ethanporcaro/eric-fulltext-meta huggingface dataset:
Undergraduate Students&apos; Creativity and Entrepreneurial Intention: A Panacea for Youth Unemployment
Author: Hassan, Olusola A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Creativity,Entrepreneurship,Intention,Youth,Unemployment,Foreign Countries,Gender Differences,Questionnaires

This study investigated undergraduates' level of creativity and entrepreneurial Intention as a panacea for youth unemployment. The study used descriptive survey research design. Five hundred students were sampled using stratified and simple random sampling techniques. Data was collected using Students' level of entrepreneurial intention questionnaire and student's level of creativity questionnaire. Analysis was done using descriptive statistics, t-test of significance and Pearson Product Moment Correlation. The results revealed that undergraduates have low entrepreneurial intention and low level of creativity. Creativity was found to have a positive relationship with Entrepreneurial intention. No significant difference was found between undergraduate students' entrepreneurial intention or level of creativity according to gender. The study recommends that undergraduates should be re-orientated on the need to be self-employed instead of seeking white collar jobs. Also, teachers of entrepreneurship should make their courses more practically-oriented.
Family Socio-Economic Status Effect on Students&apos; Academic Achievement at College of Education and Behavioral Sciences, Haramaya University, Eastern Ethiopia
Author: Gobena, Gemechu Abera
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Socioeconomic Status,Family Influence,Academic Achievement,Correlation,Gender Differences,Educational Attainment,Parent Background,Undergraduate Students,Place of Residence,Grade Point Average,Siblings,Influences,Family Income

The main aim of this study was to investigate the effect of family socio-economic status on students' academic Achievement. Descriptive survey research design was employed. The target population was students from the College of Education and Behavioural Sciences. 172 students were taken from the target population through stratified random sampling. The results showed us that first, family income did not bring anything new to students' academic Achievement; second, there was statistically significant negative relationship between sex and students' academic achievement; finally, family education level contributed 40.96% (R[superscript 2]*100%) to students' academic achievement whereas 59.04% (1-R[superscript 2])*100%) were unexplained variables that contributed to students' academic achievement. It was recommended that families should access education to encourage their children in schools. Moreover, socioeconomic policies should be formulated to enable children from low economic status to have equal opportunity as children from high economic parents to maintain the harmony among children in the nation.
Promoting Structured Reflectivity in Teacher Education: An Innovative Approach
Author: Karatepe, Çigdem
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Reflection,Student Teachers,Teaching Methods,Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning

Although reflectivity has gained an important place today, it has not been practiced in teacher education programmes successfully. Structured reflectivity can be an attempt to deal with this situation. Therefore, this study aims to investigate to what extent student teachers are able reflect on contextualised lessons used as a structured form of reflection during teaching practice. The contextualised lessons will not only provide student teachers a framework for planning their teaching but also an opportunity to reflect on their practice. The participants were 26 student teachers studying teaching English at university. During the 10-week School Experience phase, they were observed with an inventory form developed by the researchers. They also kept a diary. The findings revealed that student teachers reflected mostly on their practical performances but they failed to reflect on reflection. The diary analysis indicated that student teachers were not able to do critical reflection on the use of contextualisation strategies. Therefore, it is necessary to emphasise the significance of reflection during the teacher education process and create opportunities where the student teachers can reflect on their practices.
Development of Teaching Materials Based on Geographical Information Systems: An Example on Symbolic Sites in Turkey
Author: Eren, Kübra
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geographic Information Systems,Teaching Methods,Educational Technology,Technology Uses in Education,Computer Software,Instructional Materials,Geography Instruction,Teacher Attitudes,Secondary School Teachers

In the present study, ArcGIS program, widely utilized Geographical Information System (GIS) software, was used to outline the stages of material development for geography courses. The aim was to provide the teachers with an example on how to develop materials using GIS rather than developing materials for all topics of the geography courses. In that context, the basics of how to use the &quot;Hyperlink&quot; feature were provided through a step-by-step approach. The geography teachers may easily develop their own materials by following the foregoing stages explained in the paper. These materials may help improving the attention and attitudes of students towards courses significantly and ensure that the topics are better understood.
Evaluation of an ELT Practicum Programme from the Perspectives of Supervisors, Student Teachers and Graduates
Author: Celen, K. Merve
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Supervisors,Preservice Teacher Education,Student Teachers,Practicums,Practicum Supervision,Student Teaching,Internship Programs,Graduates,Teacher Education Programs,Program Evaluation

This study aims to evaluate the English Language Teacher Education practicum offered at a state university in Turkey to discover (1) the strengths and weaknesses of the programme and (2) the needs and problems experienced by student teachers. Data were collected through an adapted version of the Survey of Teacher Education Programs (STEP) (Williams-Pettway, 2005) given to student teachers and graduates, focus group interviews with student teachers, and interviews with supervisors. The results indicate that diversity and technology components of the teacher education programme received lower ratings from both groups. Strengths associated with the practicum experience included having the chance to teach in classrooms, discussions and peer feedback, observing various grade levels, good relationship with cooperating teachers, and guidance by university supervisors. The reported needs pointed to a desire for more observation, seeing different school contexts, more cooperation with cooperating teachers, and improvement in the assessment procedures, and technology use.
Counter-Intentional Errors of Basketball Free Throw Shooting under Elevated Pressure: An Educational Approach of Task Instruction
Author: Gorgulu, Recep
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Sports,Anxiety,Physical Education,Attention Control,Foreign Countries,Perceptual Motor Learning,Psychomotor Skills,Males,College Students,Performance,Athletes,Athletics,Self Esteem

The aim of this experimental study was to test Wegner's (1994) theory of ironic processes in a basketball free throw task under pressure. More specifically, Wegner (1994) predicts that when instructed not to perform in a certain manner performers' performance will break down where it is least desired way which is the main hypothesis of the current study. More specifically, it was hypothesized that when basketball players were instructed &quot;not to throw the ball'' into the certain zone on the backboard would decrease their performance in ironic fashion especially under manipulated high-anxiety condition. The sample of the present study comprised 37 male (M[subscript &quot;age&quot;]=22.30, SD=2.89) experienced university basketball players. Participants' anxiety was measured using MRF-3 (Krane, 1994). In a basketball free-throw task; the numbers of targets, non-target non-ironic balls and ironic error balls were counted and overall performance was also calculated in order to measure participants' performance. Based on the scoring system, participants gained +5 points for throwing into the target, scored -5 points making an ironic error and 0 points for throwing the ball to anywhere (except the target and non-target ironic error zone) on the backboard. Results revealed that when instructed not to throw in a certain zone, performers' overall performance changed in ironic fashion across anxiety conditions. Findings suggest that understanding the mechanism of ironic processes of mental control theory may be a useful theoretical framework for examining the relationship between anxiety and performance in sport, physical education and motor control studies.
Job Demands Appraisals, Classroom Climate, and Team Support Predict Changes in Emotional Exhaustion among Teachers after Two Years: A Sequential Mediation Model
Author: Keller-Schneider, Manuela
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Fatigue (Biology),Teacher Evaluation,Predictor Variables,Classroom Environment,Classroom Techniques,Elementary School Teachers,Foreign Countries

In this article, individual job appraisals and social resource are investigated as predictors of emotional exhaustion during a long-term evaluation over two years. Job demands appraisals, classroom climate, and prior exhaustion levels were assessed at baseline in N=461 teachers, whereas team support and concurrent emotional exhaustion were measured two years later at follow-up, with N=212 teachers having complete longitudinal data. A sequential mediation model was specified to examine a putative mediation mechanism, reflecting a path from job demands appraisal via classroom climate and teacher team support to predict emotional exhaustion, while controlling for emotional exhaustion levels at baseline. Indirect effects from job demands appraisals on emotional exhaustion involved classroom climate and teacher team support as mediating variables. Findings support the sequential mediation for positive classroom climate and team support as antecedents of less emotional exhaustion when job demands appraisals are favorably challenging.
Irregular Teacher Turnover and Student Academic Achievement in High Schools: A Study in the Subjects Mathematics, German, French and History
Author: Aeschlimann, Belinda
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Mobility,Academic Achievement,Secondary School Teachers,High School Students,Intellectual Disciplines,Mathematics,German,French,History,Foreign Countries,Outcomes of Education,Teacher Student Relationship,Secondary Education

Teacher turnover that is not related to regular school transitions is a neglected topic of educational-psychological research. This study examines irregular teacher turnover and its effect on students' academic achievement in the subjects Mathematics, German, French and History at four high schools of the canton of Berne, Switzerland. The study is based on an administrative dataset used to track the academic achievement of N = 1789 students from more than 100 classes. The results show that irregular teacher turnovers affect every 12th class on average, whereby definitive turnovers occur more frequently than temporary ones. In all examined subjects, panel data models show that irregular teacher turnovers have a more or less pronounced negative effect on students' academic achievements. With respect to the students' gender no significant differences have been observed.
Leveling the Playing Field: How Cold-Calling Affects Class Discussion Gender Equity
Author: Dallimore, Elise J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Discussion (Teaching Technique),Gender Differences,Student Participation,College Faculty,Student Attitudes,Teaching Methods,Volunteers,Undergraduate Students

Classroom discussion is widely used and highly valued for actively engaging students in their own learning. A recent study has shown that cold-calling increases the number of students who participate voluntarily in class discussions and does not make them uncomfortable when doing so (Dallimore, Hertenstein, &amp; Platt, 2013). However, there are concerns about whether these findings generally apply to both men and women students since prior research has documented lower participation rates and higher discomfort for women. This study examines the relationship between cold-calling and a) voluntary participation of both men and women students and b) student comfort participating in class discussions. The results show that cold-calling increases the percentage of both men and women who participate voluntarily. Further, the results indicate in high cold-calling classes women answer the same number of volunteer questions as men. Additionally, increased cold-calling did not make either group uncomfortable. However, differences were observed between men and women in low cold-calling environments where women answered fewer questions than men. Thus, cold-calling may help improve the performance of both men and women in class discussions and may make the classroom environment more equitable for women.
Mathematics and Science Teacher Candidates&apos; Beliefs of Developing Questioning Skills in Turkey
Author: Cumhur, Fatma
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Science Teachers,Student Attitudes,Beliefs,Questioning Techniques,Teaching Skills,Skill Development,Preservice Teacher Education,College Role,Internship Programs,Foreign Countries

The purpose of this instrumental case study is to investigate mathematics and science teacher candidates' (TCs) beliefs about questioning and acquisition of questioning skills. Twenty-eight seniors from a major university in northern Turkey volunteered for the study. We conducted one to one semi-structured interviews with 10 of the TCs, the remaining 18 TCs provided their answers via e-mail. We utilized the constant comparison method in analyzing the interview transcripts. The coding of 28 transcripts revealed five fundamental themes: roles of questioning techniques in education, development of questioning skills, roles of colleges in developing questioning skills, roles of internships in developing questioning skills, and factors preventing students from answering questions. Results indicated that even though questioning is seen as a critical skill by teacher candidates, the theories and practices about developing questioning skills during the teacher candidates' training in Turkey is inadequate and there is a need for more emphasis on questioning during college and student internship.
Creative Improvisations with Information and Communication Technology to Support Learning: A Conceptual and Developmental Framework
Author: Vesisenaho, Mikko
Date: 2017-00-00
Type: Journal Articles
Subjects: Creative Activities,Information Technology,Creativity,Educational Innovation,Models,Technology Uses in Education,Educational Environment,Cooperative Learning

This article is about facilitating collaborative, creative improvisations in learning with Information and Communication Technologies (ICT) and in so doing enhancing under-utilised creative possibilities in education and development in schools, universities, workplaces and in every-day life. Improvisation is defined and earlier research on supporting creative improvisations with ICT is outlined. There follows a conceptual framing where improvisation is seen as a creative outcome of certain cultural ecological interactions in learning environments. It is proposed that these creative improvisational interactions can be facilitated by ICT, and developmental ideas are presented. The purpose of the article is to review current practice and integrate it within an appropriate conceptual framework and thus outline a research and development agenda for future innovative work in the field.
Exploring of Prospective Teachers&apos; Metaphoric Perceptions about the Concepts of &quot;Physical Education Course&quot; and &quot;Physical Education Teacher&quot;
Author: Yuksel, Hidayet Suha
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Figurative Language,Student Attitudes,Physical Education Teachers,Physical Education,Foreign Countries,Preservice Teacher Education,Phenomenology

The purpose of this study is to explore the perceptions of prospective physical education teachers on the concepts of &quot;physical education teacher&quot; and &quot;physical education course&quot; through the metaphors. In this study which was structured with the approach of qualitative research, the model of phenomenology, which defines the common meaning of the experience of individuals related to a concept was used. 167 prospective physical education teachers who were enrolled at the department of Physical Education and Sports Education at the Sports Sciences Faculty of Ankara University were included in the study. The content analysis method was used to analyze the data of this study which were collected via the method of semi-structured forms. Within this context, the metaphors formed by the prospective teachers were divided into categories based on their common properties in MS Excel, and a frequency calculation was made. As a result of the analysis, the metaphors that were formed in relation to both the concepts were collected under four categories. It was concluded that the prospective teachers perceived the physical education course as a course that provides children with fun and pleasing moments, relaxes them and is needed for the healthy continuation of their lives, while they perceived a physical education teacher as a person who is found familiar by students, helps them, guides them and is a multi-dimensional person who does everything.
Northern Rural and Indigenous Teachers&apos; Experiences and Perceptions of Rural Teaching and Teacher Education
Author: Peterson, Shelley Stagg
Date: 2018-00-00
Type: Journal Articles
Subjects: Rural Schools,Teacher Education Programs,Indigenous Populations,Life Style,Foreign Countries,Teacher Role,Rural Environment,Urban Areas,Rural Urban Differences,Rural Areas,Community,Teaching Conditions,Adjustment (to Environment),Preschool Teachers

This paper summarizes themes of rural teaching and rural students' experiences of initial teacher education programs based on focus group data of 25 Canadian northern rural and Indigenous teachers and early childhood educators. Inductive analyses of focus group data identified themes related to living and teaching in northern rural communities. A strong sense of togetherness and support, coupled with inconsistent/limited access to material and human resources, were highlighted in participants' experiences as teachers and as members of their Indigenous and rural communities. Additionally, participants talked about the expectation that their role extended beyond the classroom to reciprocate with support for their community. Themes arising from participants' initial teacher education experiences suggest a need for greater attention to the significant lifestyle adjustments and identity transformations that rural students must make when moving from their communities to urban centres to complete their teacher/early childhood educator preparation.
Pedagogical Content Knowledge (PCK) in Ethiopian Secondary School Teacher Education Practicum Supervision
Author: Getu, Tesfamichael
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pedagogical Content Knowledge,Secondary School Teachers,Teacher Education Programs,Practicums,Supervision,Preservice Teachers,Supervisors,Teacher Educators,Cooperating Teachers,Program Effectiveness,English (Second Language),Language Teachers

The current teacher education program in Ethiopia has taken a relatively new modality known as PGDT (Postgraduate Diploma in Teaching) program, in which candidates are admitted after obtaining a first degree in one of school subjects and expected to acquire professional knowledge (i.e., Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and knowledge of learners and context). The current study, therefore, aims to examine the practicum supervision practices of the PGDT program at Bahir Dar University (BDU) and Mekelle University (MU), Ethiopia. To achieve this, data were collected from student teachers (n=21), university supervisors (n=16), teacher educators (n=11), and cooperating teachers (n=19) and program coordinators (n=3) through interview along with document analysis. The results show that the practice fails to adequately address PCK as subject-specific pedagogy becomes a peripheral issue in the practicum supervision. Hence, it is called for restructuring the PGDT practicum supervision program in a way that could well address PCK.
Promoting Self-Learning and Autonomy with the Use of ICT in Higher Education through Projects Close to Professional Practice
Author: Jaimez-González, Carlos R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Technology,Technology Uses in Education,Higher Education,Independent Study,Personal Autonomy,Foreign Countries,Undergraduate Students,Technology Integration,Educational Innovation,Teamwork,Web Sites

This paper presents an academic experience about the incorporation and appropriation of various ICT in four courses of the undergraduate program in Information Technologies and Systems of the Metropolitan Autonomous University in Mexico. These courses present students' situations close to professional practice by performing a specific role to solve problems in a particular area or project. They aim to develop the capabilities of integration and use of knowledge and skills that students have acquired in the curriculum. The paper presents the organization and structure of the courses, their content, ways of conducting and evaluation, as well as some examples of projects that have been supervised by the authors. It also describes in detail the process of conducting a project carried out with students, the ICTs that were incorporated and the possibility of innovation that the teacher has by managing these types of projects. This paper also shows the potential of the courses in the training of students, by promoting autonomy with the use of ICT, involving them in the improvement of their skills for the analysis and use of information, and fostering self-learning through situations and experiences close to their professional practice. Additionally, this experience reinforced students' critical thinking by promoting the ability to judge different software products, as it allowed them to identify problems and find their solutions, become familiar with programming languages and develop their oral and written communication skills.