ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;What if We Give Them Too Much Voice?&quot;: Teachers&apos; Perceptions of the Child&apos;s Right to Participation
Author: Munongi, Lucia
Date: 2023-05-00
Type: Journal Articles
Subjects: Childrens Rights,Student Participation,Teacher Attitudes,Children,Foreign Countries,Treaties,International Law,High School Teachers,Preferences,Participative Decision Making

Article 12 (1) of the United Nations Convention on the Rights of the Child sets out the right of children who are capable of forming their own views to freely express them in matters that affect them. Such views should be considered in schools when making decisions, paying attention to the child's age and maturity. In this study we explored teachers' understanding and perceptions of the implementation of the child's right to participation in matters that concern them in the school context. Using a qualitative research approach, data were obtained from 12 purposively selected high school teachers from selected schools in the Johannesburg South district through semi-structured individual interviews. The findings indicate that while understanding of this right was limited among teachers, there was a high preference to accord children this right. Opportunities to participate were mainly viewed as very limited and only in minor issues at school. Several challenges to promote this right were highlighted by teachers and are discussed in this article. Recommendations such as educating teachers about children's rights to participation and creating opportunities for them to participate in decision-making in matters that concern them are made.
Life Orientation Teachers&apos; Perspectives on a Pastoral Approach to the Topic: &quot;Development of the Self in Society&quot;
Author: Joubert, Carmen
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Role,Well Being,Teacher Student Relationship,Teaching Methods,Caring,Affective Behavior,Attachment Behavior,Counseling Techniques

Life Orientation (LO) teachers should be prepared to employ a pastoral approach -- i.e., emotional support to learners -- particularly when facilitating the topic &quot;Development of the self in society&quot; as prescribed in the curriculum and assessment policy statement (CAPS). Currently, LO teachers have limited knowledge and strategies to develop a pastoral approach due to limited training and resources. The purpose of this article is to present 10 LO teachers' perspectives on employing a pastoral approach. Two unstructured focus-group interviews were conducted, and the data were analysed inductively following a qualitative research design. The analysis indicates that LO teachers are constrained by their lack of access to resources, assistance, expertise and competencies to establish a pastoral approach. To address this, it is recommended that a variety of teaching strategies are applied, attachment relationships are developed, proficiencies akin to those of community counsellors are acquired, cooperative partnerships are set up, and contextually appropriate interventions are tailored. Implementing suggestions that emerged from the findings might support LO teachers to employ a pastoral approach. Recommendations from the findings imply possible LO curriculum reformation and training. This might bring about a change in the attitude of school communities towards the compulsory nature of LO as a subject. It might also provide more nurturing and supportive relationships in schools and a more socially just dispensation for all involved.
English Language Teachers&apos; Perceptions of the Mobile Assisted Language Learning at a Saudi Arabian University: Opportunities and Challenges
Author: Sarhandi, Pir Suhail Ahmed
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Teacher Attitudes,Undergraduate Students,Telecommunications,Handheld Devices,Computer Assisted Instruction,Teaching Methods,Instructional Effectiveness,Barriers,Universities,Technology Integration

Accessibility of mobile phones has offered prospects for researchers to discover their influence on education. English language teaching is not exclusive in this matter. This research was conducted to understand how English language teachers at Saudi Arabian university were adopting mobile learning in classrooms. The aim of this concurrent embedded mixed methods design study was to recognize the perceptions of 120 male teachers when using mobile phones in teaching. Such comprehension could facilitate the employability of m-learning at higher education classrooms in Higher Education productively in future. A combined data set survey questionnaire was designed to collect the data. The findings of the study highlight the general view that the mobile phone is one of the most appropriate tools for effective teaching; the study asserts that mobile phones have not been harnessed to their potential to meet the technological demands of the generation of techno-savvy learners.
Comparison of the Occupational Stress in Elementary School Teachers of Public and Private Schools in District Bahawalpur
Author: Muzahir, Aisha
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Stress Variables,Teaching Conditions,Elementary School Teachers,Public Schools,Private Schools,Scheduling,Interaction,Self Evaluation (Individuals),Administrator Role,Time Management,Peer Relationship,Teacher Responsibility

Teaching is a stressful job, and the teachers' stress causes psychological and physical strain as a result of being overworked and concerned. This research was done to compare occupational stress among elementary school teachers in public and private schools, as well as to identify sources of occupational stress among elementary school teachers. This research was quantitative in nature, descriptive and cross-sectional study. A questionnaire was used to collect data from the public and private sector elementary school teachers of Bahawalpur district, Pakistan. A sample size of 353 was selected from a total population of 833. The collected data was analyzed by applying the t-test and the data showed that the stress level of elementary school teachers of private schools was greater than thatof elementary school teachers of public schools. Three main factors of stress were found, i.e., tough time schedule, social interaction, and self-evaluation. Considering the findings, it is recommended that the school education department and administration must play their role in order to minimize the stress on elementary school teachers to avoid the loss of this highly valuable asset.
The Development of a Scale to Measure the Influence That School Administrators Have on the Adaptation of Newly Appointed Teachers in Turkey
Author: Usta, Mehmet Emin
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Administrators,Teacher Administrator Relationship,Beginning Teachers,Measures (Individuals),Factor Analysis,Factor Structure,Construct Validity,Compliance (Legal),Test Reliability,Preservice Teachers,Teacher Selection

In Turkey, teacher appointment is made centrally by the Ministry of National Education and is made without considering where the teachers want to work. Many teachers are assigned to places very different from the cultural environments in which they grew up resulting in them encountering very different school types and administrator habits. The negative situations encountered affect the motivation of newly appointed teachers and weaken their organisational commitment. The draft scale was created with a pool of questions obtained as a result of examining the legal texts and similar studies on the subject. This draft scale includes 28 items and was developed for the adaptation of new appointed teachers to the profession. The rotated principal component analysis was used to test the construct validity of the scale. As a result of the analysis, the Kaiser-MeyerOlkin (KMO) value was determined as 0.949, while the Bartlett test was found to be significant. The analysis showed that 2 of the 28 items were loaded on more than 1 factor and as their load values were low, the 2 items were removed from the scale. The remaining 26 items formed a 3-factor structure with an eigenvalue higher than 1.00. Factor 1 of the scale is called &quot;Compliance with the profession&quot;; Factor 2 &quot;Environmental compliance&quot; and Factor 3 &quot;Compliance with school.&quot; While Factor 1 with an eigenvalue of 5.86 explained 22.55% of the total variance, Factor 2, with an eigenvalue of 4.97 explained 19.13% of the total variance. Factor 3, with an eigenvalue of 4.71 explained 18.11% of the total variance. The alpha reliability coefficient of the composite scale was found to be 0.955. Internal consistency coefficients of the factors of the scale were 0.91 for all 3 factors.
Exploring the Resonance between How Mentor Teachers Experienced Being Mentored and How They Mentor Pre-Service Teachers during Teaching Practice
Author: Kasapoglu, Koray
Date: 2023-05-00
Type: Journal Articles
Subjects: Cooperating Teachers,Mentors,Student Teachers,Teaching Experience,Foreign Countries,Kindergarten,Student Teacher Attitudes,Teacher Attitudes

With the study reported on here we aimed to explore and compare the experiences of pre-service teachers with their mentor teachers and of mentor teachers with their own mentor teachers when they were pre-service teachers. The design of this qualitative research was narrative inquiry. The study group consisted of senior pre-service pre-school teachers taking the Teaching Practice I course (n = 8) in the Faculty of Education at a state university and their mentor teachers (n = 4) teaching in public kindergartens. Qualitative data was collected through individual narrative interviews with pre-service teachers and their mentor teachers. The data was subjected to content analysis using inductive coding. Three themes emerged from the content analysis: (1) mentoring experiences of pre-service teachers and their mentor teachers, (2) mentoring memories of pre-service teachers and their mentor teachers, and (3) wishes of pre-service teachers and of their mentor teachers about mentoring. The most striking finding of this research was that the memories and wishes of pre-service teachers and their mentor teachers about mentoring were similar. The findings of this research are anticipated to bring about different perspectives and contribute to the content and effectiveness of teaching practice courses.
Examining the Effect of Elementary School 5th Grade Subject of Extraction on Readiness for Integers
Author: Alan, Kübra
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 5,Readiness,Numbers,Number Concepts,Foreign Countries,Subtraction,Mathematics Education

The concept of number sense first appeared theoretically in the report published by NCTM in 1989. Although it is an important concept that includes the meaning of numbers and the relationship between numbers, it is very difficult to make a clear definition of it. This could also be true for the concept of integer, which we cannot place in our world of meaning in daily life or which we have difficulty in finding an equivalent for. For integers that have an abstract world of meaning, a misconception may occur between the integer sign and the sign used for operation. In this respect, this study aimed to examine the effect of subtraction, which can create pre-learning, on the concept of integers. Moreover, it was requested to demonstrate that the operational knowledge used by students in subtraction can be utilized in teaching integers. A total of 17 students studying in the 5th grade of a secondary school in Turkey participated in the study. As the research design, the action research method, one of qualitative research methods, was used, and the data were collected with the trilogy technique. The data obtained were analyzed using descriptive analysis and content analysis. The findings revealed that the teaching technique of subtraction opened the door for students to form and make sense of the concept of minus. In this context, it is recommended to provide mathematical skills in a cumulative manner.
Psychosocial Concerns Following Trauma in High School Student Athletes: Experiences of Certified Athletic Trainers
Author: Aguilar, Sunddip
Date: 2023-00-00
Type: Journal Articles
Subjects: High School Students,Trauma,Mental Health,Athletes,Trainers,Student Needs,Teamwork,Knowledge Level,Experience,Well Being,Trauma Informed Approach,Injuries

Athletic trainers are uniquely positioned to provide necessary psychosocial interventions and referral strategies as mental health concerns gain greater attention and prevalence in high school student-athletes. Athletic training education programs require athletic trainers to develop competence in several standards, including: recognizing, referring, and supporting student-athletes with behavioral and mental health concerns. Yet, even with training, many athletic trainers have a perceived lack of knowledge, confidence, and preparation related to the psychosocial content area. This study explored the experiences of certified athletic trainers' preparedness to address psychosocial concerns in high school student-athletes. Using a qualitative methodology, interviews were conducted with state-licensed and board-certified high school athletic trainers who had lived experiences addressing psychosocial concerns in student-athletes. In addition, a phenomenological approach was utilized to capture the essence of shared experiences by practicing athletic trainers relative to their academic and clinical experiences in identifying and managing mental health concerns. Six major themes and one subtheme emerged from the data: (1) &quot;Interactions with Psychosocial Concerns,&quot; (1a) &quot;Athletic Trainers' Perceptions of Experiences,&quot; (2) &quot;Use of Psychosocial Strategies,&quot; (3) &quot;Collaboration with the Interprofessional Team,&quot; (4) &quot;Training and Preparation,&quot; (5) &quot;Enhance Education and Exposure,&quot; and (6) &quot;Knowledge of Psychosocial Techniques.&quot; This phenomenological study helped answer questions related to experiences of athletic trainers' preparedness to address psychosocial concerns in the secondary school setting and captured their views on training related to psychosocial educational standards. Results of this study can be used to inform athletic trainers and athletic training education program directors of ways to enhance the athletic training profession and educational training.
Student Mistakes in Elite School Classrooms: Teacher Reflections and Reported Instructional Strategies
Author: Donaldson, Maleka
Date: 2023-00-00
Type: Journal Articles
Subjects: High School Teachers,High School Students,Private Schools,Teacher Behavior,Error Correction,Trust (Psychology),Student Participation,Questioning Techniques,Teaching Methods,Teacher Attitudes,Feedback (Response),Error Patterns,Teacher Student Relationship,Student Role,Teacher Role,Interaction

This article explores how teachers respond to student mistakes in one educational setting--an elite private high school. This qualitative study is a thematic analysis of in-depth, semi-structured interviews with teachers at one such school. The results reveal that in their responses to student mistakes, the teachers work to build trust and emotional safety, give students agency throughout the learning and feedback processes, and ask probing questions that rigorously challenge their thinking. By considering teacher accounts of their instructional approaches and past experiences, the study adds a context-specific, real-world perspective on how teachers in an elite school frame student mistakes.
Empowering Teachers&apos; Learning to Develop Students&apos; Inspirational Skills
Author: Kromthamma, Montri
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Empowerment,Skill Development,21st Century Skills,Faculty Development,Online Courses,Secondary School Teachers,Research Methodology,Research and Development

This research was based on a project to empower teachers to develop their skills as motivational players for their students. It is one of a series of research projects on 21st century skills which was an operation that recognized the importance of the knowledge-based and digital society. It brought together a variety of perspectives on the development of 21st century skills spreading across the Internet. The gathered data were processed through research methodology leading to the attainment of educational innovations that can be used for the development of people who would later develop their own work for the professional betterment. It was expected that if a person has knowledge and put that knowledge into practice, it would empower that people to work more efficiently. By doing so, a working concept is changed from &quot;knowledge is power&quot; to &quot;knowledge and action is power&quot;. From this concept had led to the conceptual framework of Research and Development (R&amp;D) methodology used in this research that encourages the use of educational innovations for teacher empowerment then teachers apply the learned knowledge for the student development. The outcome of this current research is an innovation called an online self-learning program for the teacher empowerment and the development of teachers' skills as student motivator. The online learning program was attested through the research method and proved to have helped the teachers and the students to attain the following criteria: 1) The teacher learning outcome on the posttest score met the standard criteria of 90/90 and the posttest score was significantly higher than the pretest score, and 2) The posttest score from the students' inspirational skill assessment was significantly higher than the pretest score. Based on this finding, it was sufficient to say that the online self-learning program it's efficient to be used for the development of teachers and students in the secondary schools under the jurisdiction of the national commissions of basic education. The application of this online learning program would be beneficial for educational management and encourage freedom of learning where people can learn anywhere anytime.
Program Development for Enhance Teachers&apos; Competencies for Managing Logistics and Supply Chain in Institutions under the Office of the Vocational Education Commission
Author: Saenchan, Butsaraporn
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Supply and Demand,Information Management,Vocational Education,Vocational Education Teachers,Program Development,Program Implementation,Teacher Attitudes,Foreign Countries

This research purposes 1) to study teachers' competency in logistics and supply chain in vocational institutions, 2) to investigate teacher competencies in logistics and supply chain, and 3) to create and develop programs, 4) to strengthening teachers' competencies in logistics and supply chain. This research and development approach was separated into 3 phases; 1) teachers' competency in logistics and supply chain by experts; 2) requirement needs to develop the competency of teachers in logistics and supply chain in education institutes by experts and 3) applying the program for developing teachers' complacencies in logistics and supply chain. The sample group were 144 people, and 23 indicators of teacher competency, 2) Study current conditions revealed that teacher's competency as a whole at a whole highest and overall need was at an average level with (PNImodified) 0.36, 3) the results of creating and developing a teacher competency program for logistics and supply chain management in educational institutions the Vocational Commission contents, 4) development methods, and 5) program evaluations. The overall evaluation of the program was suitable, feasible, and useful. The results of the teacher competency shown; 1) knowledge, competence, the efficiency of the practice process/efficiency of knowledge outcomes with an average percentage of 93.01/92.83, which is higher than 80/80 criterion set and, 2) after development knowledge is higher which is equal 0.9014, which meant gaining more knowledge at 90.14 percent when applying with the target group before using the program, mean values of the teachers ([X-bar]=3.30, S.D.=0.50) and after using the program, the logistics and supply chain management was at the highest level.
The Nexus between Self-Efficacy of Lms Usage and Motivational Regulation Strategies in Distance Education: Moderation of Academic Level
Author: Shahzadi, Irram
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Management Systems,Self Efficacy,Distance Education,Motivation,Relationship,Electronic Learning,Educational Attainment,Self Management,Predictor Variables,College Students

This study intends to inspect the relationship between e-learner's Self Efficacy of Learning Management System (SELMS) usage and Motivational Regulation Strategies (MRSs) which are Interest Enhanced Strategies (IES) And Goal-Oriented Strategies (GOS). Moreover, the moderating impact of academic level was also investigated. A total of 119 e-learners who were enrolled in online courses took part in the study. Data was evaluated by using SPSS. The findings demonstrate that the e-learners use different motivational regulation strategies depending upon their level of self-efficacy in LMS usage. Their academic level does not matter since it does not moderate the motivation regulation strategies. Results designate that SELMS usage is significantly and positively associated with elearners' motivation regulation strategies. It is also found that the academic level of e-learners does not moderate the relationship between predictor and outcome variables. It only moderates the association of SELMS usage and performance approach self-talk strategies. Consequently, the results endow the e-educators and instructional designers with hands-on recommendations on how to upkeep students' motivational requirements and additionally endorse their use of SELMS in e-education programs in higher education.
The Association of Participating in a Summer Prelaw Training Program and First-Year Law School Students&apos; Grades
Author: Buzick, Heather M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Participation,Summer Programs,Law Students,Program Effectiveness,Transitional Programs,College Readiness,Contracts,Writing Achievement,Grades (Scholastic),Grade Point Average,Student Attitudes

This study estimates the association of participation in a nine-week online educational program to prepare students for post-graduate (juris doctorate) education and law school grades. We collected registrar data from 17 U.S. law schools for participants and non-participants from the same year and a prior year. We compared first-semester law school grades between participating and non-participating students weighted by propensity scores. Course participation was associated with improved first-semester grades in a keyed course (Contracts Law) and overall grade point average. According to pre- and post-survey responses, a substantial portion of those who completed the program reported feeling more prepared for law school.