correlation,Questionnaires,Foreign Countries

It is aimed in this study to examine the job satisfaction and virus contagion concerns of music teachers in terms of certain variables during the COVID-19 process. Based on the correlational and causal comparison method in the research, music teachers' job satisfaction and contagion concerns during the COVID-19 process were compared according to the variables of gender, age and type of school they work. Besides, the relationship between music teachers' job satisfaction and contagion anxiety was explained with relational screening method. The sample of the study consists of 236 music teachers working in Konya, Karaman and Aksaray and determined by random sampling method. Minnesota Job Satisfaction and COVID-19 Anxiety scales were used to collect the research data. According to the research findings, job satisfaction of music teachers during the COVID-19 process differs according to gender, age and school type. Also, a negative relationship was found between COVID-19 anxiety and job satisfaction. Based on the results of the research, suggestions were made to increase the job satisfaction of music teachers and reduce their anxiety during the COVID-19 process.
An Investigation of the Relationship between COVID-19 Anxiety and Burnout among Music Teachers
Author: Sarikaya, Muhsin
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Teachers,Teacher Burnout,Teacher Characteristics,Teaching Experience,Gender Differences,Age Differences,Public Schools,Private Schools,Marital Status,Anxiety,COVID-19,Pandemics,Correlation,Measures (Individuals),Foreign Countries

In this study, it was aimed to examine the music teachers' COVID-19 anxiety and burnout levels in terms of some variables during the pandemic. The COVID19 anxiety and burnout of music teachers during the pandemic were compared according to the variables of gender, age, marital status and professional seniority based on the correlational and causal comparison method. In addition, survey design was used to identify the relationship between music teachers' COVID-19 anxiety and professional burnout. The sample of the research consisted of 215 music teachers working in Konya, Aksaray, Karaman, Nigde and Nevsehir provinces and was determined by convenience sampling method. Maslach Burnout Inventory and COVID-19 anxiety scales were used to collect data. Research findings showed that music teachers' burnout and COVID-19 anxiety were at high levels during the pandemic. In addition, music teachers' burnout and COVID-19 anxiety differed by gender, professional seniority, marital status and the type of school they work at. It was found that female music teachers had a significantly higher perceived burnout than their male colleagues. Besides, single or widowed music teachers had higher burnout compared to their married colleagues. The burnout and mean scores of COVID-19 anxiety of music teachers working in private schools were significantly higher than those of teachers working in public schools. Finally, there was a significant and positive relationship between music teachers' anxiety about COVID-19 and perceived burnout during the pandemic.
A Research on the Relationship between Parental Attitudes, Students&apos; Academic Motivation and Personal Responsibility
Author: Bodur, Zeynep Yilmaz
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Parenting Styles,Parents,Family Influence,Student Motivation,Student Responsibility,High School Students,Adolescents,Social Development,Emotional Development,Academic Achievement,Grade 10,Gender Differences,Predictor Variables,Measures (Individuals),Foreign Countries

This study examines the predictive effect of parental attitudes on high school students' academic motivation and personal responsibility levels. In this research predictive correlation model, which is one of the quantitative research methods, was used. 368 students attending the 10th grade in 6 different high schools participated in the study. Parental Attitudes Scale, Academic Motivation Scale and Personal Responsibility Scale were used as data collection tools. Independent samples t-test and MANOVA were performed to determine gender effect on parental attitudes, academic motivation and personal responsibility and Pearson Correlation and Multiple Linear Regression were performed to determine the relationship between parental attitudes, academic motivation and personal responsibility. According to the results, parental attitudes are a significant predictor of personal responsibility and academic motivation of high school students. Democratic parental attitude predicts personal responsibility levels by 31.2% and academic motivation level by 25.7%. In this context, it can be said that the support of parents with democratic attitude provides a positive contribution to students' academic success, social and personal competencies.
Developing Pre-Service Elementary Science Teachers&apos; Science Teaching Efficacy Beliefs through Microteaching by Promoting Efficacy Sources
Author: Kartal, Tezcan
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Preservice Teachers,Student Attitudes,Science Teachers,Self Efficacy,Methods Courses,Teacher Educators,Teacher Education Programs,Pretests Posttests,Comparative Analysis,Video Technology,Feedback (Response),Lesson Plans,Microteaching,Foreign Countries

Science teaching efficacy belief (STEB) is of paramount importance as it motivates teachers to teach science or hinders them from teaching science. Preservice teachers' efficacy beliefs may change during their method courses. Knowing how pre-service teachers' beliefs change over time can significantly contribute to teacher educators to improve teacher efficacy. This study examined the effect of microteaching on pre-service elementary science teachers' STEB. Pretest-posttest control group design was utilized. Data was collected using the Science Teaching Efficacy Beliefs Instrument (STEBI-B) developed by Enochs and Riggs (1990) both at the beginning and end of the study. The treatment group planned and taught mini-lessons. The lessons were videotaped and evaluated in detail by watching the videotapes. The microteachers replanned and retaught the mini-lessons based on the feedback. The microteaching practices were conducted to support efficacy sources. The control group only planned and taught mini-lessons and received brief and undetailed feedback. Results showed significant differences in participants' personal science teaching efficacy beliefs and student outcome expectancy beliefs in terms of the treatment group. The STEB scores of the control group also decreased at the end of the study. It is suggested that pre-service teachers should have the opportunity to reflect on their performances, artifacts, or lesson plans and to design them several times.
Male Counselors&apos; Experiences of Their Child-Clients&apos; Trauma
Author: Wallace, Kathleen M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Males,Trauma,Counselors,Counseling Techniques,Empathy,Help Seeking,Training,Coping,Supervisors,Peer Influence,Role,Knowledge Level,Work Environment,Children,Sex Role,Gender Issues

Men are underrepresented in the counseling profession, are socialized to be independent, and discouraged from seeking help. Exposure to others' trauma can cause secondary trauma, with cumulative deleterious effects. The purpose of this qualitative phenomenological study was to explore the lived experiences of male counselors who work with children who have experienced trauma. Six male counselor participants were identified, semi-structured interviews were conducted; then a hermeneutic interpretation through the lens of constructivist self-development theory elucidated participants' experiences. The 13 themes generated from this data included: (a) counselors' use of an eclectic theoretical approach, (b) majority of the clients had experienced trauma, (c) experiences of vicarious trauma, (d) increased empathy and growth; (e) negative impact of vicarious trauma, (f) help-seeking behavior, (g) denial of help-seeking behavior, (h) additional training, (i) coping skills, (j) supportive supervisors, (k) peer consultation, (l) supervisor role, (m) world is unsafe/people are bad, and (o) increasing knowledge.
Science Mapping Research on Citizenship Education: A Bibliometric Review
Author: Bozkurt, Mahmut
Date: 2021-00-00
Type: Journal Articles
Subjects: Bibliometrics,Social Studies,Periodicals,Citation Analysis,Civics,Journal Articles,Conference Papers,Citizenship Education

The main objective of this study is to evaluate Citizenship Education (CE) literature through systematic bibliometric analysis. The science mapping method was conducted to analyze data. Because CE is also studied with the names of social studies and civic education in the literature, articles related to these topics were included in the study. 4029 articles and proceeding papers that were obtained from the WoS database were analyzed. As a result of the study, it was revealed that number of publications has been dramatically increased in recent years. Moreover, Theory and Research in Social Education Journal was found as the most relevant source in terms of number of publications about CE. Furthermore, the study conducted by Westheimer and Kahne in 2004 was determined as the most influential source that has the most citations per year in the field. Finally, it was found that USA and UK are the most productive, most cited, and most collaborative countries in terms of scientific publications.
Designing and Validating a Comprehensive Questionnaire to Assess Online Interaction Learning Model
Author: Ghaemi, Hamed
Date: 2021-10-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Questionnaires,Interaction,Constructivism (Learning),English (Second Language),Second Language Learning,Foreign Countries,College Students,Factor Analysis,Test Reliability

The Online Interaction Learning Model was founded on constructivist learning theory. It is an input-process-output model based on moderating variables, the inputs, which includes all of the characteristics of the courses, the instructors, EFL learners, and the technology. Due to the fact that the studies considering the pivotal role of the Online Interaction Learning Model are scarce in number, this study was conducted to validate a newly-designed questionnaire via exploratory and confirmatory factor analyses. Two hundred fifty-nine Iranian university and higher education institutes EFL learners were asked to participate. The newly-developed questionnaire consisted of 35 items measuring the five constructs of the Online Interaction Learning Model (Course materials, Instructor performance, Learning practices, Student-to-student interaction, and Access to technology). The results from EFA, CFA, and reliability analyses revealed that the new questionnaire is a valid and reliable instrument measuring Online Interaction Learning Model. Moreover, there was a significant positive correlation between each component of the Online Interaction Learning Model and EFL learners' GPA as well as between the total Online Interaction Learning Model and student academic achievement. Male and female EFL learners' scores on the online interaction learning model were quite different from each other.
Striking a Balance between Centralized and Decentralized Decision Making: A School-Based Management Practice for Optimum Performance
Author: Cornito, Celinmar M.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Based Management,Decision Making,Centralization,Administrative Organization,Principals,School Effectiveness

School decision-making promotes school autonomy and success. Today's contemporary approach supports the idea that operative school functioning and development are characteristically accomplished when there is decentralized decision-making. However, less attention has been paid to the collective benefits of centralized and decentralized decision-making. Hence, it is desirable to study balanced decision-making in a centralized and decentralized structure. An extensive search of major databases was undertaken which identified 35,822 studies on the subject wherein 9 met the inclusion criteria. Employing a systematic literature review, data were extracted and analyzed using thematic analysis. Two themes arose from the analysis of the studies such as decision-making as a school-based management practice, and decision-making towards school performance. Studies engrossed on the heart of decision-making in the sociological perspective of school management. It also shows that combining both centralized and decentralized approaches is indispensable for leading and enhancing education. As a result, the literature pointed to the following discussion points, which are areas that require further research: (1) decision-making practices among school principals, and (2) decision-making on school operating expenses and expenditures.
Text Complexity of Reading Comprehension Passages in the National Matriculation English Test in China: The Development from 1996 to 2020
Author: Yu, Xiaoli
Date: 2021-10-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Tests,Difficulty Level,Natural Language Processing,Language Tests,English (Second Language),Second Language Learning,Syntax,Longitudinal Studies,Comparative Analysis,Vocabulary,Connected Discourse,Grammar,Standards,Guidelines,Test Construction,Teaching Methods,Foreign Countries,High Stakes Tests,Computational Linguistics,College Entrance Examinations

This study examined the development of text complexity for the past 25 years of reading comprehension passages in the National Matriculation English Test (NMET) in China. Text complexity of 206 reading passages at lexical, syntactic, and discourse levels has been measured longitudinally and compared across the years. The natural language processing tools used in the study included TAALES, TAALED, TAASSC, and TAACO. To compare the differences across the years at various levels of text complexity, ANOVA and MANOVA tests were conducted. The results suggested that lexical level text complexity revealed the most evident changes throughout the years, lexical sophistication, density, and diversity levels of the most recent years of reading passages have increased remarkably compared to the early years. The syntactic level text complexity indicated a moderate elevation toward the recent years of reading passages. For the discourse level text complexity, regarding cohesion, insignificant fluctuation occurred throughout the years and the general trend was not necessarily increasing. Combined, the results indicated that text complexity of the reading comprehension passages in the NMET over the past 25 years had been steadily increasing by including more low frequency and academic vocabulary, diversifying vocabulary in the passages, and complicating sentence and grammatical structures. The results were further examined against the general curriculum standards and guidelines to analyze whether the changes were reflected in the policies. It showed that the exams required a much larger vocabulary size than the number indicated in the guidelines, suggestions for test designers and pedagogical practices were provided accordingly.
Measuring Productive Derivational Knowledge of the Most Frequent Words
Author: Ebrahimi, Alireza Barouni
Date: 2021-00-00
Type: Journal Articles
Subjects: Word Frequency,Second Language Learning,Second Language Instruction,English (Second Language),Writing Skills,Speech Communication,Language Tests,Undergraduate Students,Morphology (Languages),Foreign Countries,Morphemes,Test Preparation,Teaching Methods,Grammar,Form Classes (Languages),Vocabulary Skills

Derivational knowledge is associated with writing and speaking skills. These skills are essential for EFL students who express themselves in oral presentations or written assignments. Therefore, diagnostic measurement of productive derivational knowledge is of vital importance, especially in regard to the most frequent 1,000 word families that cover 81% and 85% of written and spoken text. This study measured 46 Iranian university EFL students' productive derivational knowledge of the words at the 1,000 word frequency level. The findings indicate that while participants had the productive form-meaning knowledge of the words at 1,000 level, they did not seem to have extensive derivational knowledge of the same words. This assists in diagnosing area of weakness and placing instructional emphasis on high frequency words.
The Relationships among Attitudes towards Cheating, Academic Self-Confidence, and General Language Ability among Iranian EFL Learners
Author: Khodabakhshzadehs, Hossein
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Cheating,Student Attitudes,College Students,English (Second Language),Second Language Instruction,Correlation,Self Esteem,Grade Point Average,Age Differences,Gender Differences,Instructional Program Divisions

The present study aimed to investigate the relationship between attitudes towards cheating, academic self-confidence, and general language ability among Iranian EFL learners. One hundred and thirty-nine university EFL students participated in this study. Findings showed that attitudes towards cheating negatively correlate with academic self-confidence and ability as measured by students' GPA. The relationship between age, gender, level of education, and attitudes towards cheating was examined too. Analyses showed that there is a negative correlation between age and attitudes towards cheating. However, no relationship was found between gender and level of education, and attitudes towards cheating. Furthermore, psychometric qualities of the Attitudes towards Cheating Questionnaire were examined. Analyses revealed that some items had low and negative item discrimination indices. When malfunctioning items were deleted the reliability of the scale improved. Implications of the study on correlates of cheating among Iranian EFL learners and the validity of the Attitudes towards Cheating Questionnaire are discussed.