ethanporcaro/eric-fulltext-meta huggingface dataset:
Activity Suggestions for Improving Critical Listening Skills
Author: Erkek, Gulten
Date: 2019-11-00
Type: Journal Articles
Subjects: Listening Skills,Skill Development,Critical Thinking,Foreign Countries,Persuasive Discourse,News Reporting,Bias,Perspective Taking,Middle School Students,Class Activities,Children

Listening skill is the least researched language skill. Most of the published studies include theoretical information about this skill. The fact that individuals have acquired some theoretical knowledge does not mean that they will use them effectively in their lives. In very few studies, listening activities were suggested and implemented. Moreover, there are no recommendations and practices of activity in the literature related to critical listening. In our age, which is accepted as the age of persuasion and propaganda, the effective and efficient use of critical listening skills has gained great importance. Developing critical listening skills is possible through the use of different methods / techniques and classroom activities. For this reason, it is thought that this study which is prepared by field experts and which includes activity suggestions that can be used to develop students' critical listening skills will contribute to the field of education.
The Reality of Continuous Assessment Strategies on Saudi Students&apos; Performance at University Level
Author: Rana, Seemeen
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Evaluation,English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries,College Students,Evaluation Methods,Teacher Attitudes,Student Attitudes,College Faculty,Assignments,Language Tests,Test Preparation,Language Teachers,Expertise,Student Improvement,Student Records

This study was carried out to explore the assessment practice in Saudi universities with the major focus on Continuous Assessment Strategies. The study specifically aimed to find out the different assessment strategies and their contribution to students' learning and performance. It was conducted in Jubail University College and Al Mustaqbal University involving a sample of one hundred and fifty students and forty five teachers. Data was collected qualitatively and quantitatively using students' academic records and questionnaires. From the findings, it was observed that the use of continuous assessment helps students to understand difficult areas related to the EFL content. The study revealed that although there are various kinds of continuous assessment strategies, EFL teachers at both the universities generally employed take-home assignments, written tests and recap exercises to assess how the EFL students learn English language. Continuous assessment also provides more confidence to students and prepares them for final examinations. Therefore, it was recommended that the competent EFL teachers, who are trained and knowledgeable about evaluation strategies and procedures, should be motivated to share their expertise in order to improve the performance of Saudi EFL university students.
A Study on the Effects of Self-Regulation Skills Education Program on Self-Regulation Skills of Six-Year-Old Children
Author: Liman, Belgin
Date: 2019-12-00
Type: Journal Articles
Subjects: Metacognition,Self Control,Elementary School Students,Comparative Analysis,Preschool Children,Pretests Posttests,Scores,Teaching Methods,Skill Development,Outcomes of Education,Foreign Countries

This study was conducted to investigate the effect of a Self-Regulation Skills Education Program on self-regulation skills of six-year-old children. The nonequivalent control group was used in the study. The study group consists of 40 children. &quot;General Information Form&quot; and &quot;Preschool Self-Regulation Assessment (PSRA)&quot; were used as data collection tools. It was determined as a result of the study that the self-regulation skills posttest mean scores of the children in the experimental group differed significantly from their pretest mean scores. It was also found that the self-regulation posttest mean scores of the children in the experimental group were higher than the posttest mean scores of the children in the control group. The results of the study indicated that the Self-Regulation Skills Education Program promoted the development of self-regulation skills of children.
Testing the Mediating Role of Collective Efficacy Perceptions on the Relationship between Teachers&apos; Perceptions of Professional Burnout and Organizational Commitment
Author: Aydogmus, Mevlut
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Teacher Attitudes,School Culture,Educational Environment,Educational Quality,Teacher Qualifications,Teacher Effectiveness,Teacher Motivation,Organizational Climate,Self Efficacy,Social Theories,Teacher Administrator Relationship,Cooperating Teachers,Foreign Countries,Measures (Individuals),Burnout,Correlation,Affective Behavior,Preschool Teachers,Elementary School Teachers,Secondary School Teachers

Teachers, one of the basic vital human resources of the education system, play an important role in comprehensive restructuring actions carried out in education, as well as in developing schools, increasing the quality of education, and forming an effective school culture and climate. Therefore, determining the variables that affect the qualifications, orientations, performances, motivations, and attitudes of teachers in processes related to teaching is considered important. The purpose of this study is to investigate the mediating role of perceptions of collective efficacy in the relationship between teachers' professional burnout and organizational commitment. In this study, the authors investigated the factors that affect the relationship between teachers' perceptions of burnout and their organizational commitment. They tested whether the perception of collective efficacy has a mediating role in this relationship. The authors chose collective efficacy because it is an important issue for teachers.
The Effect of Gender Psychology Course on the Attitudes toward Gender Role by Undergraduate University Students in Turkey
Author: Bakioglu, Fuad
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Issues,Psychology,Student Attitudes,Sex Role,Undergraduate Students,Outcomes of Education,Sex Fairness

The aim of this study was to investigate whether a semester-long gender psychology course had an impact on the attitudes of undergraduates towards gender roles. To this end, a pre-test post-test analysis was carried out in a state university in Tokat, Turkey, employing a sample of 60 university students, 30 of whom had taken the course and 30 of whom had not. As a result of this study, it was concluded that the gender psychology course positively contributed to university students' egalitarian gender role attitudes. Indeed, the attitudes of the university students taking the course changed considerably at the end of the semester, developing more favorable attitudes toward gender issues.
Turkish Validation of STEAM Scale and Examination of Relations between Art Attitudes, STEM Awareness and STEAM Attitudes among Pre-Service Teachers
Author: Çevik, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Attitude Measures,STEM Education,Art Education,Construct Validity,Test Reliability,Preservice Teachers,Structural Equation Models,Factor Analysis,Predictor Variables

The aim of this study was to adapt the STEAM Attitude Scale developed by Kim and Bolger (2017) in order to explain the STEAM attitudes of preservice teachers, and test a structural equation model composed of the attitude towards art and STEM awareness and some other variables. The study group consisted of 429 preservice teachers who were studying at education faculties of universities in five different regions in Turkey. Data collection instruments were the adapted STEAM Attitude Scale, the Attitude Towards Art Scale and the STEM Awareness Scale. In the analysis of the data, frequency, percentage, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), correlation analysis, and path analysis were realized by using the SPSS 21.0 and AMOS 24.0 programs. As a result of the research, we concluded that there is a positive relationship between the STEAM attitude and STEM awareness and the attitude towards art. Thus the criterion-related validity of the adaptive STEAM attitude scale was tested. We also identified that STEM awareness, attitudes towards art, and some variables predicted STEAM attitude significantly at various levels. Alternative models were also tested and compared in the study.
Evaluating Elementary Teaching Undergraduate Programs in Terms of Culturally Responsive Elementary Teacher Training
Author: Karatas, Kasim
Date: 2019-00-00
Type: Journal Articles
Subjects: Program Evaluation,Elementary School Teachers,Preservice Teacher Education,Preservice Teachers,Culturally Relevant Education,Multicultural Education,Undergraduate Students,Foreign Countries,Knowledge Base for Teaching,Student Attitudes,Cultural Awareness

The purpose of this study is to evaluate the elementary teaching undergraduate programs in Turkey in terms of educating culturally responsive elementary teachers. In this direction, the phenomenological design was preferred. We collected data from the elementary teacher candidates and instructors via interviews. In the light of the findings and conclusions obtained, we saw that the processes and experiences are not given at the level of acquiring the knowledge and skills related to culturally responsive teaching for the elementary teacher candidates. Furthermore, we determined that the subjects related to culturally responsive teaching are very limited in the content of the course, and they are not carried out with a culturally responsive pedagogy conception in the learning-teaching process. Additionally, we saw that instructors in the elementary teacher education program do not have professional formation knowledge and skills related to culturally responsive teaching. Finally, we made proposals to update the program to promote responsiveness.
Academic Staff Induction and Assessment on Implementing Experiential Learning and Reflective Practice
Author: Nistor, Vera Maria
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teacher Induction,Experiential Learning,Reflective Teaching,Student Centered Learning,Teaching Methods

Experiential learning and reflective practice are two effective key learning and teaching strategies that many successful teachers employ as learner-centred education practices. It has been proven that many students appreciate the meaningful learning received through a learner-centred classroom environment. The aim of this paper is to share the findings of an induction programme focussing on experiential learning and reflective practice, which was designed to enhance the importance of transforming teacher-centred practice into learner-centred practice, with the teacher taking on the role of facilitator. The objectives of this induction programme were to help staff in understanding and incorporating experiential learning models in their teaching practice at a New Zealand tertiary institution. The paper contains a qualitative analysis of staff perspectives on experiential learning practice taken from their answers to a questionnaire, which followed an online Moodle course. It also contains a quantitative analysis of the data gathered from classroom observations using a digital classroom observation tool for assessment. The results showed that, although theoretical awareness about experiential learning was not a problem for new academic staff, its practical application was not always fully achieved. Even when lecturers were successfully implementing experiential learning activities in their classes, they were not incorporating reflective practice as part of a complete process. A more conscious incorporation of reflective practice by the academic staff in their classes, will ultimately help students to continue learning through experiences and reflection in their self-directed learning journeys.
Comparative Study between Traditional and Peer Assisted Learning of Business Management Students on Accounting Module
Author: Im, Siu Wo Tarloff
Date: 2019-00-00
Type: Journal Articles
Subjects: Business Administration Education,Accounting,Peer Teaching,Conventional Instruction,Instructional Effectiveness,Foreign Countries,Undergraduate Students,Grade Point Average,Difficulty Level,Supplementary Education

Candidates who study business disciplines are trained to be all-round administrative staff to handle business-related issues. Knowledge of a basic accounting principle for supporting financial decisions is vital in business operations, and is especially crucial for managerial workers of a listed company. Indeed, the accounting module is one of the core modules for higher education students who are studying in business disciplines. With the College Heads' endorsement when departments joined the Peer-Assisted-Learning using Supplemental Instruction (PALSI) scheme, the academic results of two accounting modules were collected anonymously for research purposes. The subject registration information shows that each cohort had at least 300 enrolments and, at most, over 800 enrolments. A review of academic results throughout four academic years was performed, the sample size of the study consisting of a total of 1,815 PALSI students and 5,869 non-PALSI students. This article focuses on the quantitative analysis in comparing the performance of PALSI students and non-PALSI students by monitoring their academic results consecutively in different cohorts. In this study, a t-test is implemented to evaluate the effectiveness of the peer-assisted learning scheme by identifying the academic results of each cohort to ascertain if there is a significant difference between the two groups. Similar investigation on the effectiveness of the PALSI scheme with different accounting knowledge background before joining the undergraduate programmes is implemented in the latter part. The findings of the analysis provide remarkable academic enhancement for students with PALSI support, and it is concluded that the scheme is worth extending to different subjects in the business discipline in the future.
Effectiveness of Cooperative Learning on Students&apos; Achievement in Genetics, Self-Efficacy, and Conceptions of Learning Biology
Author: Ari, Demet
Date: 2019-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Science Achievement,Genetics,Self Efficacy,Science Education,Scientific Attitudes,Student Attitudes,Biology,High School Students,Foreign Countries,Scientific Literacy,Science Tests,Achievement Tests,Scientific Principles,Scores

Within the scope of this study, a cooperative learning method is implemented in a genetics unit, which has an important place in the high school curriculum in the Turkish education system. The Human Genome Project, cloning, genetically modified organisms, preconceptional sex selection, and developments in cancer diagnosis and treatment are some of the issues within the field of genetics that have caused discussions. It is highly important to raise biologically literate individuals--that is, people who (1) know the basic concepts regarding these issues, which society is deeply interested in, and (2) can interpret the relationships between these concepts correctly, follow the developments in their fields, and can come up with ideas in discussions. The purpose of this study is to investigate the effects of a cooperative learning method on academic achievement, self-efficacy belief, and conceptions of learning in a genetics unit. The following research question guides this study: What is the effect of a cooperative learning method on Turkish high school students' achievement level, academic self-efficacy, and conceptions of learning biology in the general principles of genetics unit?
Independence and Interdependence of a Professional Development School Partnership
Author: Sumowski, Robert F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Partnerships in Education,College School Cooperation,Institutional Autonomy,Positive Behavior Supports,Program Effectiveness,Charter Schools,Montessori Schools

Professional Development School Partnerships have the potential to provide unique experiences for teacher candidates and also provide important professional development for the K-12 school personnel involved in the relationship. According to the National Association of Professional Development Schools (2008), a key essential to a successful partnership involves the entities' ability to achieve objectives together that neither partner might be able to fully accomplish individually. Our Professional Development School is a model for how the partners' joint mission operates beyond each institution's ability to provide the experiences and services in isolation. Although both the school district and the university are independent entities, their interdependence in the Professional Development School allows us to accomplish the overarching mission to improve education at all levels in our community from six weeks old to the doctoral level. The benefits are initiatives such as a joint Montessori Academy for children, participation on advisory councils, and a grade seven through twelve Early College program. Classrooms are made available for university faculty to do research, preservice teacher candidates can observe and practice, and first-generation at-risk students have the support they need for college placement. Professional development offerings by university faculty and District staff in areas such as Positive Behavior Interventions and Supports allow District teachers a unique professional development experience and the ability to continue and achieve a university certificate for their participation.
Social and Emotional Learning in a Classroom: Language Arts and Literacy Teachers&apos; Perceptions and Practices in South Korea and the United States
Author: Kim, Dae-Seok
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Language Arts,Literacy,Teacher Attitudes,Foreign Countries,Student Development,Educational Strategies,Classroom Techniques,Elementary School Teachers,Middle School Teachers,High School Teachers,Interpersonal Competence,Self Management,Comparative Education,Cultural Context

The significance of social and emotional learning (SEL) continues to grow in today's schools around the world. More teachers agree that students' social and emotional needs must be addressed in the learning process. This is because how students feel about themselves and think about one another affects the ways they learn in school. Learning essential social and emotional skills are critical for students to navigate through life's challenges from childhood to adulthood. The purpose of this study is to understand how language arts and literacy teachers of South Korea and the United States perceive the importance of social and emotional learning, and in what ways these teachers promote the development of students' social and emotional skills. More specifically, this comparative inquiry examines teachers' use of academic and nonacademic strategies to support students in a classroom in which language arts or literacy is taught. In South Korea and the United States, language arts as a subject is taught mainly in middle and high schools, while the process of reading and writing is taught in elementary schools. In this paper, the authors use both terms--language arts and literacy--interchangeably to indicate content knowledge and literacy process. Research questions of the study are: (1) How do language arts and literacy teachers of South Korea and the United States perceive the importance of social and emotional learning? and (2) In what ways do these teachers promote opportunities for students to develop and practice social and emotional skills in their classroom?
Evaluation of Self and Peer Assessments in a Second Year Engineering Module
Author: Hassell, David
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Self Evaluation (Individuals),Peer Evaluation,Learning Motivation,Correlation,Feedback (Response),Student Attitudes,Essays,Foreign Countries,Scoring Rubrics,Grades (Scholastic),Science Tests,Teaching Methods,Formative Evaluation,Fuels,Undergraduate Students

This paper evaluates the use of peer and self-assessments as part of the learning process of an open ended, essay-based course in a second-year degree engineering module in Brunei Darussalam. The essays were marked using a rubric by the student, a peer, and the lecturer, with students being pre-trained on the use of the rubric prior to the exercise. Comparison of the marks awarded by the different markers (student, peer, lecturer) showed that whilst there might be correlations between different markers (i.e. peer - self; or lecturer - self) for marks on certain sub-sections of the work, there was no overall correlation between marks for this open ended problem. This lack of consistency highlights the subjective nature of marking essay-based work, even with the use of a rubric. Feedback on the students' experiences was obtained using a questionnaire, and most students felt that the peer assessment exercise was a worthwhile activity which aided both their learning and students' motivation to learn. Analysis of student performance in the exam, after the exercise, identified that almost all students did better in the question linked to the exercise than in others, further reinforcing this student view. The poor mark concordance in this study indicates that both techniques are not suitable to quantitatively evaluate student performance, however they had a positive impact on student learning. It is recommended that this approach is incorporated in other open-ended assessments as a form of formative feedback with the provision of adequate tutor and student preparation.
Faculty Target-Based Engagement Assessment Statistical Model for Enhancing Performance and Education Quality
Author: Askar, Mohamed
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Quality,College Faculty,Models,Teacher Evaluation,Engineering Education,Evaluation Criteria,Job Performance,Faculty Development,Teacher Improvement,Teacher Competencies,Strategic Planning,Public Colleges

There is a worldwide interest in developing quantitative faculty members' activity evaluation models. However, implementing a fair and reliable model is challenging. Without capable and high-quality faculty members, no education improvement effort subsequently can succeed. Based on the gap analysis of the literature, lack of a quantitative faculty member assessment model might affect teaching and scholarly performance and lead to undesirable effects. Therefore, most of the existing metrics assessment models do not capture the full range of activities that support and transmit knowledge to students. The main objective of the current research is to develop a practical, comprehensive and flexible statistical Target-Based Engagement assessment model of faculty members that considers both the specific faculty needs and the academic unit management concerns. A mathematical relationship between one or more random and additional non-random variables was used to develop the model. Descriptive and inferential statistical methods were applied in the data analysis. The Target-Based Engagement model has seven interconnected aspects and three subsequent modules. It is a robust statistical framework for automatic faculty assessment. The results of this model are beneficial for faculty assessment in addition to having well-aligned key performance indicators inside the different levels of the institution. The model helps in supporting different strategic decision-making of the institution and is considered as a long-term improvement method in the academic profession. Creating a vision for future faculty assessment statistical models will improve the faculty performance and enhance the performance of all higher education stakeholders.