ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study on Students&apos; Motivation to Learn Chinese Culture Course: The Case of 2018 Northeast Normal University International Students
Author: Taddese, Esayas Teshome
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Interests,College Students,Foreign Students,Study Abroad,Cultural Education,Asian Culture,Asian History,Geography,Required Courses,Foreign Countries

This study explored international students' motivation toward learning the Chinese culture course. Specifically, the study focused on investigating what interest the students towards the Chinese culture course. The study also looked into the challenges of international students faced while studying the Chinese culture course. To meet these objectives, the study used a descriptive survey design with a mixed method. Questionnaire and interviews were used to collect data from a sample of 38 international students from 7 colleges in Northeast Normal University (NENU). Finally, the finding indicated that international students at NENU are curious to learn the Chinese culture course. The respondents are keen to learn the culture they live in during their study period. Therefore, the study concluded that international students are studying the Chinese culture course not only because the course is compulsory, but also they are also keen to learn the Chinese culture course.
The Profile of the Inmates&apos; Adult Educator: A Greek Case Study
Author: Tzatsis, Petros
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adult Educators,Adult Education,Correctional Education,Correctional Institutions,Institutionalized Persons,Teacher Role,Teacher Attitudes,Self Efficacy,Knowledge Level,Teacher Competencies,Teacher Student Relationship,Empathy,Problem Solving,Student Behavior,Educational Practices,Educational Principles

The inmates' adult educator implements the principles of adult education in the enclosed prison environment and makes efforts to reintegrate them socially. In Greece, inmates' adult educators mainly work in Second Chance Schools (SCS) operating in prisons. The purpose of this paper is to investigate the role of the inmates' adult educator at the Second Chance School of Chania Prison. The qualitative method was used in this research. According to the results of the survey, the inmates' adult educators of the SCS of Chania Prison believe they need to have knowledge of the principles of adult education as well as of the prison system. In addition, they perceive the skills to delimit their relationship with prisoners, empathic and problem-solving skills as decisive. Finally, the attitudes of accepting and respecting prisoners are fundamental for the inmates' adult educators of the SCS of Chania Prison.
Who Is Responsible for the Child&apos;s Moral Character Education?
Author: Badeni, Badeni
Date: 2019-00-00
Type: Journal Articles
Subjects: Moral Values,Moral Development,Values Education,Educational Theories,Ethics,Parent Role,Teacher Role,Parent Child Relationship,Role of Religion,Teaching Methods,Child Development

This paper tried to answer the question: 'Who gives the child's moral character education, is it a family responsibility, a collective responsibility or the sole responsibility of a certain institution? After the review of some theories of moral character development and or education, an effort was executed to investigate the various institutions that interact with the child as regards his moral character education. A conclusion was drawn that the moral character education of the child is not the sole responsibility of just a certain institution; rather, different social institutions must cooperate and interact effectively in order to provide the child a meaningful moral character education. Several suggestions were made on how these institutions should interact in order to provide the child moral character education.
Examination of Professional Commitment Levels of Primary and Secondary School Teachers during COVID-19 Pandemic Period
Author: Nayci, Ömer
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Teacher Role,Teacher Persistence,COVID-19,Pandemics,Gender Differences,Age Differences,Marital Status,Academic Rank (Professional),Foreign Countries,Instructional Program Divisions,Educational Attainment,Teacher Characteristics,Teacher Attitudes

In this research, it is aimed to examine the professional commitment of primary and secondary school teachers. Descriptive survey model was used in this research. The sample of the study consisted of 341 teachers working in primary and secondary schools in the center and villages of a province and district in the Southeast region in the fall term of 2020-2021. In collecting data for this study, &quot;Scale of Commitment to Teaching Profession&quot; and &quot;Personal Information Form&quot; were used. In analyzing data of this study; Mann Whitney U test, Kruskal Wallis H test and descriptive statistics were used. In accordance with the findings obtained from the research; during the COVID-19 pandemic process, it has been concluded that professional commitment of primary and secondary school teachers was high; professional commitment levels differ significantly according to gender and educational status and there is no significant difference according to the school level, professional seniority, age and marital status.
Examination of the Students&apos; Perception of &quot;Honor&quot; towards Women at a Faculty of Sports Sciences (Isparta Example)
Author: Alp, Hulusi
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Athletics,Physical Education,Public Colleges,Gender Differences,Gender Issues,Females,Sex Role,Social Attitudes,Family Characteristics,Parent Background,Educational Attainment,Marriage,Sexuality,Foreign Countries

The study aimed at investigating the students' perception of honor towards women at the Faculty of Sports Sciences at a public university in the province of Isparta, Turkey. The research was conducted by scanning model, one of the visual research models. The participants comprised 184 volunteer students. The data were collected via a personal information form and the Scale of Attitude Towards Women (Gürsoy, 2008), which was composed of a total of three dimensions and 25 items. Based on Cronbach alpha reliability results of the three dimensions and scale sequestered, the validity and reliability of the scale was set to 0.93. The data were analysed via the SPSS statistical analysis program. The normality test was conducted in order to determine whether the data were normally distributed and the total scores of the sub-dimensions included in the demographic questions and the woman's attitude scale. Since the data did not show normal distribution, multiple comparisons were examined with the Kruskal Wallis and Post-Hoc test, and the binary comparisons with the Man Whitney-U test. Significance level was taken as p &lt;0.05. According to the findings from the data, significant difference was detected in terms of gender, family type, mother education and father education levels. No significant difference in age and place has been detected. As a result, it can be said that in the patriarchal societies, the phenomenon of honor is an obligation imposed on women. In other words, women come to mind when it comes to honor.
Being There as a Support, a Guide, and to Intervene When You Have To: Mentors Reflect on Working with Teacher Candidates
Author: Ruich, Lawrence J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,Preservice Teachers,Interpersonal Relationship,Secondary School Teachers,Teacher Attitudes,Field Experience Programs,Cooperating Teachers,Communities of Practice,Preservice Teacher Education

This paper presents a study that investigated how mentors perceived their long-term relationships with teacher candidates in a secondary teacher preparation program. The study describes the process by which the teacher candidates and the mentors select each other and how the relationship develops, with findings that suggest that the length of time teacher candidates and mentor teachers work together as essential to building trust. Mentors identify themselves as quasi-teacher educators who serve as an extension to the university preparation process. Findings explore the benefits of mentoring for the prospective and practicing teachers as well as to teacher preparation in general. To optimize the value of field experience, it is important to understand this relationship and its outcomes.
Novice Assistant Principals&apos; Perceptions of Professional Learning Experiences
Author: Wilson, Tara A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Novices,Assistant Principals,School Administration,Role Perception,Vocational Adjustment,Professional Development,Leadership Role,Administrator Education,Coaching (Performance),Mentors,Transformative Learning,Social Networks,School Districts,Program Effectiveness,Elementary Secondary Education,Public Schools,Urban Schools

The purpose of this qualitative study was to explore how novice Assistant Principals (APs) perceived administrative professional learning experiences. Data came from twelve first-year APs in two Southeast United States public school districts during the 2017-2018 academic year. Through use of semi-structured interviews, a description of how the APs developed as school leaders, their feelings about their challenges and needs during the transition into an administrative role, and a depiction of the school districts' intentions behind the professional learning offerings were revealed. The data were analyzed with the constructionist epistemology and combined theoretical framework based on Mezirow's transformative learning theory and Savicka's career construction theory. The findings showed that that professional learning that is intentional to new APs' specific needs is beneficial, with collaboration, mentoring, networking described as favorable professional growth opportunities.
Analysis on an English Textbook for Grade 7: Focus on Compliance to the K-12 Grade Level Standards and Competencies
Author: Macasawang, Esnia Maida A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Textbooks,Textbook Content,Educational Objectives,Curriculum Guides,Alignment (Education),Grade 7,Elementary Secondary Education,Language Skills,English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Academic Standards,Minimum Competencies,Relevance (Education),Private Schools,Foreign Countries

This analysis is aimed at evaluating the current English learning material used in Ibn Siena Integrated School Foundation. Since textbook evaluation has become an important tool in searching for an effective learning material, this paper sets the goal of providing answers to the presented research objectives such that it highlights the use of the learning objectives indicated in K-12 Curriculum Guide. The researchers identify the consistency of the content of the textbook analyzed in terms of the learning objectives provided in the K-12 Curriculum Guide. Lastly, results suggest that there should be an equal distribution of activities of the given skills. Among the skills, writing has the most number of inconsistencies as far as the K-12 Curriculum Guide is a concern. Moreover, the authors of this textbook (English Communication Arts and Skills 7) should be able to continue working on more editions of the book so as to produce more effective and practical learning materials.
Chinese Language Complexities among International Students in China
Author: Tahsildar, Mohammad Nasim
Date: 2019-00-00
Type: Journal Articles
Subjects: Chinese,Second Language Learning,Difficulty Level,Foreign Students,Undergraduate Students,Graduate Students,Native Language,Tone Languages,Orthographic Symbols,Interference (Language),Urdu,Indo European Languages,Semitic Languages,African Languages,Spanish,Foreign Countries

This paper reports on a study investigating features related to Chinese linguistic complexities among international students enrolled in Chinese courses in China. The main objective of this study is to highlight the major feature of Chinese complexities encountered by international students and explore whether international students' native languages interfere the process of learning Chinese. The study used a survey questionnaire to collect the data from 147 male and female Bachelor, Master and PhD students enrolled in basic Chinese classes in two universities in China. Based on certain Descriptive and ANOVA calculations, findings of the study indicate that the participants indeed experienced Sound Similarities, Chinese Characters and Chinese Tones as the main features related to Chines linguistic complexities. Moreover, the results also revealed the participants' native language interference in the process of learning Chinese. The study ends in several recommendations to Chinese teachers as well as to foreign Chinese language learners with regard to teaching and learning Chinese.
An Analysis of the Relationship between Problem Solving Skills and Scientific Attitudes of Secondary School Students
Author: Ocak, Gürbüz
Date: 2021-03-00
Type: Journal Articles
Subjects: Correlation,Problem Solving,Scientific Attitudes,Science Process Skills,Secondary School Students,Gender Differences,Instructional Program Divisions,Educational Attainment,Parent Background,Foreign Countries

This study was carried out to examine the relationship between secondary school students' problem-solving skills and scientific attitudes in terms of gender, class level and education level of the parents. In the study, correlational research model, which is among the general survey models, was employed. The sample of the study consisted of 560 students selected from the secondary schools in Afyonkarahisar Province, Turkey by using convenience sampling method. In the study, Problem Solving Inventory for Children (PSIC) and Scientific Attitude Scale (SAC) were applied to collect the data. In the analysis of the data, Pearson correlation analysis, one-way variance analysis and two-way variance analysis were performed. As a result of the analyses, a negative and low-level relationship was found between secondary school students' problem-solving skills and scientific attitudes. While there was a negative and low-level relationship in terms of female students, it was found that this relationship was not significant for male students. When analyzed in terms of class level and maternal education level, it was concluded that this relationship was not significant. It was concluded that problem solving skills and gender did not have a significant and common effect on students' scientific attitudes. Similarly, it was concluded that problem solving skills and class level did not have a significant and common effect on students' scientific attitudes. There was no significant difference between middle school students' scientific attitudes in terms of problem-solving skill levels. In addition, it was determined that students' problem-solving skills were not a significant predictor of their scientific attitude.
Academist Perceptions on the Use of Web 2.0 Tools through Maslow&apos;s Needs Hierarchy: A Case Study
Author: Yildiz, Ezgi Pelin
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Web 2.0 Technologies,Psychological Needs,Safety,Self Esteem,Self Actualization,College Faculty,Social Media

The theory known as the 'Maslow Hierarchy of Needs', which was put forward by Abraham Maslow as a result of scientific studies, describes the basic requirements that guide human behaviour. In this hierarchical order, needs in five groups are physiological needs, safety needs, belonging and love needs, esteem needs and self-actualisation needs. Nowadays, it is not difficult to observe that human life has undergone a radical metamorphosis with digital transformation. With the cultural transformation triggered by digital technologies in the postmodern world, Maslow's theory has been transformed. In light of all this, in this study, based on Maslow's transforming hierarchy of needs pyramid, it is aimed to reveal academician perceptions about the use of Web 2.0 tools. The study was conducted with a case study, one of the qualitative research methods. A case study is an empirical research method used, where more than one source of evidence or data is available. The study group of the research consists of 20 academicians working in different departments of a government state university. Academist perceptions' interview form for 'Use of Web 2.0 tools through the needs hierarchy of Maslow, which was developed by the researcher as a data collection tool', was used in the research. The relevant form consists of demographic and open-ended questions. As a result, it has been observed that the views obtained from academics generally meet Maslow's Digital Needs Pyramid.
Analyzing Plans of Localizing Professional Development of the Ministry of Education in Kuwait Based on TPACK Model for the Rolling out Competency-Based Curriculum
Author: Alhashem, Fatimah
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Development,Professional Continuing Education,Inservice Teacher Education,Elementary School Teachers,Middle School Teachers,Trainers,Supervisors,Pedagogical Content Knowledge,Technological Literacy,Competency Based Education,Educational Change,Curriculum Implementation,National Curriculum,Foreign Countries

The aim of this study was to investigate the localized training for teachers during the reform of the education system in Kuwait between 2015 and 2017. It focuses on analyzing the professional development plans that were delivered to teachers for four core subjects in elementary and middle public schools. A mixed-method approach was employed, using quantitative one-way ANOVA and in-depth interviews and school visits to collect and analyze data. The results revealed that stakeholders and education leaders lacked clarity of purpose with respect to planning for professional development and did not rely on a cohesive framework for training teachers, resulting in discrepancies among all training plans. The study concludes with recommendations for the adaptation of a national framework for professional development based on educational theory and teachers' needs.
Development of a Learning Model for Large Class Cohorts to Strengthen Learning Outcomes of Students Based on Differentiated Instruction
Author: Muppala, Siva P. R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Large Group Instruction,Ability Grouping,Formative Evaluation,Student Evaluation,Progress Monitoring,Individualized Instruction,Academic Achievement,Critical Thinking,Cooperative Learning,Mathematical Models

We propose a new approach to classroom learning based on sequential numeral-division. It builds on the concept of trichotomy -- division of students based on creamy-level, middle-level and weaker-level students -- proposed by the present authors. A sequenced series of formative assessments can map student progress and achievement, particularly in the case of weaker students. The idea behind the development of this model is to study if weak students perform better on critical-thinking tests in a collaborative learning setting rather than when they study individually. We propose a mathematical model to measure group activity/achievement, which is a complex function of several parameters. We collect data on different parameters for validation of the model in the near future.
Problem Posing with Third-Grade Children: Examining the Complexity of Problems
Author: Kar, Tugru
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 3,Problem Solving,Learning Strategies,Mathematics Skills,Semantics,Arithmetic,Word Problems (Mathematics)

The purpose of this study was to investigate what factors third-grade students took into consideration when posing problems for their peers and how these factors affected the mathematical complexities of the problems. Free and semi-structured problem-posing tasks were given to 27 third-grade students, and the problems they created for their peers were analyzed in terms of their semantic structure and arithmetic complexity. According to the findings of the study, there was a statistically significant difference between the semantic structures of the problems in both tasks created for the more mathematically proficient student, but there was no difference between their arithmetic complexities. In addition, according to the qualitative findings of the study, the magnitude of the numbers, the operation types, the number of operations used, and the interests of the students were taken into consideration in posing problems for students with low and high levels of mathematical ability.
The Effect of School Burnout on Academic Achievement and Well-Being in High School Students: A Holistic Model Proposal
Author: Özhan, Mehmet Bugra
Date: 2021-03-00
Type: Journal Articles
Subjects: Burnout,Academic Achievement,Well Being,High School Students,Grade 10,Grade 11,Adolescents,Public Schools,Holistic Approach,Predictor Variables,Self Management,Teacher Student Relationship,Peer Relationship,Family School Relationship,Friendship,Measures (Individuals),Foreign Countries

This study aimed to contribute to a holistic analysis of the effect of school burnout on academic achievement and well-being in high school students. For this purpose, a structural equation model made up of variables, including self-regulation, student-teacher relationships, peer relationships, family involvement to school, school burnout, academic achievement, and well-being, was tested. The sample of study consisted of 866 high school students from seven different types of high schools. The data of study were collected using a set of eight scales consisting of the Personal Information Form, Self-Regulation Scale, the Friendship Qualities Scale, the Self-Determination Theory-Based Student-Teacher Relationship Questionnaire-High School Form, the Perceived Parental and Teacher Academic Involvement Scale, the Maslach Burnout Inventory-Student Survey, the Academic Achievement (GPA), and the EPOCH Measure of Well-Being (EPOCH). Total six hypotheses were tested with the hypothetical model established within the scope of the study. As a result of the analysis, it was found that all of the hypotheses regarding the proposed hypothetical model were accepted, and the model was confirmed. The findings of the study revealed that each of the variables, namely, self-regulation, student-teacher relationships, peer relationships, and family involvement to school, had a direct and negative predictor effect on school burnout.