ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Mathematics Teachers&apos; Levels of Academic Procrastination and Online Learning Readiness
Author: Ergene, Özkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Time Management,Learning Readiness,Online Courses,Foreign Countries,Technology Uses in Education,Gender Differences,Individual Differences

This article aims to examine the relationship between the online learning readiness and academic procrastination behaviors of the pre-service mathematics teachers. In line with this research purpose, it was examined whether the online learning readiness and academic procrastination differentiate with regard to demographic variables such as gender, grade levels...etc.; and as well as that technical problems occurs during the online learning process, the last minute course and the instructors' impact during the course study process. This research has been conducted with 314 pre-service mathematics teachers that currently attending the Faculty of Education of different universities in Turkey. The results revealed that there is a low-level significant relationship between the academic procrastination tendency and online learning readiness. Besides, the scores of academic procrastination tendency and online learning readiness were found higher among males, first graders, those who have access problems and those who think an instructor is a determinant. The research findings were discussed within the light of related literature.
Inspired by Freire: From Literacy to Community. How the Ideas of Paulo Freire Shaped Work in the UK
Author: Lavender, Peter
Date: 2020-00-00
Type: Journal Articles
Subjects: Adult Literacy,Literacy Education,Disadvantaged,Foreign Countries,Educational Philosophy,Power Structure,Program Descriptions,Progressive Education,Teacher Education,Standards,Teacher Qualifications,Outreach Programs,Volunteers,Tutors,Educational History,Public Policy

This article reviews the adult literacy campaign in the 1970s in the United Kingdom (UK) and the influence of Paulo Freire's thinking on how we worked. We argue that much adult literacy provision had been designed to 'domesticate' rather than 'liberate'. The mid-1970s 'Right to Read' campaign in the UK rejected this approach (BAS, 1974). The use by tutors of the language and the experience of learners led in part to the publication of student writing, creating reading materials and approaches that were different, and challenging to existing power structures. Emancipatory adult literacy work could not withstand the arrival of substantial government funding in 2001, which brought a new Skills for Life government strategy, together with new teacher-training, new standards and literacy qualifications. Also, in the 1970s and 1980s progressive educators and the institutions for whom they worked developed initiatives which focused on underrepresented and marginalised groups, asking 'who isn't there, and what can be done about it?' The result was a renewed development of outreach work, better understanding of what helps and hinders participation, and improved progression routes for individuals. One aspect of this development flowed directly from the literacy work in the 1970s--the participation of volunteers as 'fellow learners'. Looking at educational work with older people in care homes, volunteers from among local university students acted as co-learners in a charity which illustrates Putnam's (2000, p.134) 'generalised reciprocity'. We consider how Freire's legacy emerges among voluntary action as much as it does in literacy programmes
Competency, Capability and Professional Identity: The Case for Advanced Practice
Author: Fergusson, Lee C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Identity,Competence,Professionalism,Work Experience Programs,Job Skills,Professional Education,Human Capital,Competency Based Education

In the last 40 years, a series of models and frameworks associated with competency, capability and identity have been advanced in the published literature. These models and frameworks have arisen at a time of fundamental shifts in both the type and nature of work in developed countries, for example shifts associated with changes to labour markets from a reliance on jobs in agriculture and manufacturing (in the industrial era) to a reliance on jobs in both traditional and novel service industries (in the post-industrial and service eras) along with a rise in demand for work which requires non-routine cognitive abilities and attributes. Moreover, an increasing demand for advanced practitioners and leaders in every field of work has led to the advent of the so-called 'advanced practice professional', a practitioner who contributes higher order cognitive, affective and conative inputs to organisations and the world of work more generally. These fundamental shifts in work now require practitioners to not only have the competencies and capabilities to perform at a high level, but also require a well-developed sense of professional identity and an ability to contribute, as a discipline leader, in innovative ways to enhance organisational performance and the world of work more generally. This paper explores these propositions. We advocate a model of advanced practice professionalism in relation to competency, capability, and professional identity, and show through two real-world examples how work-based learning and research, as practiced by University of Southern Queensland in its Professional Studies program, contribute to the development of advanced practice professionals in Australia.
Dead or Alive? Teacher Students&apos; Perception of Invasive Alien Animal Species and Attitudes towards Their Management
Author: Remmele, Martin
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Preservice Teachers,Elementary Secondary Education,Wildlife,Animals,Entomology,Biodiversity,Conservation (Environment),Intervention,Lay People,Physical Characteristics,Access to Information,Knowledge Level,Foreign Countries

This study investigated the perception of 13 invasive alien animal species (IAAS) by 220 teacher students and their attitudes towards species management, either with or without prior information about the IAAS presented. In a first questionnaire, the IAAS (eight vertebrates, five invertebrates) were presented as photographs and their invasive status was not revealed. In a second questionnaire, one half of the participants received information about the invasive character of the species, the other half did not. Then, attitudes of both groups towards various management options were assessed. Mammals such as grey squirrel, raccoon and raccoon dog were considered most beautiful and wanted, but the harlequin ladybird, an insect, was also considered attractive. Participants who had received information about the invasive character of the species presented were more in favor of eradication and partial removal than those who had not, but still less willing to remove mammals and birds than arthropods. The present results highlight the importance of information on IAAS so that teacher students can understand the reasons for certain types of management. As multipliers of tomorrow, they might be better prepared for teaching this topic in school.
A Story from the Margin
Author: Pshyk, Zoryana
Date: 2020-00-00
Type: Journal Articles
Subjects: Freedom,Immigrants,Foreign Countries,Disadvantaged,Resistance (Psychology),Child Rearing,Mothers,Learning,Females,Experience,Adult Education,Community Support

This paper draws on narrative inquiry research: an epistolary autoethnography from a daughter to her mother written to communicate a story of powerlessness and oppression and an immense desire for liberation. The researcher sought to make meaning from her personal experience and to understand the impact of the Direct Provision System on her life. The research was undertaken as part of a Master's Degree in Adult and Community Education at Maynooth University. The researcher reflects on her search for freedom through the power of support and the solidarity of local community, and through the life-changing experience of adult education and learning.
Development and Validation of the Middle Grades Computer Science Concept Inventory (MG-CSCI) Assessment
Author: Rachmatullah, Arif
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Measures (Individuals),Multiple Choice Tests,Middle School Students,Early Adolescents,Computer Science Education,Programming,Scientific Concepts,Concept Formation,Alignment (Education),Academic Standards

The increasing interest in computer science (CS) and CS-integrated STEM teaching and learning has created a need for assessment instruments that can be used to evaluate the efficacy of innovative instructional approaches to K-12 CS education. However, there is a lack of validated assessment tools aligned to core CS concepts for younger students. This paper reports on the development and validation of a CS concept assessment for middle grades (ages 11-13) students. A total of 27 multiple-choice items were developed, guided by focal knowledge, skills and abilities associated with the concepts of variables, loops, conditionals, and algorithms. These items were administered to 457 middle grades students. The items were presented in form of block-based programming code and administered in a week-long computational modeling intervention. A combination of classical test theory and item response theory approaches were used to validate the assessment. Based on results, it was found that only 24 items are considered valid and reliable items to measure CS conceptual understanding. The results also suggested that the assessment can be used as a pre and post-test to investigate students' learning gains. This work fills an important gap by providing a key resource for researchers and practitioners interested in assessing middle grades student CS conceptual understanding.
An Evaluation of Undergraduate South African Physics Students&apos; Epistemological Beliefs When Solving Physics Problems
Author: Reddy, Leelakrishna
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Problem Solving,Physics,Undergraduate Students,Beliefs,Student Attitudes,Epistemology,Chemical Engineering

Students' epistemological beliefs are beliefs centred on one's own learning and knowledge. Such beliefs play a major role in the way one approaches problem solving in physics. The intention of this study is to evaluate such beliefs amongst undergraduate physics students. An analytical tool developed by Hammer has been used as a criterion for measuring such beliefs whilst engaged in physics problem solving. A case study of seven students with varying academic abilities and genders were chosen for this study. Each of these students' epistemological beliefs were examined through a clinical interview when they were presented with three different problems to be solved. To achieve a more holistic characterisation of the students' epistemological beliefs, a second person independently, evaluated their beliefs as well. The results reveal that students have personal epistemological beliefs that are different from each other and with respect to each of the problems, they solved.
Hopes and Worries in Learning to Grow Together: Key Praxiological Lessons for the Adult Educator
Author: McCarthy, Finola
Date: 2020-00-00
Type: Journal Articles
Subjects: Adult Education,Praxis,Horticulture,Humanization,Sustainability,Adult Educators

This paper examines the experiences of one adult educator's engagement with Freire's praxis through teaching horticulture. The principal belief of the paper is that engaging in critical dialogue and reflexive action is an evolving journey of unlearning and hope for both learners and educators. The paper suggests that trusting in Freire's humanising education has implications beyond individual adult learners to encompass larger socio-ecological issues of our time.
Optimizing Student-Driven Learning (SdL) through a Framework Designed for Tailoring Personal Student Paths
Author: Martinetti, Alberto
Date: 2020-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Masters Programs,Graduate Students,Foreign Countries,Engineering Education,Student Centered Learning,College Instruction

Our ever-changing and developing society constantly requires professions that did not exist 20 years ago. Students have to become professionals capable of steering their own career development and controlling their own learning process, at university and in their future profession. In order to reach these goals, lecturers have to understand the different needs of students in terms of knowledge and interests. This research offers a framework to help students deal with possible knowledge gaps and account for personal interests to match defined learning goals, utilizing the author's master's course in design for maintenance operations (DfMO) at the University of Twente as a basis for validation. First, a literature review was conducted on successful modern techniques of student-driven learning (SdL) to identify the best practices to use and possible pitfalls to avoid. Second, an analysis of the target group was carried out. Third, the research identified the most effective way to create such a tool (framework), taking into account the possible entry points of students. In particular, the research tried to understand to what extent it is possible and valuable to offer a student-driven approach. Finally, the tool was evaluated by representatives of the target group.
The Joy of Having a Book in Your Own Language: Home Language Books in a Refugee Education Centre
Author: Daly, Nicola
Date: 2020-00-00
Type: Journal Articles
Subjects: Picture Books,Refugees,Native Language,Foreign Countries,Childrens Literature,Language Maintenance,Literacy Education,Transitional Programs,Elementary Secondary Education,Teacher Attitudes,Program Evaluation

In 2018, Aotearoa/New Zealand increased its annual refugee quota to 1000. When refugees arrive in Aotearoa/New Zealand they spend six weeks in a resettlement programme. During this time, children attend an introduction to schooling. First language (L1) literacy support for children experiencing education in a medium that is not their Home Language has been identified as essential for children's educational success. This knowledge is reflected in Principle 4 of the International Literacy Association's Children's Rights to Read campaign, which states that &quot;children have the right to read texts that mirror their experiences and languages...&quot;. In 2018, the International Board on Books for Young People (IBBY)-Yamada Foundation granted funding to IBBY in Aotearoa/New Zealand (IBBYNZ)/Storylines to supply books in the Home Languages of the refugee children in the introduction to school programme. Over 350 books were sourced in a range of languages including Farsi, Arabic, Tamil, Punjabi, Burmese, Karen, Chin, and Spanish. In this article, the sourcing of these books and their introduction to children in a refugee resettlement programme is described. Interviews with five teachers in the resettlement programme concerning the use of the books and how children and their families have been responding are reported. Future programme developments are outlined.
Exploring Visual Mispronunciation at Segmental Level among EL 2 Chinese Students
Author: Wu, Chao
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,English (Second Language),Second Language Instruction,Pronunciation,Vowels,Phonemes,Mandarin Chinese,Language Teachers,Teaching Methods

In our pronunciation courses, segmental level in English pronunciation plays a very important role in perception and teaching of English pronunciation. This research aims to investigate into the most salient pronunciation problems at segmental level by fresh college students from Mainland China through an experimental study, and it is found that the mismatches identified in the segmental level of English pronunciation are corresponded with the phonological features of the utterance of Chinese English. Moreover, in order to improve fresh college students' pronunciation and achieve the pronunciation of Standard English, some pedagogical implications and suggestions about teaching strategies are provided in this study which aimed at the most salient mismatches discovered in the research findings.
Analysis of Multiple-Choice versus Open-Ended Questions in Language Tests According to Different Cognitive Domain Levels
Author: Polat, Murat
Date: 2020-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Test Format,Test Items,Difficulty Level,Language Tests,Scores,Second Language Learning,English (Second Language),Grammar,Reading Comprehension,Test Reliability,Content Validity,Thinking Skills,Cognitive Processes,Performance Factors,Public Colleges,College Students,Gender Differences,Foreign Countries

Classroom practices, materials and teaching methods in language classes have changed a lot in the last decades and continue to evolve; however, the commonly used techniques to test students' foreign language skills have not changed much regardless of the recent awareness in Bloom's taxonomy. Testing units at schools rely mostly on multiple choice questions (MCQ) because these types of questions are reliable, cost effective and time savers; however, these measure only surface information in a particular skill while other skills such as critical thinking and synthesis cannot be evaluated using MCQs. On the other hand, open-ended question (OEQ) tests include analysis and synthesis and a higher level of cognitive processing, with some washback effects such as less reliable results and more time and effort in scoring. This study aims to compare language learners' performances on MCQ and OEQ tests administered to 116 students studying at a language preparatory school in Eskisehir. Four separate tests including grammar and reading questions in both forms were prepared and administered to the same students respectively. Research results showed that there was a significant difference between OEQ and MCQ tests in terms of item difficulty and item discrimination levels. In both grammar and reading assessment, MCQ tests were found to be easier than OEQ tests.
A Corpus Analysis of Support Verb Constructions in British English with a Specific Focus on Sociolinguistic Variables
Author: Özbay, Ali Sükrü
Date: 2020-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Verbs,Native Speakers,English,Language Patterns,Sociolinguistics,Generalization,Gender Differences,Language Usage,Language Variation,Foreign Countries,Age Differences,Audiences,Authors,Sentence Structure,Oral Language,Written Language

English contains a considerable number of lexical combinations with various forms and labels, making it an interesting field of inquiry for researchers. The significance and popularity of support verb constructions (SVC) is that they are used largely by native speakers and include some of the most common words in English but seem to be problematic even for advanced learners. In this study, the British National Corpus (BNC) was used to investigate SVC patterns through sociolinguistic variables. The rationale in doing so is that using sociolinguistics variables through substantive corpus data may give us a better sense and understanding of the nature of the combinations. Whether there are any predictable tendencies between the SVCs and sociolinguistic dimensions was investigated to bring empirical evidence to the areas that merely defy simple generalizations. In total, 39 SVCs were examined, and they displayed similar frequencies for register categories in written and spoken parts. Male speakers and writers use a wider variety of SVCs and more frequently than the females, and SVCs were used more by people 60 years old and older and less frequently by people between the ages of 6 to 14. SVCs were used predominantly by male writers who were writing for mixed audiences, and there was a positive correlation between the age and SVC usage. A sharp increase was observed for SVCs as the age of the target audience increased. Finally, &quot;years of experience,&quot; &quot;exposure and previous education&quot; and &quot;familiarity&quot; were found to be other contributing factors for the SVC usage.
Principal Turnover: When Is It a Problem and for Whom? Mapping out Variations within the Swedish Case
Author: Thelin, Katina
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Labor Turnover,Incidence,Tenure,Municipalities,Metropolitan Areas,Rural Areas,Urban Areas

Principal turnover has become topic of discussion, attracting attention not only in media, but also among scholars. Research indicate that high turnover rate is problematic for several reasons. First, it jeopardises stability of school management, which is crucial for schools, not only to function well but also to develop as organisations. Second, since studies indicate that principals have an important, yet indirect, effect on student learning, it is reasonable to expect high turnover to impact negatively on both student and school performance. The aim of the study was to map out and describe national variations in principal turnover in Sweden and thus provide a basis for practice-oriented research. To determine the level of turnover and the extent to which particular municipalities or types of municipalities are facing substantially higher turnover than others, statistical data from Statistics Sweden (SCB) were used. Results show that the average principal has worked in the same municipality for approximately six years and changed schools less than once. Yet, results differ between different types of municipalities, i.e. metropolitan, urban, rural and sparsely populated areas. The results raise fundamental, yet often, overseen questions, namely: When and for whom is principal turnover a problem?
Globalizing Literature: Creating World Travelers in Undergraduate English Courses
Author: Counts, Monika
Date: 2019-00-00
Type: Journal Articles
Subjects: World Geography,Geography Instruction,School Districts,Elementary School Students,Cultural Awareness,Teaching Methods,Literacy,Interdisciplinary Approach,Literature,Poetry,Knowledge Level,Elementary Secondary Education

The lack of geographic knowledge and cultural dynamics should not surprise educators. Geography is no longer required as a separate discipline in many school districts and indeed often is dropped from the curriculum after elementary school where it is studied on a limited scale--usually in the third and fourth grades. Few students have the ability to retain the knowledge acquired in these initial years of schooling if the basic concepts are not reviewed or studied beyond that stage. This article examines the inclusion of world geography and culture in a number of classes in different disciplines that would begin to impact the global literacy of the nation.