ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Teachers&apos; Caring about Sustainable Development Goals for Turkey and for the World and Their Competence in Associating the Goals with the Learning Outcomes in the Curriculum
Author: Yuzbasioglu, Mustafa Kemal
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Sustainable Development,Competence,Science Teachers,Gender Differences,Caring,Foreign Countries,Self Efficacy,Science Curriculum,International Cooperation

This study aims to determine pre-service science teachers' caring about the 2030 Sustainable Development Goals (SDG) for Turkey and for the world and their levels of competence in associating the SDG-related learning outcomes in the curriculum with these goals. The study employed the survey model, which is a descriptive research method. The study group consists of 60 pre-service science teachers. The data were collected through forms developed by the researchers, and descriptive statistics were used in the analysis of the data. The participating pre-service teachers regard SDG &quot;very important&quot; for both Turkey and the world. According to the findings of the study, there are gender-based differences between the pre-service teachers in terms of caring about SDG for Turkey and for the world. While nearly half of the pre-service teachers regard themselves partially competent in matching the learning outcomes in the science curriculum with SDG, they have some deficiencies in practice. To eliminate the pre-service teachers' deficiencies on sustainable development, the study recommends making adjustments in the curriculum implemented in Turkey with regards to the concept of sustainable development.
Remote View of Education, Teacher, Student and School Concepts in Teacher Training
Author: Özelçi, Serap Yilmaz
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Preservice Teachers,Teacher Education,Teacher Educators,Teacher Attitudes,Foreign Countries,Teacher Role,Student Role,School Role

In this study, the experiences, feelings and thoughts of the instructors working in the teacher training program about distance education were examined. Therefore, the research is a phenomenological study. A focus group discussion was held. The study group of the research consisted of 5 volunteer lecturers. Faculty members criticize the university's preferred learning management system that allows limited communication. He argues that this provides opportunities for education rather than education. According to the instructors, the students perceived the individual learning preference, which is the most basic advantage of distance education, as irresponsibility rather than freedom. In summary, according to the instructors, interaction and role models are needed in the learning environment. In addition, technical and psychological preparation is important for a successful distance education.
The Relationship between Preschool Teachers Pedagogical Content Knowledge in Mathematics, Children&apos;s Math Ability and Liking
Author: Dagli, Hatice
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Pedagogical Content Knowledge,Mathematics Instruction,Preschool Children,Mathematics Skills,Student Attitudes,Correlation,Foreign Countries,Knowledge Level

This study attempts to identify preschool teachers' pedagogical content knowledge levels in mathematics and to examine its effect on preschool children's mathematics ability and their liking of mathematics. The study utilised the relational survey model, one of the general survey models. The working group was composed of 600 children aged 54-66 months old and a total of 150 teachers. The study employed three data collection tools: with the 'Preschool Teachers' Pedagogical Content Knowledge Scale regarding Mathematics' and the 'Mathematics Liking Scale for Children' developed by the researchers; 'Early Mathematics Ability Test' to determine children's mathematics ability. The data were analysed using IBM's SPSS 22 statistical package. The correlation analysis results suggested that there were no significant relationships between teachers' pedagogical content knowledge in mathematics, children's mathematics ability, and their liking of mathematics, while a positive and significant relationship was found between children's mathematics ability and their liking of mathematics.
A Method for Directing Collaborative Study Guide Construction by Undergraduate Student Groups
Author: Petrunich-Rutherford, Maureen L.
Date: 2021-10-00
Type: Journal Articles
Subjects: Study Guides,Cooperative Learning,Student Developed Materials,Undergraduate Students,Learner Engagement

Students often request study guides; however, the impact of study guides on student learning is mixed. Here, some evidence on student study guide usage and collaborative learning is briefly reviewed. This information helped to shape the development of a collaborative activity where student groups create their own study guide questions based on the chapter learning outcomes. Requiring students to collaborate and create their own study guides may encourage a higher engagement with and deeper processing of the course content.
Realistic Mathematics Education&apos;s Effect on Students&apos; Performance and Attitudes: A Case of Ellipse Topics Learning
Author: Tong, Duong Huu
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Education,Academic Achievement,Instructional Effectiveness,Student Attitudes,Mathematics Instruction,High School Students,Foreign Countries,Problem Solving,Student Participation,Student Motivation,Mathematics Activities

Realistic Mathematics Education (RME) has gained popularity worldwide to teach mathematics using real-world problems. This study investigates the effectiveness of elliptic topics taught to 10th graders in a Vietnamese high school and students' attitudes toward learning. The RME model was used to guide 45 students in an experimental class, while the conventional model was applied to instruct 42 students in the control class. Data collection methods included observation, pretest, post-test, and a student opinion survey. The experimental results confirm the test results, and the experimental class's learning outcomes were significantly higher than that of the control class's students. Besides, student participation in learning activities and attitudes toward learning were significantly higher in the RME model class than in the control class. Students will construct their mathematical knowledge based on real-life situations. The organization of teaching according to RME is not only a new method of teaching but innovation in thinking about teaching mathematics.
Examining Pre-Service Science Teachers&apos; Pedagogical Content Knowledge through Lesson Study
Author: Conceição, Teresa
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Pedagogical Content Knowledge,Lesson Plans,Preservice Teacher Education,Grade 8

This investigation adjusted the lesson study (LS) model for the initial teacher education aiming to examine its effect in the development of the pre-service teachers' pedagogical content knowledge (PCK) namely, both their knowledge and understanding on how to transform a science topic to make it more understandable for the students. The LS topic was the speed of sound that is taught in the 8th grade. The PCK construct was evaluated, as well as and in terms of both PCK-topic specific knowledge and PCK-pedagogical knowledge. The participants on this investigation were three pre-service teachers. The data were collected through video recording of LS sessions. The qualitative data collection was combined with quantitative and qualitative analysis procedures. The results showed that the LS promoted an improvement on pre-service teachers' PCK as well as in most of the aspects of both PCK-topic specific knowledge and PCK-pedagogical knowledge. PCK's aspect' 'Strategies for pupil self-evaluation' has not improved satisfactorily. These findings suggest that LS should be carried out during the training programs of the science PSTs.
The Development of Indonesian Accounting Teacher Professional Identity Measurement: An Exploratory Factor Analysis
Author: Syah, Muhammad Fahmi Johan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Accounting,Teacher Characteristics,Professional Identity,Cultural Awareness,Student Educational Objectives,Interpersonal Competence,Communities of Practice,Factor Analysis,Measures (Individuals),Professional Associations

Measuring accounting teachers' professional identity is significant to do as an alternative to measure the professionalism of accounting teachers in Indonesia based on their professional identity. This research was conducted in two stages of exploratory factor analysis involving 150 accounting teachers as sample in each stage. The data were collected in collaboration with an accounting teacher organization, comprising the Accounting Subject Teacher Deliberation (MGMP) in Central Java through a questionnaire. Data analysis was divided into several steps including face validity and content validity, inter-item correlation matrix, and exploratory factor analysis. The results showed that 23 question items encompassed five components of accounting teacher professional identity; Cultural Knowledge (pedagogical cultural identity), Blending (accommodating students' purposes for school in the learning objectives), Identity Experiencing (by the experience of working life in the past, present, and individual expectations in the future in accounting work setting), Inter-Personal Skill, and Active in Professional Communities. The scale development requires continuous development tailing various new findings in the teacher professional identity and accountant professional identity.
The Effectiveness of a Flipped Classroom Strategy in Developing Grammatical Concepts among Fifth Grade Primary School Students
Author: Khasawneh, Najwa Ahmad Saleem
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Grammar,Elementary School Students,Grade 5,Foreign Countries,Females,Semitic Languages,Form Classes (Languages),Instructional Effectiveness,Skill Development

The current study explored the potential effect of using the flipped class strategy in developing grammatical concepts among fifth-grade primary school students in Irbid, Jordan during the academic year 2019/2020. The study followed the quasi-experimental design, which was applied to a sample of 52 female students, who were divided into a control and an experimental group. The control was taught traditionally and the experimental group was taught grammar through using a flipped classroom strategy respectively. The study developed a list of suitable grammatical concepts for the study sample and a test to measure the Arabic grammatical concepts: declension, case marking, case ending, representation in a sentence, and extraction. After performing the appropriate statistical analysis, the results of the study showed the presence of significant differences between the experimental and the control groups in all grammatical concepts in favor of the experimental group. The researcher recommended applying the flipped class strategy in teaching the grammatical concepts for female fifth graders.
Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies
Author: Clark, Aaron M.
Date: 2021-10-00
Type: Journal Articles
Subjects: Test Construction,Self Efficacy,Self Concept Measures,Student Attitudes,Peer Teaching,Test Validity,Test Reliability,Factor Structure,Chemistry,College Students

Two scales measuring teaching self-efficacy and beliefs were developed from previous instruments for use with near-peer facilitators assisting with peer-supported pedagogies. Construct and face validity, measurement reliability, and factor structure were determined using a population of nearpeer facilitators working in a peer-led team learning chemistry classroom at a large research-intensive postsecondary institution in the Southeast United States. Results suggest that the scales produce valid and reliable data. Teaching self-efficacy and beliefs were found to increase between pre and post administrations with small to medium effect sizes. The scales can provide a means to evaluate peer-supported pedagogies and as discussion points for faculty members training near-peer facilitators.
Does Short-Term International Immersion Have a Sustainable Impact on Teachers&apos; Cultural Competence? Follow-Up Interviews Eight Years after a Teaching Experience in South Korea
Author: Oh, Kevin
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Programs,Teacher Education Programs,Cultural Awareness,Experiential Learning,Elementary Secondary Education,Knowledge Level,Teacher Competencies,Self Efficacy,Culturally Relevant Education,Student Teaching,Teacher Attitudes,Perspective Taking,Interpersonal Relationship,Teaching Methods,Study Abroad,Transformative Learning,Program Effectiveness

This qualitative study was conducted with teacher candidates studying in a Masters program at a university on the west coast in the United States. The main goal was to capture if immersion in a foreign culture and the short-term teaching of primary and secondary school students in South Korea had any sustainable impact on the participating teachers' perception of their cultural knowledge, competence, and awareness almost a decade after their immersion experience. The researchers interviewed four teachers who had participated in one of two immersion projects conducted in 2010 and 2011. A questionnaire on teachers' self-efficacy regarding culturally responsive teaching (modified from Chu &amp; Garcia, 2014) was administered prior to the interview giving the participants a tool to reflect on what it means to be a culturally responsive teacher and to self-assess their own cultural competence and teaching practices. Four themes emerged from the interviews, namely, perspective taking ability, relationships, teaching strategies, and cultural knowledge. The findings indicate that international immersion not only offers an effective way for pre-service teachers to receive intercultural training. It also has the potential to create transformative learning experiences by immersing students in cultural contexts unfamiliar to them. The findings from this study will be interesting to teacher educators who consider integrating international immersion projects into their teacher education programs.
The Effectiveness of Visual Mind Mapping Strategy for Improving English Language Learners&apos; Critical Thinking Skills and Reading Ability
Author: Hazaymeh, Wafa' A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Mapping,Teaching Methods,Instructional Effectiveness,English (Second Language),Second Language Learning,Critical Thinking,Thinking Skills,Reading Achievement,Measures (Individuals),Cognitive Tests,Reading Comprehension,Visual Aids,Undergraduate Students,Foreign Countries

This study investigated the effectiveness of visual mind mapping as a reading strategy for improving English language learners' critical thinking skills. Students from two general English courses were randomly assigned to experimental and control groups. California Critical Thinking Test was used to assess participants' critical thinking skills. The findings revealed a statistically significant difference at (p &lt; 0.005) in the mean scores of the experiment and control groups in the post-test due to visual mind mapping strategy in favor of the experimental group with a positive and significant impact on participants' critical thinking skills. The findings also showed that the experimental group's scores were significantly improved in all indicators of critical thinking. The study results showed that visual mind mapping strategy affected the increased of critical thinking skills and reading comprehension ability. The study's findings revealed that using a visual mind mapping strategy had a significant improvement impact on English language learners critical thinking skills and reading ability.
Impact of Working Conditions on Faculty Teaching: Analysis of Full-Time Tenure Track and Part Time Non-Tenure Track Faculty
Author: Berlin, Kathryn
Date: 2021-10-00
Type: Journal Articles
Subjects: Teaching Conditions,College Faculty,Tenure,Nontenured Faculty,Part Time Faculty,Teacher Attitudes,School Policy

The following exploration examined the impact of working conditions on faculty teaching for full-time faculty and non-tenure track faculty within an academic department at a large Midwestern university to determine whether employment status and working conditions potentially impacted student learning outcomes. Questions asked of participating faculty focused on factors related to, or influencing, teaching that may improve or hinder student learning. Factors such as available resources, interaction with department administrators and other faculty, job satisfaction, work-life integration, and mentorship were explored through written surveys and one-on-one interviews. Twelve faculty, out of a target population of 33, provided insight as to concerns or issues they felt impeded or supported teaching efforts. Although the exploration contained a small sample size, department administrators implemented changes to address faculty concerns to reduce &quot;disconnects&quot; and issues mentioned by faculty members. Primary changes occurred around part time faculty input on curriculum development and interactions with department administrators and full-time faculty. While still ongoing, initial feedback is positive and indicates faculty are adapting to the changes. Further work is necessary to examine individual feelings of worth and value, as well as exploring actual student learning outcomes across courses.
Pygmalion in the &apos;hood: Reflecting on Enhancing Job Interview Performance at an Urban Community College
Author: Socas, John
Date: 2021-10-00
Type: Journal Articles
Subjects: Community Colleges,Employment Interviews,Urban Schools,Two Year College Students,African American Students,Hispanic American Students,Low Income Students,Creative Activities,Drama,At Risk Students,Role Playing,Critical Theory,Skill Development,Minority Group Students,Job Applicants

Self-presenting effectively at job interviews presents significant challenges for students at urban community colleges, especially those identified as low-income Black and Latinx. Current practices provide minimal support, if any, for enhancing the self-presentation of these students at job interviews. Too often, instead, students simply do not perform well, fail to achieve their job objectives, and remain marginalized by society. This article describes the experiences of urban community college students involved in an innovative effort to enhance their performance in job interviews. This innovative approach features identity work and highlights the value of role play and improvisation in a range of dramatic activities. It utilizes insights gained from research into Freirian conscientization, critical pedagogy, and critical race theories as well as participatory action research (PAR) methodology. This study highlights the eloquent voices and dramatic concerns of the students involved in two vignettes, &quot;Acting White&quot; and &quot;Acting Phony,&quot; expressing the plight of these students. Providing insights for teachers, the article reviews identity work to facilitate successful self-presentation conducted by a wide range of educators dealing with similar challenges involving racial and ethnic minorities. Concluding observations are presented and future debate and research is encouraged.
Exploring Self Regulated Online Learning Skills of EFL Learners in Distance Education
Author: Kulusakli, Emine
Date: 2022-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Online Courses,Distance Education,Self Management,Age Differences,Gender Differences,College Students,Metacognition,Persistence,Help Seeking,Time Management,Foreign Countries

The aim of the current study is to investigate self-regulated learning skills of EFL learners in online English course in distance education. It also aims to explore the relationship between the learners' self-regulated learning skills, their age and gender. With this aim, the Self-Regulated Online Learning Questionnaire (SOL-Q) was conducted in order to assess learners' self regulated online learning skills in terms of five sub dimensions including metacognitive skills, time management, environmental structuring, persistence and help seeking. 120 students studying in various departments of a state university participated in the study. Results revealed that the students could manage their environmental structuring skills at 'good' level. However, they rated themselves moderately successful in metacognitive skills, persistence, help seeking and time management dimensions. Furthermore, the study indicated that there was not a statistically significant difference between female and male EFL learners and no statistically significant difference was found between the learners' age and their self-regulated skills. The study suggested that distance education students need to improve their self-regulated online learning skills in order to be more autonomous learners in learning a foreign language.
Exploring University Students&apos; Learning Experiences in the COVID-19 Semester through the Community of Inquiry Framework
Author: Sen-Akbulut, Mutlu
Date: 2022-01-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Students,Student Attitudes,Distance Education,Online Courses,Predictor Variables,Teacher Student Relationship,Inquiry,Foreign Countries,Interaction,Interpersonal Communication

This mixed-method study was conducted to validate the factor structure of the Community of Inquiry (CoI) framework in the COVID-19 semester (Spring 2020). Spring 2020 is typically characterized as an emergency remote teaching (ERT) period, distinguished from purposefully-designed instruction for online teaching. To examine the CoI framework's usefulness for understanding university students' online learning experiences in this period, the authors collected data using the CoI survey and interviews. The structural equation modeling analyses indicated that teaching presence predicted social and cognitive presences more significantly in the ERT period than regular times. The qualitative findings showed that the courses where teaching presence was high were evaluated as effective by participants even when cognitive and social presences in these courses were relatively low. These findings suggested that course instructors should prioritize planning well-designed online course activities to ensure their teaching presence in times of emergency
Questioning CRAAP: A Comparison of Source Evaluation Methods with First-Year Undergraduate Students
Author: Lowe, M. Sara
Date: 2021-10-00
Type: Journal Articles
Subjects: Teaching Methods,Information Sources,Evaluation Methods,College Freshmen,Information Literacy,Credibility,Instructional Effectiveness

Librarians and instructors see college students struggle with evaluating information and wonder how to best teach source evaluation in a one-time course integrated library research session to ensure understanding and improve student performance. This research compared multiple sections of first-year students over two semesters taught two evaluation methods: the CRAAP method, and the six journalistic question words. Results indicate that students taught to evaluate information using the six question words produced better end-of-semester papers. Results of the pre-, post-, and end-of-semester quizzes were less conclusive, but do highlight some of the challenges first-year students face when determining credibility. Results have the potential to inform instructional practice.