ethanporcaro/eric-fulltext-meta huggingface dataset:
The Mediating Effect of Workaholism in the Relationship between Teacher and Principal Behaviours Related to School Climate and Organizational Commitment = Okul Iklimine Iliskin Ögretmen ve Müdür Davranislari ile Örgütsel Baglilik Iliskisinde Iskolikligin Aracilik Etkisi
Author: Okur Özdemir, Ayse
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Administrator Relationship,Elementary School Teachers,Secondary School Teachers,Principals,Administrator Behavior,Teacher Attitudes,Work Attitudes,Educational Environment,Foreign Countries,Teacher Behavior

It was aimed to determine the mediating effect of workaholism in the relationship between teacher and principal behaviours related to school climate and organizational commitment in this study. The study was designed through correlational survey method. Organizational Climate Scale, DUWAS (Dutch Work Addiction Scale), Meyer and Allen Organizational Commitment Scale were used as data collection tools. 266 teachers working at primary and secondary schools in Kütahya Province created the sample of the study. In accordance with the aim of the study, different measurement models were set and tested by structural equation modelling. In terms of the findings, the tests of only two models are successful. It is statistically proved that workaholism has a mediating effect only in the relationships between supportive principal behaviour and normative and continuance commitment dimensions of organizational commitment. The positive relationship between supportive principal behaviour and organizational climate strengthens with the workaholic behaviours the teachers experience. In other words, workaholic teachers are more committed to their organizations in which the supportive principal behaviours are observed in comparison with their colleagues. However, any mediating effect of workaholism cannot be found in the relationships between directive principal behaviour, restrictive principal behaviour, collegial teacher behaviour, intimate teacher behaviour, disengaged teacher behaviour and organizational commitment.
Journeys towards Sociomathematical Norms in the Foundation Phase
Author: Morrison, Samantha
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Behavior,Behavior Standards,Mathematics Education,Numbers,Elementary School Mathematics,Grade 2,Elementary School Students,Foreign Countries,Intervention,Student Behavior

Background: The co-establishment of social and sociomathematical norms in the microculture of South African classrooms and its possible effects on early number learning has largely been unexplored. Social norms are considered to be general classroom norms that are relevant in any teaching and learning space, whilst sociomathematical norms are specific to the mathematical aspects of students' working. Aim: In the midst of poor numeracy outcomes in South African schools, our interest lies in the connections between the establishment of particular norms and the affordances or constraints for learning that they provided. Part of our interest, in a context where sense-making, cooperative working and mathematical progression beyond one-by-one counting have been described as infrequent in Foundation Phase mathematics learning, was to explore whether it was possible to institute norms related to these aspects. Setting: We report on the social and sociomathematical norms established within group intervention sessions with two groups of four Grade 2 learners across 9 weeks of intervention in a suburban school which serves a historically disadvantaged learner population. Methods: The frequency of specific norm codes was used to determine the normative behaviour within groups across intervention lessons. Results: Two significant inferences are drawn from study results: a culture of co-operative working based on social norms was needed in the grouped learning space before sociomathematical norms could be foregrounded within the same space; and one particular sociomathematical norm -- 'use the structure of 10' -- was particularly important as the 'hand hold' that allowed for progression in participants' early number skills.
Studying English under COVID-19 Quarantine: Ukrainian and Indian Students&apos; Perspectives
Author: Chugai, Oksana
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Student Motivation,Student Attitudes,Group Activities,Synchronous Communication,Electronic Learning,Distance Education,High School Students,College Freshmen,Self Management,Cultural Differences,Foreign Countries,COVID-19,Pandemics

The article deals with Ukrainian and Indian students' perspectives of studying English online during the pandemic. This study was conducted at National Technical University of Ukraine &quot;Igor Sikorsky Kyiv Polytechnic Institute&quot; and Bharat Vidyalaya, Buldana, Maharashtra, India. A mixed method research design was used in the study: quantitative and qualitative data were obtained from two surveys completed by students anonymously as Google Forms. The research indicated that more Indian than Ukrainian students confirmed that they prepared for the English class. While nearly a third of Ukrainian students' suggestions on effectiveness of English lessons were about speaking and communication, Indian respondents also proposed preparation and revision. Indian students preferred learning something new to grades. Over half of Indian students and a third of Ukrainian students opted for working in groups. From the findings, we can see that most Indian and Ukrainian students had their working space, necessary devices and the Internet connection for studying online. Ukrainian students were more positive about feeling safer with their cameras turned off than Indian students. It was easier for most Indian and Ukrainian students to concentrate in a face-to-face class than in an online class. However, Indian students were mostly positive about studying English online. Most respondents indicated agreement about developing self-directed learning skills while studying English online. Ukrainian students chose speaking, reading and writing as skills better developed online, while Indian students opted for listening skills. The findings of the research provide valuable information related to students' attitudes towards studying English online considering which may improve teaching and learning distantly. The research results show that despite understanding the necessity of studying online, some students are reluctant to accept it fully. Moreover, there are some intercultural differences related to social distance in the cultures.
Integrating Mobile Listening and Physical Activity to Facilitate Intentional and Incidental Vocabulary Acquisition
Author: Zubenko, Tetiana
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Physical Activities,Integrated Activities,Listening,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Vocabulary Development,Intentional Learning,Incidental Learning,Retention (Psychology),College Freshmen,Late Adolescents,Dictionaries,Pronunciation,Translation,Foreign Countries

This paper examines the development and effectiveness of a strategy that promotes rapid vocabulary retention among university students who are learning English as a second language. This approach to vocabulary acquisition is based on research that shows that activating implicit memory has a stronger effect than simply activating intentional memory. The hypothesis was that listening to carefully structured mobile English vocabulary lessons during routine physical activity would have a significant and positive effect on students' vocabulary acquisition and performance. The audio lessons were designed to introduce vocabulary by moving from L1 to L2. Participants (N = 51) were first-year Ukrainian university students majoring in English as a second language. Their average age was 17-18. They were randomly assigned to one of three classes, one experimental and two comparison. The experimental group used the &quot;integrating physical activity with listening to vocabulary lessons&quot; strategy in addition to the traditional intentional learning strategy used by the comparison group. The results indicate that performance on the End-of-Unit test benefitted students who were in the Listening While Physically Active group. Their mean score was 81.9 versus 63.2 for the Comparison group. Results from a one-way ANOVA indicate that exam performance difference was statistically significant, F= 8.761, df = 1 , p &lt; 05. Mobile devices offer students multiple opportunities to listen to, and pronounce, new vocabulary based on L1 to L2 translation while performing routine physical actions. This allows students to create not only receptive but also reproductive skills of L2 translation and communication.
Interpretation of Educational Administration in the Context of Dilthey&apos;s Hermeneutic Approach = Egitim Yönetimini Dilthey&apos;in Hermeneutik Yaklasimi Baglaminda Yorumlamak
Author: Bozkurt, Nidan Oyman
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Administration,Hermeneutics,Educational Philosophy,Criticism,Educational Research,Natural Sciences,Foreign Countries

The purpose of this study is to interpret the field of educational administration according to the philosophy of Dilthey, one of the most important representatives of the hermeneutical approach, which deals with the human being in variability, historicity. Educational administration that claims to be a science has internalized positivist approach and its methods. Dilthey has established a methodology for a new science by criticizing this approach for being insufficient in understanding the human being. Hermeneutics is defined as interpretation of knowledge and against the hegemony of scientificity imposed by positivist theory, it is a current thought which emphasizes subjectivity based on human life. Its purpose is not to deny natural sciences, but to reveal the inadequacy of reductionist approach in solving the complex nature of social life and human. In order to enable educational scientists to understand the social phenomena in an effective way, the recognition of all aspects of society will provide more productive results. So this study emphasizes the importance of the hermeneutic approach in providing an understanding that can go beyond the boundaries of natural sciences by developing alternative perspective of understanding ability in educational administration.
Moving beyond the Tools: Pre-Service Teachers&apos; Views on What They Value in a Digital Literacy Short Course
Author: Strydom, Sonja C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Undergraduate Students,Student Attitudes,Value Judgment,Program Length,Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Authentic Learning,Course Objectives,Foreign Countries

Background: A digital literacies short course, rooted in a pedagogical model of authentic learning and mapped against the TPACK model, was conceptualised and implemented to enhance the existing digital literacies and technological pedagocial content knowledge of student teachers and to promote an awareness of technology-enhanced curriculum practices. Aim: In aiming to inform course improvement, our study interrogates student teachers' perceptions of the aspects that they valued in the short course. Methods: Guided by social constructivism and situated within a qualitative paradigm, twenty-four 2nd and 3rd year Bachelor of Education (BEd) students who completed the course participated in three semi-structured focus group interviews whereby data was analysed by means of constant comparison analysis. Results: Findings suggest participants found value in authentic tasks and assignments as well as the process of knowledge creation. They did, however, differ in their views of the purpose and aim of such a course. Conclusion: This study contributes to the gap in South African research and the growing South African interest in preparing teachers in adopting technology-enhanced practices and curriculum changes in schools, and argues that standardised theoretical training courses ignoring psycho-socio-cultural factors and individual differences should be reconsidered.
Test-Retest Reliability and Concurrent Validity of the South African Early Learning Outcomes Measure (ELOM)
Author: Anderson, Kate J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Reliability,Test Validity,Foreign Countries,Outcomes of Education,Measures (Individuals),Preschool Children,Motor Development,Perceptual Motor Coordination,Psychomotor Skills,Numeracy,Executive Function,Emergent Literacy,Early Childhood Education,Cognitive Development,Intelligence Tests,Young Children

Background: The Early Learning Outcomes Measure (ELOM) assesses early learning programme outcomes in children aged 50-69 months. ELOM assesses gross motor development (GMD), fine motor coordination and visual motor integration (FMC &amp; VMI), emergent numeracy and mathematics (ENM), cognition and executive functioning (CEF), and emergent literacy and language (ELL). Content and construct validity, reliability and cross-cultural fairness have been established. Aim: To establish the test-retest reliability and concurrent validity of the ELOM. Setting: Low income preschool and Grade R children. Methods: In study one, Test-retest reliability was investigated in a convenience sample of 49 English and isiXhosa speaking preschool children (Mean age = 60.77 months, SD = 3.70) tested and retested one week apart. In study two, concurrent validity was investigated in a convenience sample of 62 children (Mean age = 75.05 months, SD = 0.75). ELOM performance was compared with that on the Wechsler Preschool and Primary Scale of Intelligence Fourth Edition (WPPSI-IV). Results: Test-retest reliability was established for ELOM Total score (r = 0.90, p &lt; 0.001). The concurrent validity of ELOM Total and the WPPSI-IV Full Scale Composite scores was established (r = 0.64, p &lt; 0.001). FMC &amp; VMI, CEF, and ELL domains correlated significantly with their corresponding WPPSI-IV indices: visual spatial, fluid reasoning, processing speed, working memory, and verbal comprehension. Conclusion: The findings of both psychometric studies contribute further to the reliability and validity of the ELOM.
Turkish College Students&apos; Trust in Professors and Engagement: &quot;I Trust Therefore I Engage!&quot; = Türk Üniversite Ögrencilerinin Ögretim Elemanlarina Güvenleri ve Derse Katilimlari: &quot;Güveniyorum, öyleyse katilirim!&quot;
Author: Özer, Niyazi
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Faculty,Teacher Student Relationship,Trust (Psychology),Learner Engagement,Correlation,Gender Differences,Foreign Countries

The purpose of this study is threefold: (1) to determine the levels of university students' engagement and trust in professors, (2) to investigate if there is a significant difference between students' engagement and trust scores in terms of some variables, and (3) to explore the relationship between student engagement and trust in professors. The participants comprised 1840 university students studying at seven different faculties of Inonu University during the 2013-2014 academic year. A test battery containing demographic information, student trust scale and student engagement scale was administered to the participating students. Results showed that female students and students from earlier grades trust in professors and engage into classroom activities more. Regression analysis results, also, indicated that students' scores on trust in professors explained approximately 16% of the total variance in student engagement. This implies that when students trust in their professors they tend to engage in lessons more, which, in turn, brings about better learning.
Adaptation of Teachers&apos; Instructional Emotions Scale to Turkish Culture and Revision and Descriptive Analysis of the Scale = Ögretmenlerin Ögretim Duygu Durumlari Ölçegi&apos;nin Türk Kültürüne Uyarlanmasi, Revize Edilmesi ve Betimsel Analizi
Author: Dilekçi, Ümit
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Secondary School Teachers,Translation,Test Validity,Test Reliability,Teacher Attitudes,Emotional Response,Anxiety,Psychological Patterns,Turkish,English,Cultural Relevance,Test Items,Factor Structure,Correlation

The aim of this study was to adapt the scale developed by Hong et al. (2016) to the Turkish culture, to revise the scale as six dimensional by adding the dimensions of hope and frustration and to determine the views of the teachers. The research was carried out with three groups consisting of teachers working in secondary schools in different cities of Turkey. In the study, firstly linguistic equivalence was provided (r=0.849, p&lt;0.01), then the scale was submitted to expert opinion and dimensions were added to the scale after it was revised. As a result of the EFA performed to determine the construct validity of the scale, it was determined that the factor loads ranged between 0.609 and 0.855 and the CFA result was in good agreement with the model. Cronbach's alpha coefficients ([alpha]=0.749-[alpha]=0.896) and item-total correlations (r=0.502-0.813) revealed the reliability of the scale. In addition, significant relationships between the dimensions (r=-0.166-0.581) showed that the internal consistency of the scale was ensured. The scale which was finalized as six dimensions and twenty-seven items was applied to teachers (N=732). It was found out that teachers' views were &quot;I certainly do not agree&quot; in the dimension of Anxiety, &quot;I agree&quot; in the dimension of Pride, &quot;I certainly agree&quot; in the dimensions of Enjoyment and Hope and &quot;I do not agree&quot; in the dimension of Anger and Frustration.
Learning Organizations as Predictors of Academic Achievement: An Analysis on Secondary Schools = Akademik Basarinin Yordayicisi Olarak Ögrenen Örgütler: Ortaokullar Üzerine Bir Çözümleme
Author: Aslan, Gülay
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary Schools,Organizational Learning,Academic Achievement,Secondary School Students,Administrator Attitudes,Teacher Attitudes,Secondary School Teachers,Foreign Countries,Predictor Variables

The aim of this study was to examine the relationship between academic achievement of secondary school students (graduation and transition to higher education) and learning organization perceptions of school administrators and teachers. The study was designed as correlational relational survey study. The &quot;Realization Level of Learning Organization Disciplines' at Organizations Scale&quot; which was developed by Türkoglu (2002) was used for data collection. For the research, 565 school administrators and teachers were chosen according to cluster sampling method along with 1799 students that attend the schools of those which were included in the research. Findings have shown that participants' learning organization perception levels are at 'generally' level. The discipline with highest average is learning as a team. While perception level of the participants doesn't show a significant difference according to gender, it showed a significant difference according to the variables of work, institution that they work at and seniority. The participants whose professional experience is 21 years and above, those who work at private schools and administrators' learning organization perception level is higher. The results of the research have shown that there is a low but significant correlation between points of schools' learning organization and students' graduation and transition to a higher education (TEOG) points. Simple linear regression analysis has shown that schools' learning organization performance predict students' GNA scores. These results have shown that in order to enhance students' academic achievement much more emphasis must be put on learning organizations dimension schools. These results indicate that in order to increase academic success of students, it is required to increase schools' capacity as learning organizations.
The Ways of Researching ESP Learners&apos; Needs as Seen by Teachers of Ukrainian Universities
Author: Soroka, Iryna
Date: 2019-00-00
Type: Journal Articles
Subjects: Needs Assessment,Student Needs,English for Special Purposes,Foreign Countries,College Students,Second Language Learning,Teacher Attitudes

The aim of this article is to introduce different ways of researching learners' needs and discuss the results of the research, conducted among Ukrainian ESP university teachers, to emphasise the need for universities to develop and implement a Continuing Professional Development policy for teachers of English. The qualitative method (questionnaire) was used to interview sixty teachers of ESP from Ukrainian universities to identify their awareness of the importance of learners' needs analysis and various ways of its research. The results of this research show that the majority of teachers from Ukrainian universities are aware of the importance of learners' needs analysis in an ESP class. Ukrainian teachers consider introspection, workplace tours, the Internet, textbooks and training courses to be the most meaningful learners' needs. However, all surveyed teachers get information about their students' needs by interviewing them. There is a huge reliance on teachers' experience. The results of the survey have also shown that the majority of respondents discuss with subject teachers and students the topics, terminology, materials for ESP curriculum. This research has lead to the conclusion that the usage of different ways and multiple sources will increase the quality of gathered information about learners' needs.
Practical Exploration of Using &quot;Cloud Classroom&quot; to Organize Online Learning: A Case Study of Jianye District, Nanjing during the COVID-19 Pneumonia
Author: Dong, Su
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,School Closing,Educational Technology,Technology Uses in Education,Television,Elementary Secondary Education,Technical Assistance,Internet,Elementary Schools,Middle Schools

In the case of COVID-19 pneumonia, how to carry out &quot;School's Out, But Class's On&quot;, i.e. suspending classes without stopping learning, is not only a problem to be solved by schools, but also a problem that education administrative departments need to solve. During the epidemic, the Education Bureau of Jianye District in Nanjing actively responded to the government's call to implement the &quot;School's Out, But Class's On&quot; policy. I will introduce the specific measures to implement &quot;School's Out, But Class's On&quot; in the Jianye District of Nanjing, Jiangsu Province of China.
Practical Exploration of Home Study Guidance for Students during the COVID-19 Pandemic: A Case Study of Hangzhou Liuxia Elementary School in Zhejiang Province, China
Author: Kong, Qinggen
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Elementary Schools,Online Courses,Educational Technology,Distance Education,Technology Uses in Education,School Closing,School Counseling,Teaching Methods,Family Environment,Student Role,Teacher Role,Family School Relationship,Parents as Teachers

During the COVID-19 pandemic, Hangzhou Liuxia Elementary School in Zhejiang Province adopted an online education model to carry out home-based distance education and student academic counseling, and actively developed teaching practices for home-based learning. We discuss the teaching practice of students' home study during the pandemic.