ethanporcaro/eric-fulltext-meta huggingface dataset:
Determining Self-Efficacy Perceptions of Pre-Service Turkish Language Teachers towards Critical Reading
Author: Geçicii, Fidan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Preservice Teachers,Language Teachers,Turkish,Critical Reading,Gender Differences,Academic Achievement,Instructional Program Divisions,Reading Fluency,Student Attitudes

This study aims to reveal the self-efficacy perception levels of pre-service Turkish language teachers towards critical reading and to determine whether these levels vary by various variables. This study draws on a general survey model, which is one of the descriptive research methods. The study group of this research consists of a total of 210 freshman, sophomore, junior, and senior level pre-service Turkish language teachers studying at the Department of Turkish Language Education in the faculty of education at a state university. To collect data, &quot;The Critical Reading Self-Efficacy Perception Scale&quot; developed by Karabay (2013) is used. The findings of this study indicate that the self-efficacy perception levels of the pre-service Turkish language teachers towards critical reading are moderate. Furthermore, the pre-service Turkish language teachers' self-efficacy perception levels towards critical reading do not significantly vary between the groups in the total score and in the sub-dimensions by variables of gender and academic achievement. Yet, there is a significant difference between the groups in the total score and in the sub-dimensions by variables of grade level and reading frequency. Based on these findings, this study also offers some insights and suggestions for researchers and teaching staff.
A Career Adaptability Model for Psychological Counselors
Author: Kara, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Career Choice,Counselor Attitudes,Structural Equation Models,Professional Identity,Prediction,Adjustment (to Environment),Communication Skills,Self Efficacy,Correlation,Measures (Individuals),School Counselors,Counselor Characteristics,Foreign Countries

The main aim of this research is; to propose and test a model of structural equality that examines career adaptability of psychological counselors, career calling and skills used in the fields of vocational identity experience for psychological counselors. This research was designed as a causal pattern. 231 volunteer psychological counselors participated in the study. The data were collected by &quot;career adaptability scale, career calling scale, communication skills scale and perceived self- efficacy in counseling competencies scale&quot;. Structural equation modeling was used for data analysis. According to the research findings, career calling predicts career adaptability in a statistically positive and meaningful way. At the same time, it was found that the skills used in the fields of vocational identity experience (communication skills and competence perception) for psychological counselors positively and significantly predicted career calling. Finally, the relationship between career adaptability and skills used in the fields of vocational identity experience for psychological counselors (communication skills and competence perception) has been shown to have a full mediating effect of career calling. As a result of this research, a career adaptability model for psychological counselors was reached. Experimental programs that will be prepared to increase career adaptability of psychological counselors can include dimensions of the model discussed in this research.
A Comparative Review of Articles on Education of Patriotism: A Thematic Analysis
Author: Malkoç, Serdar
Date: 2021-00-00
Type: Journal Articles
Subjects: Patriotism,Citizenship Education,Social Studies,Educational Research,Periodicals,Journal Articles,Content Analysis,Objectives,Foreign Countries

Patriotism is an important and well-accepted value in educational institutions. As a civic virtue, it has always been included in education/training programs. This study aims to compare research articles on teaching of patriotism that were conducted in the last 20 years. The document analysis method was employed in the study for this purpose. The data were collected through the international databases e.g. Wiley, Jstore, Elsevier, Taylor &amp; Francis. 218 articles were found by searching the keywords &quot;patriotism&quot;, &quot;patriotic education&quot;, and &quot;teaching of patriotism&quot;. Upon initial analysis, it was decided that 110 articles would serve the purpose of this study. Content analysis technique was employed to reveal patterns of the selected articles. The number of articles published on patriotic education in each countries, the publication dates of these articles and the comparison of these articles according to countries, purposes, is presented in this study. The paper at hand shows that only some articles have a critical perspective on patriotism. Implications are made based on results.
Facing the Challenges of Creating Online Critical Dialogical Spaces for Community Learning Pathways into Higher Education (HE)
Author: Hawthorne-Steele, Isobel
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Economic Climate,Adult Education,Adult Educators,Electronic Learning,Adult Students,Nontraditional Students,Transformative Learning,Educationally Disadvantaged,Foreign Countries,Community Education

COVID-19 and the looming economic recession threatens adult educators' long-fought battle to create dialogical spaces for transformatory learning. Previous experience of designing and delivering community programmes to marginalised, non-traditional students, has taught us the necessity of building strong tutor-student and student-peer relationships. This paper maps the trajectory of a creative educational outreach response to reconfigure into an online platform. We reflect on the challenges and opportunities presented to us as adult educators, as well as those presented to the adult learners with whom we engaged.
Evaluating the Relevance of Learner Identity for Educators and Adult Learners Post-COVID-19
Author: Parkinson, Suzanne
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Concept,Adult Learning,Adult Students,COVID-19,Pandemics,Learning Processes,Learning Strategies,21st Century Skills,Competency Based Education

The COVID-19 pandemic has unleashed an unprecedented impact on our world. In a short period of time, it has exposed deep and entrenched inequalities between and within societies and has prompted a radical rethink of the purpose and function of education. It is clearly no longer sufficient to impart learners with mere curricular knowledge. It is imperative that learners learn 'how to learn' and understand the process of becoming and being a learner. 'Learner Identity' is an emergent construct linked to learning 'how to learn'. This paper interrogates the relevance of learner identity for educators and for adult learners in a post-COVID-19 world.
Determining the Cognitive Levels of Preservice Science Teacher in Daily-Life Problems Prepared on the Density Subject
Author: Berber, Asiye
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Cognitive Processes,Taxonomy,Thinking Skills,Daily Living Skills,Problem Solving,Comprehension,Difficulty Level,Evaluative Thinking

The aim of this study is to evaluate the cognitive levels of pre-service science teachers according to Bloom's Taxonomy about &quot;density&quot; using daily life problems. The case study design was used in the study. This study was carried out with 45 pre-service teachers. In order to identify the cognitive levels of pre-service teachers about the density subject, a cognitive level test have been used created in line with the Bloom's Taxonomy, formed with the purpose of identifying their views about daily life problems requiring higher level thinking skills. When the cognitive levels of pre-service teachers have been analysed, it has been found out that all the pre-service teachers have completed the knowledge, comprehension and application levels while 20 of them have got through analysis level. 13 of them have passed into the synthesis level which requires a higher level thinking skill while 9 of them have reached the last stage, 'evaluation'. According to the findings, in order to progress within the cognitive thinking levels while learning 'density' subject, students should overcome the mathematical deficiencies and concentrate more on daily life problems which require a higher-level thinking skill.
Self-Compassion as a Mediator between Perfectionism and Life-Satisfaction among University Students
Author: Sahin, Ezgi Ekin
Date: 2021-00-00
Type: Journal Articles
Subjects: Altruism,Self Concept,Personality Traits,Life Satisfaction,College Students,Foreign Countries,Structural Equation Models,Well Being,Measures (Individuals)

Using a correlational method, this study investigates the mediation role of self-compassion in the relationship between perfectionism dimensions and life satisfaction among university students. A sample of 246 students (171 females and 75 males, M = 21.40 years, SD = 2.02) from several universities participated in the study. Turkish versions of the Almost Perfect Scale-Revised, the Self-Compassion Scale, and the Satisfaction with Life Scale were used as data collection tools. Using structural equation modeling, the results show that self-compassion fully mediates the relationship between maladaptive perfectionism and life-satisfaction. On the other hand, there is no significant relationship between adaptive perfectionism and life-satisfaction. The Bootstrap Method that was used to assess the magnitude of the indirect effects indicates that the indirect effect of self-compassion on the relationship between maladaptive perfectionism and life-satisfaction is significant. The implications of these findings for research and practice are discussed in line with the related literature.
English as an International Language Teaching and Perceptions: A Case Study of Thai Tertiary English Language Teachers
Author: Jantadej, Kewalin
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Case Studies,College Faculty,Language Teachers,Teacher Attitudes,Cultural Literacy,Cultural Awareness,Local Issues,Language Variation,Language Attitudes,Teaching Methods,Foreign Countries

This study scrutinized English as an international language teaching (EILT) and perceptions of Thai tertiary English language teachers through a 20-item Likert Scale questionnaire and a 7-question semi-structured interview protocol. The results from these two instruments disclosed some inconsistencies. Although the questionnaire results revealed that the participants (n=15) perceived the role of EILT to a great level, the semi-structured interview results indicated that they did not entirely implement EILT in their classroom. It was manifest that participants were confused with the concept and principles of EILT as they considered it a new language teaching paradigm. Therefore, they were uncertain how to implement EILT into practice. Some were misunderstood and misled to provide linguistic and cultural literacy to their students. Besides, they disregarded to raise awareness on the dispossession of English and underline the proud localism concept to their students. However, it was noteworthy that participants best applied English as an international language interpretation in their classroom. Overall results evidenced that a case study of the English teaching situation found from this study remained far from the progress of moving toward EILT and suggested that the EILT paradigm should be urgently and sustainably endorsed and integrated into the English teaching curriculum in Thailand.
A Pandemic Was Not in Our Plan!
Author: Cullinane, Susan
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Community Education,Educational Practices,Resilience (Psychology),Trauma,Communities of Practice,Electronic Learning,Technology Uses in Education,Internet,Online Courses,Tutors

This article has been created following a process of collaborative reflective dialogue and writing between members of the Kildare and Wicklow Education and Training Board Community Education Team. We reflected on the experience of providing community education during the COVID-19 pandemic and mapping the next steps as we navigated living with COVID-19. We explored the ways we supported and upskilled learners, tutors, and each other as a team, all while continuing to navigate our way forward in the reality of living with COVID-19 and the implications it might have for the future of community education.
Communication Barriers in the Context of School-Parents Cooperation
Author: Gokalp, Serkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Interpersonal Communication,Barriers,Parent Teacher Cooperation,Parent Participation,Elementary School Teachers,Foreign Countries,Parent Responsibility,Teacher Behavior,Teacher Attitudes,Parent Attitudes,Individual Characteristics,Student Behavior,Student Responsibility,Teacher Responsibility

The purpose of the present study was to determine the communication barriers, the reasons and results of these barriers, and solution proposals for communication barriers faced in the context of school-parents cooperation. The case study was used in this study. The data obtained from the interview forms were analysed according to the method of descriptive analysis. The findings were presented in the form of themes and subthemes. The study group consisted of 42 teachers working in the central districts of Erzurum in the 2019-2020 academic years. According to the research results, the participants think that communication barriers in the context of school-parents cooperation are related to parents and to teachers. Most of the participants express the reasons for communication barriers resulting from parents while some of the participants express the reasons for communication barriers resulting from teachers. Participants think that the results of communication barriers faced in the context of school-parents cooperation are related to students, school administrators, parents and teacher. Most of the participants think that results of communication barriers in the context of school-parents cooperation are related to students while the other participants think that results of communication barriers in the context of school-parents cooperation are related to school administrators, parents and teachers. Most of the participants propose solutions for communication barriers related to teachers while other participants propose solutions for communication barriers related to school administrators and parents.
Blended to Online Learning during the COVID-19 Pandemic: A Case Study of Practice
Author: Kenny, Michael
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,Adult Education,Partnerships in Education,Blended Learning,Program Development,Educational Policy,Curriculum Development,Educational History,Quality Assurance,Adult Learning,Workshops,Integrated Learning Systems,Educational Technology,Technology Uses in Education,Student Attitudes

A synergetic partnership of the Maynooth University Department of Adult and Community Education and the Further Education Support Services identified an educational need among Further Education and Training (FET) staff. The outcome was a jointly developed and delivered Level 9 blended learning Postgraduate Certificate in Programme Design and Validation in Further Education and Training (PGPDV). The delivery of the pilot course was significantly challenged by COVID-19's sudden arrival in March 2020, forcing the course fully online. This article gathers feedback on lessons learned and offers practical steps to guide adult educators in pivoting courses for online delivery
A Critical-Appreciative Approach as/for Transformative Professional Development
Author: Dhungana, Parbati
Date: 2021-00-00
Type: Journal Articles
Subjects: Transformative Learning,Faculty Development,Professional Development,Higher Education,Foreign Countries,Self Evaluation (Individuals),Self Concept,Graduate Students,Participatory Research,Action Research,Mentors,Reflection

Critical 'self' (i.e. dualist or egoist I) reflection seems insufficient in the context of Nepali university education, particularly in the process of transformative professional development. Therefore through this paper, I argue that a &quot;critical-appreciative approach contributes to my professional development.&quot; Assuming 'Self' (i.e. non-dualist or non-egoist I) as a better form of 'self', I conducted a self-study examining my conflict (between egoist I and non-egoist I) enhancing integral perspective. For it, I posed the research question: &quot;How could I nurture my integral perspective for my professional development in the higher educational context?&quot; I adapted dialogue as a research method to explore the conflict between 'self' and 'Self' with the support of my embodied knowledge, reflective journal, assignments and articles. In this paper, I discuss how my critical-appreciative approach enhanced my 'self' and at times remained a living contradiction. Then I discuss the four approaches as themes (adapting inclusive perspectives, creating open space, using participatory-based approach and developing tactful mentorship) that provided me with a cultural (i.e. satvic) perspective as professional development. These themes seem useful for understanding 'self' and the rest in an optimal way while being in higher education.
Reflections of National Education Councils on School Administration: Should the Councils Be on the Agenda Again?
Author: Balikçi, Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Administration,Governance,Educational Planning,Advisory Committees,Civil Rights,Administrators,Educational Needs,Administrator Responsibility,Principals,Leadership Styles

The aim of this research is to examine the National Education Councils (NECs) in the context of school management and to reveal the NECs' reflections on today's education system. The documents within the scope of the study (19 NECs and 14 official documents) were analyzed through descriptive analysis. As a result of the analysis, decisions regarding school administration were made in 12 of the councils. In addition, 4 dimensions came to the fore in terms of school administration. These are (i) personal rights, (ii) training needs, (iii) duties and responsibilities, and (iv) management style. According to the research findings, decisions regarding school administration have important reflections on today's education system. Therefore, NECs can be considered as an implementation of governance and educational planning. As a result, it will be beneficial to continue the NECs to effectively solve the problems of today's education system with the participation of stakeholders.
Action Initiatives in Integrating Indigenous and Non-Western Knowledge in Curricular Practices of Tribhuvan University, Faculty of Education: A Qualitative Inquiry
Author: Rai, Indra Mani
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Indigenous Knowledge,Teacher Educators,Culturally Relevant Education,Indigenous Populations,Social Justice,Teacher Attitudes,Masters Programs,Educational Practices

Higher education in Nepal has been guided by the Western academic culture, thereby promoting Western knowledge and ways of knowing as superior. Adoption of external ideas and practices has subjugated indigenous and non-Western knowledge heritages in Nepal. Based on textual data collected from teacher educators in virtual Webinars and review of existing core courses of Master of Education (M.Ed.), this article first shows that university actors are starting the process of decolonization of curricular practices. Teacher educators including curriculum developers are using negotiation, resistance, and response to the supremacy of imported education. In so doing, they have incorporated a small portion of indigenous and non-Western knowledge in some of the courses and contextualized some of their pedagogical and assessment practices. However, as this article goes on to show, Western modern educational practices remain dominant. We conclude that the teacher educators have increasing awareness of external domination on curricular practices and they have initiated the actions of reclaiming their indigenous and non-Western knowledge through curricular practices from within the structural barriers of Western model of academia. The university structure needs to promote a conducive educational environment in order to provide justice to indigenous and non-Western knowledge and ways of knowing thereby reforming curricular practices.
Influence of Parental Socio-Economic Status on Students&apos; Academic Performance: Experience from Pokhara University, Nepal
Author: Neupane, Deepak
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Influences,Parent Influence,Socioeconomic Status,Academic Achievement,College Students,Foreign Countries,Predictor Variables,Place of Residence

This study focuses on the relationship between parent's socioeconomic status and student's academic performance in different graduate and undergraduate programs offered by constituent colleges of Pokhara University. The total sample of the present study was 301 students who have been pursuing their respective academic degrees. The sampling design was based on a purposive convenient method. Structured questionnaire technique was used to obtain quantitative data related to parental socioeconomic status and academic performance of students. The results revealed that parental socioeconomic status and parent's level of education does not have a significant relationship with academic performance of students. However, the occupation of parents has a greater impact on academic performance of students. Moreover, the residence of the students has a significant impact on the academic performance of the students. The findings of the study also reveal that family financial status is more important determinant of school level academic grades, however, its influence in college level grades is relatively low. Although, parent's educational status is found to be associated with academic achievement, father's employment nature and family expenditure level were found to be the most significant determinants of academic achievement of students. However, the relationship is true only up to the school level academic performance.