ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Perceptions of Grades 8-10 English First Additional Language Learners&apos; Reading Habits, Attitudes and Motivation
Author: Olifant, Tilla
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,English Teachers,Grade 8,Grade 9,Grade 10,Reading Habits,Reading Attitudes,Reading Motivation,High School Students,Foreign Countries,Teacher Responsibility,Negative Attitudes,Reading Instruction,Literacy,Academic Achievement,English (Second Language),Second Language Learning,High School Teachers

Background: Owing to the dearth of reading practices within the South African literacy landscape, many learners neither engage in productive reading habits, nor exhibit a positive attitude towards English First Additional Language (EFAL) reading. Consequently, many learners experience reading challenges, which negatively impact on their academic performance. Objective: This study investigated the reading habits, attitudes and motivation of Grades 8-10 EFAL learners through the perceptive lens of EFAL teachers. Method: This qualitative study employed a case study design and a thematic data analysis process. The purposively selected sample for the semi-structured interviews consisted of six Grade 8-10 EFAL teachers from two high schools in the Tshwane South district. Results: Teachers believe that learners experience academic challenges because they do not habitually engage with texts, have a negative attitude towards printed text and read only to progress academically. The results further indicated that all these teachers concurred that there is a corresponding relationship between productive reading habits, a positive attitude towards reading and the academic performance of learners. Regrettably, the data analysis reported that the teachers have a pessimistic perception of the EFAL learners' reading habits, attitudes and motivation to read. More disturbingly, most of the teachers lacked the responsibility for their contribution towards the ongoing demise of productive reading practices among learners in their classrooms. Conclusion: The findings revealed grave implications about learners' reading habits, attitudes and motivation to read. Alarmingly, one of the most remarkable findings produced by this study is that the teachers themselves harbour negative perceptions about the reading practices of the learners in their classrooms.
Teacher Discomfort: Reflections on the Low Academic Performance of University Students
Author: Vértiz-Osores, Jacinto Joaquín
Date: 2019-00-00
Type: Journal Articles
Subjects: Low Achievement,College Students,Teacher Attitudes,College Faculty,Psychological Patterns,Personality Traits,Anxiety,Inhibition,Self Concept,Educational Resources,Stress Variables,Experienced Teachers,Coping,Teaching Conditions,Role Conflict,Latin Americans

The present research examined reflexively the causes of teacher discomfort linked to the negative results of students' performance. It was carried out under a qualitative approach with multiple case study design subjecting 10 university teachers to in-depth interviews. The results were disaggregated into the following categories: predominance of contradictory feelings; inability to endure anxiety; inhibition; self-depreciation; anxiety as a dominant trait and balance; acceptance of conflict as an objective reality. It was concluded that the interviewees agreed on a contradiction between the higher education system to promote quality and the real provision of the tools and conditions to do so in practice. They manifested positions of lethargy conditioned by the need to work for the provision of resources, but with the awareness of the relevance of their social role as educators of a generation of students who require methodologies that challenge and encourage creativity in a digital education context.
Teacher Stress and Psychosocial Factors in Teachers from Latin America, North America and Europe
Author: Alvites-Huamaní, Cleofé Genoveva
Date: 2019-00-00
Type: Journal Articles
Subjects: Stress Variables,Cross Cultural Studies,Anxiety,Depression (Psychology),Psychological Patterns,College Faculty,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Correlation,Case Studies,Work Environment,Foreign Countries,Measures (Individuals)

In an fast-paced world like that of these days, in which information and knowledge change in thousandths of seconds, and therefore education at all levels must adapt to this. Teachers, who are at the center, must carry out all their activities urgently due to media pressure in their environment, the pressure from authorities, coworkers and even their students. This can lead to stress over time, that is why this research focused on relating stress and psychosocial factors in teachers from Latin America, North America and Europe, involving in a non-probabilistic sample n = 81 teachers from different countries, at basic education and university levels. The Teaching Scale (ED-6 [alpha] = 0.932) and the Questionnaire of Psychosocial Factors at Academic Work (FPSIS [alpha] = 0.916) were used for the data collection, with a non-experimental, correlational, cross-sectional to quantitative approach design. The results obtained indicate that there is a significant correlation between teacher stress and psychosocial factors, ([rho] = 0.000), prevailing mostly the level of stress due to anxiety, depression, and non-adaptive beliefs that correlate with the psychosocial factors.
An Analysis of Latin American Scientific Production on Teacher Stress (2010-2018)
Author: Luy-Montejo, Carlos Augusto
Date: 2019-00-00
Type: Journal Articles
Subjects: Stress Variables,Cross Cultural Studies,Periodicals,Databases,Case Studies,Journal Articles,Teaching (Occupation),Work Environment,Foreign Countries,Research Reports

The purpose of this research was to evaluate the scientific production on teacher stress. It is a cross-sectional descriptive study of articles published in journals indexed in the SciELO collection between 2010 and 2018. An estimate of publications per year, journals, institutional affiliations and publication topics was analyzed. It was found that between the aforementioned years, 60 articles on the subject have been published, out of which the years of greatest production fluctuate between 2014 and 2018. The main journals that published articles on this topic are: Research News in Education, Uninorte Health Magazine and the Magazine of Medical Sciences of Pinar del Río in Cuba. In addition, Brazil, Colombia and Cuba have the institutional affiliations with the highest number of published articles. We can conclude that teacher stress as a research variable has been studied gradually in Latin American countries; however, it is necessary to continue strengthening these studies in other databases.
Mobbing on University Staff: A Systematic Review
Author: Rojas-Solís, José Luis
Date: 2019-00-00
Type: Journal Articles
Subjects: Work Environment,College Faculty,Teaching Conditions,Bullying,Gender Differences,Peer Relationship,Sexual Harassment,Incidence,Victims,Measurement

A great variety of studies on workplace harassment has been approached by different working groups because they show organizational and individual conditions that facilitate the development of this problem; for that reason the present study carries out a systematic review of scientific research on mobbing on university staff, using the following databases as a collection tool: La Referencia, EBSCO, Web of Science, Scielo and SCOPUS. The study included research published in the period between the years 2000 and 2019. The approach of the studies analyzed was quantitative and mixed, with a non-experimental and cross-sectional design, and a correlational and descriptive scope. With respect to the instruments used, the importance of theoretical updating and validation is highlighted, as well as the need to implement and create new instruments to measure this phenomenon. In the same way, research about mobbing on university staff in the workplace is encouraged, considering the analysis of sex differences and harassment behaviors.
Personality Traits That Predict the Burnout Syndrome on Mexican Teachers
Author: Villaverde, Diego
Date: 2019-00-00
Type: Journal Articles
Subjects: Personality Traits,Teacher Burnout,Case Studies,Correlation,Psychological Patterns,Work Attitudes,Positive Attitudes,Mexicans,Teacher Attitudes,Foreign Countries,Prediction,Educational Change,Stress Variables,Personality Measures,Risk,Predictor Variables,Self Control,Measures (Individuals),Extraversion Introversion,Neurosis,Elementary School Teachers,Secondary School Teachers,Work Environment

The objective of the study was to determine the predictive value of personality traits according to the Mexican model of the Five Personality Factors in the Burnout Syndrome (BOS) and its dimensions from the Gil-Monte model. Three hundred and seventy-five basic education teachers from Mexico City took part in it. The sampling was intentional, non-probabilistic with cross-sectional and correlational design. The Spanish Burnout Syndrome inventory and the Mexican Five Personality Factors scale were used. Pearson's Correlation Test and a stepwise linear regression model were employed for the analysis. With the exception of Emotional Control and Enthusiasm towards work (r2=0.087; p&gt;0.05), the results found significant correlations of the Five Mexican personality factors and BOS, negative in the case of personality traits and Psychic Burnout, Indolence, and Guilt; and positive among personality factors and enthusiasm towards work. The multiple linear regression model included Expressive Sociability, Organization and Acceptableness as BOS predictors (F= 39.8, [beta]=-0.197*). Therefore, it is concluded that these are the personality traits associated with the syndrome that have a flexible role in the development of BOS. The results also coincide with other studies. It is suggested for further research to evaluate the modulating role of these traits with Psychosocial Risk Factors as an antecedent.
A &quot;Literacy Awakening&quot;: The Role of Study Abroad and International Service Learning for Preservice Teachers&apos; Literacy Engagement
Author: Lussier, Kristie O'Donnell
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Study Abroad,Service Learning,International Education,Preservice Teacher Education,Literacy Education,Student Diversity,Student Needs,Cultural Differences,Language Proficiency,Foreign Countries

The purpose of this study was to explore how preservice teachers (PST) became aware of literacies in global and local contexts and to understand how PST conceive of literacy after experiencing an international service learning (ISL) study abroad program in rural South Africa. For this qualitative grounded theory study, we used critical literacy and humanizing pedagogy as theoretical frames for designing the program and analyzing data. Findings show PST experienced a &quot;literacy awakening.&quot; They became more aware of nuanced and complex ways literacies function in a community and imagined how their understandings would shape future teaching.
Teaching Technostress and Perception of the Quality of Service in a Private University in Lima
Author: Alcas Zapata, Noel
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Colleges,Educational Quality,Stress Variables,Computer Attitudes,College Faculty,Teaching Conditions,Technology Integration,Correlation,Influence of Technology

The objective of this study is to know the association between teaching techno-stress and the perception of the quality of service within a Peruvian university. The psychophysiological disturbances that technological means could be causing when coming into contact with workers are analyzed as part of the impact of new technologies in work spaces. In this sense, a quantitative and non-experimental investigation was carried out in which data were collected through the application of two instruments: the Red Questionnaire (2004) which contains 16 items linked to techno-stress and the ServQual Model with 22 items which measured the perception of the quality of service. Both instruments passed the reliability test through the Cronbach's alpha coefficient, obtaining a value of, 891 and, 911, respectively. Through probabilistic sampling, 154 teachers were considered as samples. For the descriptive and inferential statistical analysis, contingency tables were generated, using the Pearson Chi-Square test statistic, from which it is concluded that there is an association between the teaching Techno-stress and the perception of the quality of service (X[superscript 2] (6 ) = 85,731 and the Asymptotic Sig (bilateral) or p_value = 0.000 &lt;0.05). Likewise, it is concluded that there is an association between the Teaching Techno-stress and the perceptions of each of the theoretical dimensions of service quality: tangible elements (X[superscript 2] (6) = 112,055 and the Asymptotic Sig (bilateral) or p_value = 0.000 &lt;0.05), reliability (X[superscript 2] (6) = 63,859 and the Asymptotic Sig (bilateral) or p_value = 0.000 &lt;0.05), responsiveness (X[superscript 2] (6) = 35,580 and the Asymptotic Sig (bilateral) or p_value = 0.000 &lt;0.05), security (X[superscript 2] (6) = 42.838 and the Asymptotic Sig (bilateral) or p_value = 0.000 &lt;0.05) and empathy (X[superscript 2] (6) = 23.633, with six degrees of freedom (6) and the Asymptotic Sig (bilateral) or p_value = 0.000 &lt;0.05).
Between the Familiar and Strange: Understanding Good Teaching in Transnational Education Settings
Author: Riedel, Marian
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Teacher Effectiveness,Preservice Teachers,Student Teaching,International Education,Comparative Education,Theory Practice Relationship,Foreign Countries,Attitude Change,Student Attitudes,Teacher Education Programs,Learning Experience,Western Civilization,Cultural Differences,Familiarity,Best Practices

Little has been written about &quot;how&quot; or &quot;whether&quot; pre-service teachers construct understandings of good teaching during an international field placement; thus, a need arises to examine these contexts as sites to question, &quot;How do we know what we know?&quot; (Britzman, 2003, p. 58). Based on a qualitative study of six pre-service teachers participating in an international field placement within transnational education school settings -- meaning the academic program and provider, as opposed to the student body, have moved from a home country [i.e., Canada]to a host country [in Asia] (Knight, 2016) -- this article identified that comparative settings problematized understandings of good teaching. Central to these findings is situating understanding &quot;between&quot; what is familiar and that which interrupts understanding (what is strange), and dialogue as the medium by which understanding is made public. To move beyond a theory-into-practice paradigm in initial teacher education, results highlight a need to foster comparative experiences to engender change and challenge status quo narratives of what it means to teach and learn in teacher education.
Investigation of the Effect of Cognitive Behavioral and Physical Development Levels on the Multiple Intelligence of University Students
Author: Gülle, Mahmut
Date: 2019-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,College Students,Foreign Countries,Cognitive Processes,Physical Activities,Income,Gender Differences,Student Characteristics,Cognitive Development,Physical Development,Physical Education,Measures (Individuals),Self Evaluation (Individuals),Comparative Analysis

In this study, it was designed to examine the multiple intelligence levels, cognitive, physical and affective levels of the faculty students studying at Hatay Mustafa Kemal University. The population of the study was composed of students studying at Hatay Mustafa Kemal University in 2018-2019 academic year. The sample included 1142 students (Male = 603, Female = 539) chosen by random sampling method. In the study, &quot;Cognitive, Behavioral and Physical&quot; scale developed by Schembre et al. (2015) adapted to Turkish by Eskiler et al. (2016) and &quot;Multiple Intelligence&quot; scale developed by Gardner (1990) adapted to Turkish by Demirtas and Duran (2007) were used as a data collection tool. In order to test the hypotheses of the study, t-test (Mann-Whitney U test) and analysis of variance in multiple comparisons (Kruskal Wallis-H test) were performed in addition to descriptive statistics such as arithmetic mean, standard deviation, frequency/percentage, normal distribution test, (Kolmogorov-Smirnov test). As a result of the study, it was found that there was a significant difference between the participants' cognitive behavioral physical activity and multiple intelligence levels in relation to gender, income status and sporting variables.
Occupational Burnout on University Teachers through the Confirmatory Factorial Model
Author: Fuster-Guillén, Doris
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Burnout,College Faculty,Foreign Countries,Public Colleges,Engineering Education,Teacher Education,Emotional Response,Fatigue (Biology),At Risk Persons,Social Problems,Student Needs,Job Satisfaction,Negative Attitudes,Faculty Workload,Teacher Welfare,Stress Variables

The research addresses occupational burnout on university teachers, understood as progressive loss of energy, emotional exhaustion, fatigue, irritability, negative attitudes and feelings of dissatisfaction. The purpose of the study was to compare the presence of job burnout on teachers of the School of Education and Electronic Engineering from a Public University of Peru. It was developed according to principles of quantitative approach, transactional non-experimental design, and type of substantive, descriptive-comparative research. The sample was made up of 125 teachers from both faculties to which the Occupational Attendance Scale-EDO was administered. This instrument presented the required validity and reliability. The results obtained through the confirmatory factor model of structural equations, estimated through the asymptotic free distribution method, led to the conclusion that the teachers from the School of Education report greater emotional wear than teachers of the School of engineering.
Comparison of the Reaction Time Period of Individuals in Sport, Fine Arts and Classroom Education
Author: Temur, H. Bayram
Date: 2019-00-00
Type: Journal Articles
Subjects: Reaction Time,Athletics,Physical Education Teachers,Art Teachers,Teachers,Physical Education,Visual Perception,Auditory Perception,Training,Pictorial Stimuli,Racquet Sports,Team Sports,Teacher Influence,Exercise Physiology,College Students,Music Teachers,Life Style,Visual Stimuli,Auditory Stimuli

In this study, it was aimed to compare the reaction times of individuals who are generally trained as sports teachers, fine arts teachers and class teachers, and in particular the reaction times of individuals according to the branches they receive education. For this purpose, 132 individuals from different branches and classroom teachers at the School of Physical Education and Sports and Faculty of Fine Arts were included in the study. Reaction time measurements were performed with NEWTEST 1000 instrument. Data analysis One-way Anova and Independent t test and Descriptives program were used in SPSS program. As a result of the analysis, it was found that the visual and auditory mixed reaction times of both hands were different between the groups at p &lt;0.01. It was found that there was a difference in right hand mixed reaction time between groups at p &lt;0.05 level. In addition, it was found that there was a difference between right hand visual and right and left hand mixed reaction time values at the level of p &lt;0.01 between those who had badminton training and those who had picture training. It was determined that left hand visual and right hand auditory reaction time values were significantly shorter (p &lt;0.01) in football training subjects when compared to those who had picture training. As a result, it can be said that being a sports instructor positively affects visual, auditory and mixed reaction time and also the branches involved in the study affect the reaction time at different levels.
Fine Motor Skills, Writing Skills and Physical Education Based Assistive Intervention Program in Children at Grade 1
Author: Akin, Sinan
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Education,Intervention,Writing Skills,Elementary School Students,Psychomotor Skills,Interdisciplinary Approach,Grade 1,Program Effectiveness,Skill Development,Foreign Countries

The purpose of this study is to investigate the effect of physical education based intervention program, aiming to help the development of writing skills of primary school children, on fine motor skill precision and fine motor skill integration. A total of 104 primary school children at grade 1 with at least 2 years of preschool education participated in the study. Children in the experimental group, together with the curriculum studies, did adapted ball control drills three times a week, each 40 minutes, for 10 weeks. Fine motor skill levels of the children were examined with tests of Manual dexterity, Upper limb coordination, Fine motor skill precision and Fine motor skill integration sub-dimensions in the complete form of the Bruininks-Oseretsky test of Motor Proficiency Second Edition (BOT-2). The first measurement was made in the first week of school education, and the last measurements were made after a 10-week intervention period. Data were evaluated by repeated measures analysis of variance and simple effect test. At the end of the intervention, dexterity, upper extremity coordination, fine motor skill sensitivity and fine motor skill integration values improved in the experimental group compared to the control group. This difference between two groups was determined to be statistically significant. As a result, it can be said that physical education based intervention programs for small muscle groups positively affect children's fine motor skills development and thus their interest in writing and schooling.