ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Academic Writing Block Scale (AWBS): A Validity and Reliability Study
Author: Gülay, Ersin
Date: 2022-03-00
Type: Journal Articles
Subjects: Test Construction,Construct Validity,Test Reliability,Measures (Individuals),Teacher Educators,Writing Apprehension,Writing for Publication,Faculty Publishing,Academic Language,Foreign Countries

Academic writing block is a psychology-based writing problem that has a productivity-lowering effect on the publishing process. This study aimed to develop a valid and reliable assessment tool to measure academic writing block. To this end, during the pre-trial and trial applications, academicians were interviewed face to face. The main application was realized through the online form. A pre-reliability test, exploratory factor analysis (EFA) and total item correlation were conducted in the trial application. In the main application, reliability test, confirmatory factor analysis (CFA) and total item correlation were performed for construct validity. After the trial application, it was determined that the scale has a four-factor structure consisting of 23 items. Cronbach Alpha values were calculated to determine the preliminary reliability of the scale. CFA was conducted to test the construct validity of the Academic Writing Block Scale (AWBS). It was observed that the structure with four implicit variables determined in CFA was confirmed by the remaining 18 items in the scale. Besides, the total item correlation was used to test construct validity. Cronbach Alpha values were calculated to determine the reliability of AWBS. According to these values, it can be said that AWBS is a valid and reliable assessment instrument that can be used to measure academic writing block.
The Relation between Career Barriers Faced by Teachers &amp; Level of Stress and Job Satisfaction
Author: Inandi, Yusuf
Date: 2022-03-00
Type: Journal Articles
Subjects: Correlation,Barriers,Stress Variables,Career Development,Public School Teachers,Job Satisfaction,Teaching Conditions,Teacher Administrator Relationship,Unions,Foreign Countries

This study aims to determine the relation between career barriers of teachers, who have previously experienced the phenomenon? and those who work in state schools, and their job satisfaction and stress level. The paper also addresses the predictive power of teacher's career barriers on their job satisfaction and stress level. To be able to analyse the mentioned relationship, correlational survey model was used in this research. In the study, disproportionate stratified sampling was used and 278 teachers' notions were taken into consideration. Data were gathered via the application of &quot;Teachers' Career Barriers Scale&quot; which was developed by Inandi and Gilic (2020), &quot;Sources of Stress Scale&quot;, developed by Pehlivan (1993) and &quot;Job Satisfaction Scale&quot;, developed by Spector (1994) and translated into Turkish by Yelboga (2009). Correlation and regression analysis were used for the collected data. As a result of the study, significant relations were found between teachers' career barriers, and their job satisfaction and stress levels; teachers' career barriers significantly have predicted their stress levels and job satisfaction. Besides, one of the fast and effective ways to decrease stress levels and therefore increase job satisfaction of teachers is to eliminate the career barriers they encounter amongst which the most destructive sub-dimensions are union and administrative barriers.
Validation of Rubric Evaluation for Programming Education
Author: Saito, Daisuke
Date: 2021-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Computer Science Education,Programming,Reliability,Validity,Thinking Skills,Statistical Analysis,Elementary Secondary Education

In evaluating the learning achievement of programming-thinking skills, the method of using a rubric that describes evaluation items and evaluation stages is widely employed. However, few studies have evaluated the reliability, validity, and consistency of the rubrics themselves. In this study, we introduced a statistical method for evaluating the characteristics of rubrics using the goal question metric (GQM) method. Furthermore, we proposed a method for measuring four evaluation results and characteristics obtained from rubrics developed using this statistical method. Moreover, we showed and confirmed the consistency and validity of the statistical method using the GQM method of the resulting developed rubrics. We show how to verify the consistency and validity of the rubric using the GQM method.
Local Renewable Energy Development: School Teachers&apos; Perceptions, Attitudes and Teaching Intentions
Author: Liarakou, Georgia
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Energy Conservation,Environmental Education,Positive Attitudes,Intention,Teacher Competencies,Self Efficacy,Educational Policy,Energy,Foreign Countries

This study investigated factors that might influence teachers' intention to choose Renewable Energy Sources as an optional module. The research involved 454 Greek teachers working in the archipelagos of the southern Aegean region in Greece, an area with significant potential for the development of Renewable Energy Sources (RES). This potential however remains largely unexploited partly due to local community reluctance towards RES development in the area. Although renewable energy education is considered to be necessary for further RES development, RES are not among teachers' first choice as an environmental module. We found that, despite teachers demonstrating highly positive attitudes towards RES, they consider local communities to be rather non-supportive of local RES development. A relationship between teachers' moderate intention to teach RES and teachers' perceptions of locals as non-supportive towards RES was found. We also found that local teachers feel more competent to teach about RES than non-local teachers. The latter are more motivated to comply with social pressure than locals. These findings emphasize the need for renewable energy education policy makers to take into account local communities' role in influencing the teaching of RES and to provide teachers with the appropriate skills in order to competently handle potential oppositions.
The Comparison of Students&apos; Self-Assessment, Gender, and Programming-Oriented Spreadsheet Skills
Author: Nagy, Tímea
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Self Efficacy,Gender Differences,Programming,Computer Science Education,Mathematics Skills,Problem Solving,Knowledge Level,Transfer of Training,Spreadsheets,Instructional Effectiveness,Class Activities,Foreign Countries,Secondary School Students,International Assessment,Achievement Tests

Previous research proved that teaching spreadsheeting from a programming perspective is much more effective than the widely accepted tool-centered surface approach methods. Spreadsheeting as an introductory programming approach allows students to build up schemata leading to contextualized, concept-based problem-solving. Furthermore, it provides tools for real-world problem-solving in other disciplines, and supports knowledge-transfer to database management and &quot;serious&quot; programming. The present study provides the details of a nationwide testing of Grades 7-10 students on how they evaluate their spreadsheet knowledge, which classroom activities form their self-assessment values, and the results of three spreadsheet tasks evaluated by the SOLO categories of understanding. The comparison reveals that most students' spreadsheet knowledge is pre-structural. On the other hand, they assess themselves much higher, which is primarily based on the number of activities carried out in classes. Traces of conscious problem-solving and knowledge-transfer within the scope of spreadsheeting are hardly detectable, while knowledge brought from mathematics is recognizable. In general, we found proof that the pieces of knowledge remain unconnected, not allowing students to reach the relational level of understanding and build up long-lasting knowledge.
Telework Experience of Pedagogues during the COVID-19 Pandemic: Strong Learning Seniors and Relaxed Leaders?
Author: Raišiene, Agota Giedre
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Online Courses,Teacher Attitudes,Teleworking,Faculty Development,Barriers,School Personnel,College Faculty,College Administration,Elementary Secondary Education,Administrator Attitudes,Foreign Countries,Age Differences,Interpersonal Communication,Leadership Responsibility,Teacher Responsibility,Teacher Competencies,Teaching Conditions

Due to the wide application of remote teaching during the COVID-19 pandemic, the foundations of the education system have been shaken; education has entered a new era of teaching and learning on digitalized platforms. How do pedagogues evaluate their experiences when information technologies have become the main axis of carrying out their work? What impact did telework have on pedagogues as employees of an education institution or as individuals? What could be expected from older pedagogues in the shift to using digital means of teaching? These were the main questions raised in this research, the results of which are presented in this article. This research is original because the differences in experiences of telework were studied not only in terms of age and nature of work (professional/leader) but also the type of education institution. This delineation is of key importance in understanding the virtual work challenges faced by pedagogues in schools, professional education institutions, colleges, and universities.
University Students with Intellectual Disabilities: Empowerment through Voice
Author: Kubiak, John
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Students with Disabilities,Intellectual Disability,Student Empowerment,Student Attitudes,Student Research,Young Adults,Inclusion,Second Language Learning,Academic Libraries,Librarians,Video Technology,Journal Articles,Accessibility (for Disabled),Foreign Countries

People with disabilities have been among the most marginalised groups both within society and within post-secondary/higher education. Over the last two decades, an increasing number of inclusive educational programmes have come into existence both nationally and internationally for this group of learners. The Trinity Centre for People with Intellectual Disabilities (TCPID), School of Education, Trinity College Dublin, offers students with intellectual disabilities a two-year programme entitled Arts, Science and Inclusive Applied Practice (ASIAP). This paper presents a selection of voices from ASIAP students which highlights their experiences of becoming both co-researchers and second language learners. These studies present a variety of ways in which power relationships are negotiated between faculty and students through utilising creative and inclusive approaches to the research process.
Humble Hopes in Mentorship and Education: Thinking with Temporality
Author: Ulla, Bente
Date: 2021-00-00
Type: Journal Articles
Subjects: Mentors,Time,Teaching (Occupation),Foreign Countries,Time Perspective,Student Attitudes,Early Childhood Teachers

This article juxtaposes mentoring with an extended concept of time, arguing against the idea of mentoring as a unilaterally forward-moving progression. We discuss how time and temporality unfold in mentoring in the teaching profession. We further explore how temporality might create different potentialities of hope. Ultimately, we suggest the necessity of destabilising narratives of mentoring as constant and linear improvements. We use an example of an inheritance from the past as an analogy in order to provide a thematic starting point for our discussion. This example supports the exploration of how mentorship programme assignments are experienced as well as how conversations are constantly filtered through time. The article builds on the empirical elements of a study of a mentorship programme to explore potentialities that are of importance in mentorship and education.
How Teachers in Elementary Schools Evaluate Their Classroom Environments: An Evaluation of Functions of the Classroom through an Environmental Approach
Author: Özyildirim, Gülnar
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Classroom Environment,Classroom Techniques,Classroom Design,Physical Environment,Environmental Influences,Ventilation,Lighting,Furniture,Social Environment,Foreign Countries

Understanding the educational environment and effectively regulating it in consistent with educational objectives is an important factor in facilitating teaching and a crucial ability for the teachers. Investigating the perception of 12 classroom teachers at four elementary schools about their classroom environment, this study aims to reveal the situation about their classroom environment, its effects, and the desired classroom environment in terms of the functions of the classroom environment. Two analytical frameworks, Classroom Functions Theory as well as Environmental Competence, are means to understand this topic. A semi-structured interview form and an observation form were used as data collection instruments. In the study, it was observed that the majority of teachers were able to evaluate the classroom environment, but they remained unsolved about how the classroom can be designed better. Besides, the teachers stated that their classroom environments performed social, symbolic identity, and task instrumentality functions in a limited way for various reasons while largely functioning the shelter and security. Finally, the teachers emphasized that their classes did not fulfill growth and pleasure functions and that most of their desires about the classroom environment were related to these functions.
How University Graduation Shapes Attitudes toward Employment in Different Generations Operating at Job Market?
Author: Šnýdrová, Markéta
Date: 2021-00-00
Type: Journal Articles
Subjects: College Graduates,Work Attitudes,Generational Differences,Education Work Relationship,Business Schools,Foreign Countries

The article deals with the evaluation of university graduates' attitudes towards job characteristics based on their generation. Research shows that the attitudes of individuals in the labor market are currently changing. However, the question is to what extent this change is related to the entry of a new generation or to what extent generational affiliation plays a role in the different attitudes of individuals in the labor market. Therefore, the aim is to test the proposition whether the age of a graduate, respectively his / her affiliation to the generation X, Y or Z affects attitudes towards job characteristics. The partial goal of the article is to identify the main attitudes of searched generations to employment, the second partial goal is to identify attitudes to the evaluation of the benefits of university study in relation to employment. This paper evaluates data from the case study of a selected business university. The return rate of primary survey was representative for the graduates of the case university. The results obtained were statistically tested. Analysis of differences between age and selected factors was used. The analysis showed statistically significant differences between members of generation X, Y and Z in all investigated factors.
Teaching Writing in Vietnam&apos;s Secondary and High Schools
Author: Pham, Vu Phi Ho
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Skills,Writing Processes,Writing Attitudes,High School Teachers,Second Language Learning,English (Second Language),Teacher Role,Classroom Techniques,Correlation,Beliefs,Public Schools,Foreign Countries

The current study adopted features of a survey research design to examine the EFL high school teachers' beliefs about writing and its teaching, their actual classroom practices, and the interplays between their beliefs and practices in the realm of EFL writing instruction. A sample of seventy-six EFL teachers from the eight selected high schools situated in Ho Chi Minh City was recruited for the current survey. The beliefs and practices of EFL writing instruction of these studied teachers were elicited through a thirty-nine-item questionnaire, which was qualitatively analyzed by SPSS 20.0. The study results showed that most of the participants held different views/orientations about writing skills and teaching writing, consisting of form-based, cognitive process-based, functional social-based, and interactive social-based views; nevertheless, the form-based orientation was still most dominant in their beliefs. On the contrary, in practice, most high school teachers followed the product approach, which underlies form-based orientation in lieu of different approaches, explicitly interpreting the writing section's low results in the Vietnamese National GCSE examination in recent years.
Online Education in the Post COVID-19 Era: Students&apos; Perception and Learning Experience
Author: Peimani, Nastaran
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,COVID-19,Pandemics,Student Attitudes,Educational Technology,Technology Uses in Education,Foreign Countries,Masters Programs,Graduate Students,Student Evaluation,Evaluation Methods

Students' learning experiences and perceptions are markedly influenced by the use of digital technology during the COVID-19 pandemic. Exploring students' perception of blended online learning, amid the adaptations of the higher education sector in the wake of uncertainty, has become more critical than ever. This paper reflects on the experience of learning and teaching the Research Methods and Techniques subject in the postgraduate programme of MA Urban Design at Cardiff University during COVID-19 in the UK. To do so, we designed and carried out an online survey to explore students' perception of online teaching and learning activities, feedback and assessment, and digital platforms based on their experience during the subject delivery period in the 2020-2021 academic year. One of the significant findings of this paper was that students agreed with the impact of eye contact on their virtual learning experience but as long as this was aligned with their rights to see others, including their peers and instructors, rather than reciprocal rights to be seen. In addition, students felt that facilitating synchronous communication through effective interaction among diverse peers has been quite challenging in small-group online reading seminars. The majority of respondents also reported that attending live online lectures was more helpful than watching pre-recorded lectures. Online formative feedback and synchronous interim reviews also allowed students to reflect on their progress and develop their projects further before their summative assessment. The outcomes of this paper can effectively assist educators who consider delivering programmes, adopting a blended online learning environment design model, in the post COVID-19 era. The findings of this study can also provide guidance for further developments and improvements in using digital technology and blended online learning in urban design education and pedagogy.
The Effects of COVID-19 in the Learning Process of Primary School Students: A Systematic Review
Author: Sánchez Amate, José Jesús
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Learning Processes,Elementary School Students,Teaching Methods,Autism,Pervasive Developmental Disorders,Databases,Research Reports,Social Differences,Civil Rights,Faculty Development,Technological Literacy,Distance Education,Internet,Access to Education,Students with Disabilities

(1) Background: A variety of social and economic changes are happening worldwide due to the pandemic caused by COVID-19, which has produced new problems and challenges for the population as a whole. These events demand new investigations and key studies for their management. This review addresses the repercussions of COVID-19 at the educational level in the primary education stage, delving into the effects produced in teaching and different aspects related to it, such as the situation and challenges of teachers, family involvement, and the perceptions and repercussions of the learning and socio-educational development of students (especially in the case of students with Autism Spectrum Disorder). (2) Methods: The methodological design is a systematic review study, following the PRISMA guidelines, from a search carried out during the month of July 2021 in the Scopus, Dialnet, and WoS databases on the object of study. (3) Results: The selected studies were analyzed through a qualitative content analysis based on a population of 103 articles, with a final sample of 13, using the inclusion criteria: empirical studies or research in English or Spanish; free access through the Internet; categories restricted to &quot;education/educational research&quot; related to the proposed objectives; specific documents of the primary education stage and/or students with Autism Spectrum Disorder. (4) Conclusions: The research reveals the presence of an existing digital gap in certain sectors of the student population aggravated by the pandemic, as well as the scarcity of general teacher training in this type of situation, leading to different personal and professional problems that hinder teaching and emphasize the vulnerability of the right to education, which leads to further promoting the already existing social inequalities.
Efficacy of Online Learning Modules for Teaching Dialogic Reading Strategies and Phonemic Awareness
Author: Krimm, Hannah
Date: 2021-10-00
Type: Journal Articles
Subjects: Speech Language Pathology,Allied Health Personnel,Reading Strategies,Phonemic Awareness,Skill Development,Online Courses,Learning Modules,Program Effectiveness,Knowledge Level,Professional Development

Purpose: The purpose of this study was to create and evaluate online learning modules designed to teach speech-language pathologists (SLPs) dialogic reading strategies and phonemic awareness skills. Method: School-based SLPs (n = 28) were assigned to complete one of two online learning modules. One module taught dialogic reading strategies, and the other taught phonemic awareness. Participants in the dialogic reading group served as controls for the phonemic awareness group and vice versa. Participants completed a pretest that assessed phonemic awareness skill and knowledge of dialogic reading strategies to control for prior knowledge and skill, completed their assigned module, and then completed a posttest that assessed phonemic awareness skill and knowledge of dialogic reading strategies. Results: Data were analyzed using multiple regression. The independent variables were pretest score, group, and the pretest score by group interaction. The dependent variable in the first model was posttest score on the dialogic reading measure. The dependent variable in the second model was posttest score on the phonemic awareness measure. There was a statistically significant group by posttest score interaction in the dialogic reading model, indicating that the dialogic reading module was effective for improving knowledge of dialogic reading strategies. There was not a statistically significant group by posttest score interaction in the phonemic awareness module, indicating that the phonemic awareness module was not effective for improving phoneme segmentation skill and phoneme manipulation skill. Conclusions: Online learning modules may be effective for establishing knowledge needed for evidence-based practice in speech-language pathology. Additional research is warranted to determine whether online learning modules can be used to change clinician intervention behavior.