ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of Teachers&apos; Opinions about Open Course Educational Materials: Case of Turkey
Author: Ozdemir, Furkan
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Teacher Attitudes,Open Educational Resources,Instructional Materials,High School Teachers,Educational Technology,Technology Uses in Education

The aim of this study is to determine whether math teachers have an idea about the open course materials and to get their opinions about the use of open course materials. The study employs a qualitative research approach. The research is carried out on 12 math teachers with professional experience working at all two high schools in the Eastern Anatolia Region in Turkey. In the research, Open Course Materials Interview Form (OCMIF) developed by the researchers was applied as a data collection tool. The content analysis method is used for data analysis. According to the results, it was seen that the teachers had information about the open course materials. Teachers also expressed the opinion that those not insufficient and uncontrolled for such sharing would be unhelpful. In addition, the teachers stated that there are some situations in which open lesson materials are not used in our country. In addition, pre-course preparation and post-course evaluation, the smart board for documents and topics related to the use of video, presentation, animation, such as to benefit from the activities were used.
Improving the Basic Writing Skills of Grade 7 Learners in Filipino: An Action Research in Filipino Language
Author: Cabigao, Joey Ramos
Date: 2021-06-00
Type: Journal Articles
Subjects: Grade 7,Secondary School Students,Writing Skills,Writing Improvement,Writing Exercises,Developmentally Appropriate Practices,Remedial Instruction,Public Schools,Teacher Role,Home Visits,Parent Teacher Cooperation,Progress Monitoring,Foreign Countries,Tagalog

This action research primarily aims to remediate the low level of basic writing skills (writing in cursive, capitalization, punctuation, spelling, and paragraphing) of Grade 7 learners in Filipino class/subject in a government high school. The researcher conducted: (1) assessment of learners' writing competency through pre and post-tests; (2) preparation/development of writing exercises; (3) activities are emphasizing the conduct of writing activities in and out of the classroom; and (4) home visitations to reinforce the teacher's and parents' monitoring on the progress of their children. A five-point rating scale was utilized in assessing learners' outputs. An increase of 1.56 was recorded in the general rating of pre to post-test, which shows that 80% improvement is manifested among the learners' basic writing competencies, proving that the intervention used is effective in achieving the target of the study. The study reveals the significant role of teachers in arousing learners' interest in writing and making them realize its importance. The study holds the importance of having learning activities and worksheets appropriate to the level of learners' needs to improve/enhance the unique skills in writing of each learner. Just like other researchers, this study encourages the promptly remediate the classroom- and school-based problems through the conduct of research for a rational and systematic way of addressing it. With the aid of well a documented study in all research endeavors, this will guide other teachers and school heads to experience the same plight of addressing the gaps in schools effectively.
Enhancing English Communication Skills of Thai University Students through Google Apps for Education (GAFE) in a Digital Era during COVID-19 Pandemic
Author: Chiablaem, Parichat
Date: 2021-06-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,School Closing,COVID-19,Pandemics,Computer Oriented Programs,Online Courses,English (Second Language),Second Language Instruction,Teaching Methods,College Students,Student Attitudes,Computer Software,Language Skills,Communication Skills,Web 2.0 Technologies,Foreign Countries

During the COVID-19 dilemma, all educators worldwide have been alerted by the alarm clock of urgent online teaching and learning. This leads to a curiosity of which online tools are suitable for the online learning contexts, especially for English classrooms where there are more than just lecturing, but also practicing English skills. Google Applications for Education (GAFE) is one of the teaching alternatives to create collaborative learning and being used as major media in online teaching. Therefore, the aim of this quantitative study is to explore the opinions of Thai university students regarding the use of G Suite Applications namely Google Classroom, Google Meet, Google Docs, and Google Forms, in an English online course during the Covid-19 situation and to indicate how the applications can be integrated with online tasks that promote English skills. The participants of the study were students who enrolled in a fundamental English course which was conducted online at the time of the COVID-19 crisis by the researcher. The data were gathered from an online questionnaire consists of statements that represent key indicators of efficiency and validity of Integrated Technology and the information is interpreted by 5-point Likert Scale (Strongly agree, agree, disagree, and strongly disagree). The results show that the students have a positive experience using the applications in their online learnings. They agreed that the combinations of this application based on the functions enable them to enhance all English skills and grammatical and lexical knowledge. There is also a guideline that suggests how to apply these applications to create learning activities and tasks in an online setting. All in all, it is believed that this research will be a starting point for English teachers to use Web 2.0 tools, particularly G Suite, to serve the needs of the learners in the future online during this COVID-19 crisis.
Contrastive Analysis and Its Implications for Bengali Learners of ESL
Author: Ara, Arjumand
Date: 2021-06-00
Type: Journal Articles
Subjects: Indo European Languages,English (Second Language),Second Language Learning,Contrastive Linguistics,Language Skills,Interference (Language),Pronunciation

Contrastive Analysis, since its introduction as a potential predictor of the influence of the learners' first language on the second language and the resultant errors, has constantly been subject to criticism on both theoretical and empirical grounds. This once-popular approach of interpreting errors resulting from the interference from the native language met a gradual decline in acceptability as Behaviorism, the theory on which it was based, lost its credibility. Also, empirical findings pointed out its ineffectiveness as the predictor of errors. However, contrastive analysis projects have been carried out in different parts of the world to avoid errors in specific language areas, including pronunciation. This paper aims to shed light on the origin, evolution and significance of the theory, especially in designing instructional materials for the Bengali learners of English as a second language.
The Effects of School Culture on Students Academic Achievements
Author: Bayar, Adem
Date: 2021-06-00
Type: Journal Articles
Subjects: School Culture,Academic Achievement,Correlation,High School Students,Foreign Countries,Student Attitudes,Student Motivation,Competition,Student Behavior,Interpersonal Relationship,School Uniforms,Standards,Social Influences,Laboratories,School Libraries,Field Trips

The purpose of this research is to make a detailed examination of the school culture and its effects on the academic achievement of students. In this research that has been carried out within the framework of the qualitative research approach, the answers have been sought to be found to the questions &quot;What is school culture?&quot;, &quot;What are the effects of school culture on academic achievement?&quot; and &quot;What should be done at school to create a strong and positive culture?&quot; The study group of this research consists of 12 students determined using a maximum variation sampling technique which is one of the purposeful sampling techniques and studying at a high school within the scope of the Ministry of National Education. Data were collected by a semi-structured interview method. The data collected were analyzed by a descriptive analysis technique. The participant students have expressed that the school culture means the behaviors at school, the background and successes of school, circle of friends, school uniforms and social activities. Moreover, the students have stated that the school culture has effects on the achievement of students in terms of motivation (will to study), sense of competition and their development in all respects. Lastly, the participants have offered some suggestions like the number of social activities should be increased; laboratories should be used actively and improvements should be made at the library in terms of number and contents of books; relations, attitudes and behaviors between teachers and students should be regulated and school trips should be organized concerning the creation of a strong and positive culture at school. In line with the findings, the researchers have concluded that school culture has a positive and strong effect on the academic achievement of students. Therefore, suggestions that would improve the school culture should be put into practice.
Review of Racially Equitable Admissions Practices in STEM Doctoral Programs
Author: Roberts, Sonia F.
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Doctoral Programs,College Admission,Scores,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Status,Admission Criteria,Equal Education,Scoring,Personality Traits,Disproportionate Representation,Racial Bias,Ethnic Stereotypes,Gender Bias,Measurement Techniques,Holistic Approach,Diversity,Student Financial Aid,Low Income Students

This study reviews literature on racially equitable admissions practices relevant to graduate programs in STEM. Graduate Record Exam (GRE) scores correlate more strongly with race, gender, and socioeconomic status than performance metrics for research during or after graduate school. Structural changes to admissions processes that can improve equity of admissions decisions and reduce correlations between admissions decisions and demographic data include using holistic review or composite scores that quantize more components of an application, removing hard limits on course requirements, admitting students as a cohort instead of to individual faculty sponsors, and diversifying admissions committees. Some alternative scoring methods attempt to measure personality traits, but performing these measurements during admissions may present difficulties. Bridge programs--whether they are implemented as collaborations with a minority-serving institution, a personalized educational program for each student admitted to a program, or a stand-alone program before the doctoral degree program--may be able to improve both recruitment and retention of students with underrepresented racial and ethnic identities in their field of study. Finally, financial barriers to applications can disproportionately affect underrepresented applicants due to systemic racism. We end with recommendations for graduate programs to improve equity in admissions processes.
Person-Environment Fit and Retention of Racially Minoritized College Students: Recommendations for Faculty, Support Staff, and Administrators
Author: Ajayi, Alex A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Theories,Student College Relationship,College Environment,Congruence (Psychology),Sense of Community,School Holding Power,Academic Persistence,Minority Group Students,College Students,Young Adults,Disproportionate Representation,Teacher Student Relationship,College Faculty,College Administration,Academic Support Services,Student Personnel Services,Racial Factors

Although colleges in the United States have become increasingly racially and ethnically diverse, degree attainment remains disproportionately low among students from underrepresented and minoritized racial backgrounds. In this paper, we discuss the interactive influence of both person and environment factors in shaping academic persistence and argue that college administrators, faculty, and student support staff can intervene and take specific steps to improve the academic experience of racially minoritized college students. To this end, we offer specific evidence-based recommendations for campus leaders and stakeholders on how to adapt their campus community to facilitate the requisite person--environment fit to maximize academic persistence.
Science Teachers&apos; Perceptions and Self-Efficacy Beliefs Related to Integrated Science Education
Author: Haatainen, Outi
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Self Efficacy,Integrated Curriculum,Science Education,Interdisciplinary Approach,Teaching Experience,Foreign Countries,Factor Analysis

To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers' perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers' perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science teachers participated in an online survey study. A mixed method approach via exploratory factor analysis and data-driven content analysis was used. Self-efficacy emerged as a key factor explaining teachers' perceptions of and their lack of confidence in implementing ISE as well as their need for support. In addition, teachers regarded ISE as a relevant teaching method, but challenging to implement, and teachers primarily applied integrated approaches irregularly and seldom. Furthermore, teachers' experiences with integrated activities and collaboration correlated with their views on integrated education and self-efficacy. These findings indicate teachers need support to better understand and implement ISE.
?he Impact of Training Environmental Educators: Environmental Perceptions and Attitudes of Pre-Primary and Primary School Teachers in Greece
Author: Petkou, Dafni
Date: 2021-00-00
Type: Journal Articles
Subjects: Environmental Education,Inservice Teacher Education,Elementary School Teachers,Preschool Teachers,Multiple Literacies,Knowledge Level,Teacher Attitudes,Program Implementation,Correlation,Metacognition,Consciousness Raising,Conservation (Environment),Climate,Information Sources,Gender Differences,Age Differences,Public Schools,Foreign Countries

Environmental education is an important tool for managing environmental problems, with a view to protecting the environment. Several significant factors, however, impede its implementation. Educators' lack of knowledge and appropriate training on environmental topics results in difficulties in implementing environmental education programs. Nevertheless, environmental literacy is expected to lead to the manifestation of pro-environmental behavior. The aim of the present study was to examine the impacts of environmental training on pre-primary and primary school educators, and its influence on the formation of their environmental perceptions and attitudes. We investigated whether training triggers the implementation of environmental education programs, and its possible metacognitive effects on educators. Simple random sampling was used as a sampling method. A structured questionnaire was administered to 154 pre-primary and primary school teachers, and the data collection took place through the use of face-to-face interviews. The research findings indicated that educators were interested in environmental issues, and mainly used the media to obtain information about environmental issues. Gender and age were important characteristics influencing the performance and attitudes of environmental educators. It also became apparent that there are significant deficiencies in the capacity building of educators, and in the organization of environmental education in pre-primary and primary education, that negatively affect the implementation of environmental programs in schools.
Entrepreneurial Intention before and during COVID-19--A Case Study on Portuguese University Students
Author: Lopes, João M.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Entrepreneurship,Small Businesses,Self Employment,Intention,Preferences,Graduate Students,Undergraduate Students,Economic Change,Social Values,Vocational Aptitude,Self Efficacy,Skill Development,Context Effect,Foreign Countries

The present research aims to compare the entrepreneurial intention of university students before and during the Covid-19 pandemic. For this purpose, some dimensions were analyzed, such as the availability of this target audience to undertake an activity at their own risk, the preference for a future while employed by others, their perception of the values that society places on entrepreneurship, and the entrepreneurial abilities/skillsets. A comparative study of a quantitative nature was used, associating two samples composed of students of higher education in Portugal, the data were obtained before and during the COVID-19 pandemic. The analysis of the results permits us to conclude: (1) in the circumstances of macroeconomic changes resulting from the COVID-19 pandemic, entrepreneurial activity does not decrease; (2) respondents are less interested in being employed by others and more attracted to being entrepreneurs; (3) there is a growing concordance with the values that society places on entrepreneurship; and (4) there is now a greater aptitude for entrepreneurial activity. The present research is original, as it compares data obtained in different contexts of economic and social stability. It contributes to theory and practice, in the sense that it points to conclusions in the opposite direction of other studies carried out in situations of disasters of another nature, and can serve as a reference for the development of strategies to promote entrepreneurship, within higher education institutions and official entities to publicize and promote new public policies.
Automated Feedback Is Nice and Human Presence Makes It Better: Teachers&apos; Perceptions of Feedback by Means of an E-Portfolio Enhanced with Learning Analytics
Author: Hunt, Pihel
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Evaluation,Peer Evaluation,Feedback (Response),Electronic Publishing,Portfolios (Background Materials),Portfolio Assessment,Learning Analytics,Faculty Development,Written Language,Automation,Computer Mediated Communication

While there is now extensive research on feedback in the context of higher education, including pre-service teacher education, little has been reported regarding the use of feedback from teachers to other teachers. Moreover, literature on the potential advantages that the use of technology, for example electronic portfolios and learning analytics, has in improving feedback in the in-service workplace practices, is also sparse. Therefore, the aim of this exploratory case study was to explore how in-service teachers perceived the peer feedback they received and provided through a web-based electronic portfolio during a professional development course carried out in their workplace. Questionnaire and interview data were collected from 38 teachers who received feedback through a learning analytics enhanced electronic portfolio and from 23 teachers who received feedback only by the electronic portfolio. Additionally, one individual and four focus group interviews were conducted with 15 teachers who were the feedback providers. Several common topics were identified in the interviews with the feedback receivers and providers, involving the benefits and challenges of human interaction and the flexibility of the feedback process that the electronic portfolio offered. The results also revealed better feedback experience within the group of teachers who received extra feedback by means of learning analytics. It is concluded that although an electronic portfolio provides a useful tool in terms of flexibility in the provision and receipt of feedback, the need for human interaction was acknowledged.
Effect of Career Days on High School Students&apos; Irrational Beliefs about Career Choice and on Decision Making Skills about Career
Author: Kutlu, Ahmet
Date: 2021-12-00
Type: Journal Articles
Subjects: Career Guidance,Career Choice,Decision Making,Skill Development,Beliefs,High School Students,Adolescents,Grade 10,Attendance,Program Effectiveness,Foreign Countries

The purpose of this study is to examine the effect of career days on 10th grade students' irrational beliefs about career choice and on their career decision-making skills. This research was conducted in two high schools affiliated to the Ministry of National Education in the 2019-2020 academic year. There are totally 102 students in the experimental and control groups. In the research, a quasi-experimental model with pretest-posttest control group was used. Within the scope of the research, ten-week career days were organized for the students in the experimental group. No career days were organized for the students in the control group. In the study, personal information form, irrational beliefs relating to career choice scale and career decision inventory were used as data collection tools. Frequency, Percentage and Arithmetic Average analysis was used for statistical information on demographic variables; Mann Whitney U test was used for the significance of the pre-test post-test difference scores of the experimental and control groups. As a result of the research it has been observed that career days are effective in reducing the irrational beliefs relating to career choice and career indecisions of the students in the experimental group. The results of this study emphasize the importance of career days on students' irrational beliefs about career choice and career decision making skills. The research findings were discussed and suggestions for future research and applications were developed. [Note: The page range (454-467) shown on the PDF is incorrect. The correct page range for this article is p454-466.]