ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of 7th and 8th Grade Middle School Students&apos; Environmental Ethics Attitude Levels in Relation to Different Variables
Author: Tozdan, Nilgün
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 7,Grade 8,Middle School Students,Environmental Education,Ethics,Student Attitudes,Student Behavior,Gender Differences,Foreign Countries,Differences,Institutional Characteristics

One way to increase people's positive behaviors toward nature is to ensure that students gain environmental ethics attitude concerning environmental issues. In this regard, the current study investigates the 7th and 8th-grade students' environmental ethics attitude levels in relation to some variables (grade level, gender, school type). The study employed the survey model, one of the quantitative methods. The current research's sampling was selected using the stratified sampling method. A total of 723 students (349 seventh graders and 374 eighth graders) attending middle school participated in the current study. The &quot;Environmental Ethics Attitude Scale&quot; was used as a data collection tool in this research. The findings of the current study have revealed that the 7th and 8thgrade students' environmental ethics attitude levels vary significantly depending on gender in favor of the female students (U[subscript (142857)] = 560.34; p &lt; 0.001). Moreover, no statistically significant difference was found between the environmental ethics attitude levels of the 7th graders and 8th graders (U[subscript (124827)] = 63752.00; p &gt; 0.05). In addition, no statistically significant difference was found between the environmental ethics attitude level of the students attending schools located in peripheral districts of the city and that of the students attending schools located in the central districts of the city (U[subscript (191838)]) = 48993; p &gt; 0.05). The seventh-grade and eighth-grade students' eccentric environmental ethics attitude mean score and anthropocentric environmental ethics attitude mean score were very close to each other. This shows that the students have environmental ethics attitude yet cannot give up anthropocentric behaviors. Similar studies can be conducted with students from different grade levels.
Metacognitive Activities Performed by Pre-Service Science Teachers in Scientific Reasoning Skills Teaching with the POE Technique
Author: Yurttas-Kumlu, Gulfem Dilek
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Preservice Teachers,Science Process Skills,Thinking Skills,Teaching Methods,Science Instruction,Foreign Countries

The aim of this study was to investigate the pre-service teachers' metacognitive activities occurring in the teaching scientific reasoning skills with the POE technique. The participants of the research included six pre-service science teachers who were seniors in the science education department of at a university in the west of Turkey. The holistic single-case design was used as the research method in this study. The POE Activity Report, an Activity Journal and a Semi-structured Metacognition Observation Form were used to examine the participants' metacognitive activities. Inductive and comparative analysis was used to. It was found that (i) the pre-service teachers performed various monitoring activities (f = 13) and evaluating activities (f = 4) in the teaching of six different scientific reasoning skills (control of variables, proportional reasoning, correlation reasoning, probability reasoning, combinational reasoning, hypothetical-deductive reasoning) with the POE technique; (ii) there was more variety in metacognitive activities performed by pre-service teachers in teaching of control of variables (f = 15), there was least diversity in the teaching of hypothetical-deductive reasoning skill (f = 10). The results were discussed in line with the related literature, and suggestions were presented regarding the teaching of scientific reasoning skills.
Coronavirus Era: Implications for Reconceptualization of Curriculum Delivery in Kenyan Primary and Secondary Schools
Author: Mackatiani, Caleb Imbova
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,School Closing,Teaching Methods,Foreign Countries,Curriculum Development,Learning Theories,Distance Education,Electronic Learning,Audiovisual Aids,Learning Experience,Barriers,Elementary School Students,Secondary School Students

The school curriculum encapsulates what a progressive society, based on the pluralist values of liberal democracy, believes its future citizens should know and be able to do. In this respect, the curriculum should serve the immediate and long-term needs of all students. However, COVID-19 has uncovered the inequities that have existed in curriculum and delivery, especially in developing countries. School closures due to COVID-19 have resulted in actual learning wastage. The primary question is: what changes in curriculum and delivery are essential to improving equity and learning access within this pandemic context? Therefore, the study was guided by e-learning theory as advanced by Richard E. Mayer, John Sweller, and Roxana Moreno in 2015. The theory outlines cognitive science principles that describe how electronic educational technology is used and designed to promote effective learning. The theorists advanced that channeling linguistic information through audio while concurrently showing non-text imagery is very effective. The theory applies to this study to suggest combining media to facilitate learning during the pandemic lockdown period. The study also adopted a documentary analysis approach. Documents on curriculum development and delivery were analyzed. In Kenya, the education sector has been struggling with how to adopt online-based solutions for curriculum delivery. Despite this, losses are more significant due to the lack of adequate structures to sustain effective e-teaching and e-learning. The suspension of face-to-face learning in all educational institutions led to &quot;unfinished learning&quot; as the learners were not allowed to experience all the understanding they would have had in a typical class. The study might be significant to Kenya and sub-Sahara Africa, as policymakers and curriculum developers would use the findings to formulate curriculum reforms to redress the coronavirus's impact on education. Conclusively, the study recommends the use of e-learning as a mitigation strategy for coronavirus challenges in educational systems.
Guidelines for Cross-Cultural Leadership Development of World Class Standard School Principals
Author: Bhisamai, Dhamma
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Leadership Training,Trust (Psychology),Secondary Schools,Cross Cultural Training,Cultural Awareness,Leadership Styles,Academic Achievement,Guidelines,Communication Skills,Empathy,Administrator Characteristics,Conflict Resolution,Transformational Leadership,Persuasive Discourse,Teamwork,Institutional Mission,School Administration,Educational Quality,Foreign Countries

Cross-cultural leaders, are the behaviors or the characters of administrators who were able to manage or administrate people with different thoughts, beliefs, values and practice and combine them to form a single concept of being attentive to their work and trust their leaders to possess good attitudes and work efficiently for their ultimate goal of student development. The current study examines the situations of leadership and the guidelines for cross-cultural leadership development of World Class Standard School principals. The research sample was composed of 359 principals of World-Class Standard Schools in Secondary Educational Service Area Office. The research tool consisted of the 5-level rating scale questionnaire and the focus group discussion form. The data were analyzed by using descriptive statistics and content analysis. The research findings revealed five components rated from the highest to the lowest levels as follows: 1) Communication ([X-bar] = 4.24, S.D. = 0.71), 2) Empathy ([X-bar] = 4.24, S.D. = 0.73), 3) Conflict Management ([X-bar] = 4.22, S.D. = 0.72), 4) Transformational Leadership ([X-bar] = 4.21, S.D. = 0.72) and 5) Trust ([X-bar] = 4.16, S.D. = 0.74). The guidelines for developing cross-cultural leadership can be summarized as follows: principals should develop communication skills that were expressive, clear, and appropriate to the situations by using rhetorical skills in persuasive speech, exchanging of information between the networks of principals and other organizations, being good mediators, emphasizing teamwork, encouraging the school personnel to have a sense of participation and work successfully in order to achieve the vision of the school, remaining neutral, avoiding conflicts, creating consciousness and friendly atmosphere in the organization. Taking advantage of this research to improve the quality of administration in schools and administrators at all levels.
Irregular Verb Acquisition among EFL and ESL Learners in Cameroon: Peculiarities of Group 4 and 5 Verbs
Author: Etengeneng, Ngasu Betek
Date: 2022-00-00
Type: Journal Articles
Subjects: Verbs,Second Language Learning,Second Language Instruction,Comparative Analysis,Foreign Countries,French,African Languages,Multilingualism,Mastery Learning,Secondary School Students,Language Usage,Word Frequency,Morphology (Languages),Morphemes,Best Practices,Teaching Methods,Learning Processes,English (Second Language)

Acquisition patterns of irregular verbs by Second and Foreign Language learners of English in Cameroon present remarkable peculiarities that emanate from the country's unique linguistic identity, where French, English and a multiplicity of local languages are spoken. Following on a previous study (see Ngasu Betek 2020) this study documents these peculiarities, but with a focus on Group 4 and 5 irregular verbs, to ascertain the mastery of English irregular verbs. From a population of nine hundred (900) students from six selected schools in Cameroon, samples of their production in English irregular verb usage were collected. The specific classes were Forms One, Three, Five, (of the Anglophone sub-system of secondary education), and Sixième, Quatrième and Seconde students (from the Francophone sub-system of secondary education). Using Simple Random Sampling Technique, completion tasks were administered and the results analysed to identify and map traceable frequency patterns of use by students. A comparative analysis of the two leaner clusters was carried out which revealed ESL and EFL learners of English in Cameroon both exhibited challenges in using irregular verbs either through overgeneralizations or through morphological distortions of irregular verbs especially at the past tense. This paper thus informs on best practices for successful learning, specifically in the acquisition of irregular verbs by L1 and L2 learners in schools in Cameroon.
Teachers and Participatory Action Research for Developing Learning Environments
Author: Thawinwong, Chareewat
Date: 2022-00-00
Type: Journal Articles
Subjects: Action Research,Participatory Research,Educational Environment,Foreign Countries,Teacher Researchers,College Faculty,Curriculum Development

This research aims to develop learning environments through &quot;Participatory Action Research&quot; (&quot;PAR&quot;) methodology in a specific context of the Department of Electronics, Nong Han Industrial and Community Education College. Three development outcomes are expected: (1) changes in expected and non-expected outcomes of action; (2) action-based learning in the researchers, research participants and the institute and (3) knowledge from the grounded theory. The results are as the followings: 1) there are positive changes in both expected and unanticipated outcomes consisting of the implementation of the co-designated development approaches and the nature of the expected learning environments, 2) the researchers, research participants, and the institute learn about the efficiency of working together, which makes everyone realize how inefficient working alone was in the past, and 3) a body of knowledge gained from practice describes the relationship between the expected changes, and the driving force and resistances to change as well as ways to overcome the resistances.
Innovative Leadership Factors and Leader Characteristics That Affecting Professional Learning Community of Primary Schools in Bangkok and Its Vicinity
Author: Khanthap, Juladis
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership Styles,Instructional Leadership,Instructional Innovation,Administrator Attitudes,Teacher Attitudes,Elementary School Teachers,Communities of Practice,Faculty Development,Foreign Countries,Teacher Administrator Relationship,Goodness of Fit,Models,Leadership Effectiveness,Administrator Effectiveness,School Administration

This research aimed to investigate the innovative leadership factors and leader characteristics of school administrators in affecting teachers' involvement in the professional learning community of primary education schools in Bangkok and its vicinity of Thailand. Hence, the researcher would shed light on a linear structural relationship model to examine the impacts of innovative leadership factors and leader characteristics of primary school administrators on teachers' involvement in the professional learning community. A quantitative approach survey design was employed in this research. A total of 840 respondents responded to questionnaires in a proportional of two teachers to one school administrator from 280 primary schools. The respondents participated in a survey utilizing a multi-stage sampling technique. The researcher planned to test whether the identified innovative leadership factors and leader characteristics are fitting with empirical data as the key research output. The findings indicated that there was a total of five innovative leadership factors and three leader characteristics in a professional learning community model. The linear structural relationship model was supported to the empirical data, with X[superscript 2] = 42.321, df = 31, X[superscript 2]/df = 1.3652, CFI = 0.998, TLI = 0.997, RMSEA = 0.021, and SRMR = 0.01, p = 0.0845. In conclusion, the linear structural relationship model for primary school administrators has a goodness of fit with the attained data. Finally, the findings of this research have successfully proposed a linear structural relationship model that would be guidelines for a primary school administrator to develop his capabilities to promote a professional learning community.
Pre-Service Teachers&apos; Levels of Understanding the Light-Related Concepts
Author: Yildiz, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Light,Scientific Concepts,Pedagogical Content Knowledge,Concept Formation,Teacher Education Programs,Undergraduate Students,State Universities,Student Attitudes,Inferences,Elementary School Teachers,Science Instruction

The aim of the study is to investigate the level of understanding of light-related concepts of teacher candidates who took the &quot;Basic Science in Primary School&quot; course in the classroom teaching undergraduate program. This research is a descriptive study. The study group consists of 65 teacher candidates, 51 female, and 14 male studying in the first year of the classroom teaching undergraduate program at a state university. In the study, an opinion form containing five open-ended questions prepared by the researcher was used as the data collection tool. The grouped answers of the teacher candidates, and their background knowledge were calculated and separately transferred to the relevant tables for each question. For each table, the inferences, and comments about the grouped expressions of the participant teacher candidates have been provided. In addition, interviews were conducted with six randomly selected participants. It has been revealed that the pre-service teachers' scientific knowledge about the concepts related to the light is not at the desired level. Based on the findings of the study, some suggestions were made.
What Was and Is Algebraic Thinking Skills at Different Education Levels?
Author: Töman, Ufuk
Date: 2022-00-00
Type: Journal Articles
Subjects: Algebra,Thinking Skills,Misconceptions,Grade 6,Grade 7,Grade 8,Secondary School Students,Foreign Countries,Public Schools,Age Differences

The aim of this study is to determine the algebraic thinking levels, misconceptions and understanding levels of algebraic expressions of 6th, 7th and 8th grade students. In this research, developmental research methods, which is one of the descriptive studies, were used. This study was carried out with secondary school students (6th, 7th and 8th grades) studying in a public school located in a province of the Eastern Anatolia Region in Turkey. The sample of the study consists of 82 students studying at secondary school in the second semester of the academic year 2020-2021. Algebraic thinking levels determination form (ATLDF), consisting of 8 questions and 4 levels, and interview were used as data collection tools. The test was administered to 33 students from 6th grades, 21 students from 7th grades and 28 students from 8th grades, and then interviews were conducted. From the tests and interviews, it was seen that the students had 30 misconceptions about algebraic expressions, that their algebraic thinking levels were quite low, that there were only 3 students who could reach Level-4 and all of these students were female students. From the results, it was concluded that the algebraic thinking level of the students who have problems in the transition from arithmetic to algebra is low; and therefore, it was suggested that the connection between arithmetic and algebra should be established firmly, and studies should be done in this direction.
Suitable Homework Boosts Highschool Learning Effects
Author: Pllana, Duli
Date: 2022-00-00
Type: Journal Articles
Subjects: Homework,Learning Processes,High School Students,Study Skills,Outcomes of Education,Educational Benefits,Assignments,Time Factors (Learning),Scores,Test Preparation,Reading Achievement,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Correlation,Science Achievement,Grade 4,Reading Tests,Parent Attitudes,Teacher Attitudes,Student Attitudes

Highschool homework as an integral part of the study skills benefits students' learning outcomes significantly. Consistency of completing homework contributes to rising scores in any given assignment such as quizzes, regular tests, standardized tests, etc. The purpose of homework aims at different targets and it is designed for specific groups and occasions. Generally, there are four types of homework: a) Practice, b) Preparatory, c) Extension, and d) Integration. On the other hand, there is a great variety of homework with various tasks. The daily length of the high school assignments is within the frame time of ninety minutes to three hours. Too long or too short time consuming on completing the task does not result effectively in positive learning outcomes. The optimal time for completing an assignment resonates with the Aristotle mean, and it provides maximum benefits in learning outcome. Despite the fact of the dispute between education stockholders on benefits of homework, they still agree that homework elevates study skills to a certain degree with regard to the exams or study skills.
The Psychological and Environmental Variables Related to Intellectual Extremism from the Perspective of Secondary School Teachers and Students
Author: Alotaibi, Mohamed Hawal
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Secondary School Teachers,Teacher Attitudes,Psychological Patterns,Gender Differences,Antisocial Behavior,Islam

The study aimed to identify the most important psychological and environmental variables related to intellectual extremism from the perspective of secondary school students and their teachers in Afif Governorate, Saudi Arabia. The sample of the study consisted of (350) secondary school students (200 males and 150 females) and (252) male and female secondary school teachers from Afif Governorate, in the academic year 1440/1441 H. The researcher used the descriptive method, as well as the scale of psychological and environmental variables towards intellectual extremism in secondary school prepared by him. The results of the study showed that there are no significant statistical differences in the psychological and environmental variables in its four dimensions that are associated with intellectual extremism among secondary school students from the point of view of the teachers due to the gender (male teacher- female teacher) and specialization variables except for the cognitive dimension in relation to the scientific specialization, and it showed statistically significant differences with regard to the more than ten years' experience variable except with the environmental effects.
A HyFlex-Flipped Class in Action Learning: A Connectivist MOOC for Creative Problem-Solving
Author: Nasongkhla, Jaitip
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Flipped Classroom,Experiential Learning,MOOCs,Creative Thinking,Problem Solving,Learning Theories,Graduate Students,Undergraduate Students

This design research aims to propose a HyFlex strategy for students and participants in the workplace using massive open online course (MOOC) flipped between the two settings, an active in-classroom to an action learning in the workplace. The research methods were designed into two major parts, where the first part was a design stage which included the review and design process, while the second part involved case studies. The learning design is analogous to an origami paper folding system that processes the diversified questioning of real-world problems and recursively reflects the thought, action, and solutions to the problems. The case studies showed a statistically significant increase in participants' creative problem-solving at the 0.5 level.
An Analysis of the Variables Influencing the Selection of Active Methodologies
Author: Gómez-García, Melchor
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Active Learning,Instructional Design,Problem Based Learning,Flipped Classroom,Foreign Countries,Teacher Characteristics,Selection,Gender Differences,High School Teachers,Middle School Teachers,Elementary School Teachers,Preschool Teachers,Vocational Education Teachers,Language Teachers

Transferring a pedagogical proposal from a face-to-face environment to a virtual one is not an automatic conversion. It requires a thorough instructional design and the appropriate methodology. The main purpose of this study is to analyze the variables that influence the selection of an active methodology mediated by information and communication technologies for the design of a didactic sequence developed in a digital environment. We have worked with a sample of teachers who have participated in a training experience in which they have built a didactic proposal for a digital environment, selecting an active methodology from a reflective dynamic based on objective criteria. The study shows that there is a positive association between the year the course was taken, the sex of the participants and the stage where the participants work, and the chosen methodology. Finally, the area of knowledge taught is not a determining factor. It is concluded that regardless of the methodological selection, teachers tend to value the didactic component training over the instrumental one, although it is decisive that the training deals with technology, but from a techno pedagogical perspective.