ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Environmental Risk Perceptions and Scores of Preservice Science Teachers in Terms of Some Variables
Author: Bertiz, Harun
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Climate,Risk,Preservice Teachers,Science Teachers,Student Attitudes,Scores,Attitude Measures,Gender Differences,Parent Background,Pollution,Wastes,Fuels,Conservation (Environment),Forestry,Information Sources

This research aims to determine the environmental risk perceptions of preservice science teachers (PSTs) and compare their risk scores in relation to different variables. The research participant group consisted of PSTs (N = 205) from the Faculty of Education in the Department of Science Education at Bolu Abant Izzet Baysal University in Turkey. The environmental risk perception scale (ERPS) was used as a data collection tool and the environmental risk perception interview form (ERPIF) was used during the interviews. A survey model was used in the research. An enriched design in which quantitative and qualitative analyses were used together was included. Quantitative results from the research show &quot;radiation,&quot; &quot;factory waste,&quot; and &quot;hazardous (chemical) waste,&quot; as environmental problems that PSTs consider the riskiest. The least risky environmental problems were &quot;overgrazing of animals in meadows and pastures,&quot; &quot;commercial fishing,&quot; and &quot;open mining.&quot; According to the qualitative interview results, &quot;air pollution&quot; and &quot;factory waste&quot; were seen as the riskiest environmental problems, while &quot;environmental waste&quot; was considered the least risky environmental problem. In addition, while the females had a higher environmental risk perception than the males, there was a significant difference between the 3rd and 4th levels with 4th level PSTs favoring a higher environmental risk perception. There was no significant difference between the environmental risk perception scores of the PSTs depending on whether they took an environmental course or not; neither was there any significant difference issuing from the educational status of PSTs' parents.
Impact of Social Class Background on General Cognitive Ability
Author: Sengönül, Turhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Class,Cognitive Ability,Cognitive Development,Children,Child Development,Parent Background,Economically Disadvantaged,Socioeconomic Status,Family Environment,Stress Variables,Cultural Capital,Family Income

Theorists and researchers have been discussing the relationship between social class background and differences observed in cognitive ability test points of children from lower social class families and their middle or upper SES peers. It has been discussed that for a &quot;more detailed understanding&quot; of these cognitive inequalities, it appears necessary to move beyond boundaries of psychology and consider sociological conditions or contexts as well. It has been asserted that social class background characteristics affect general cognitive ability over time. The present study introduces research exploring the impact of social class background on cognitive abilities of children. In Britain, the 1958 National Child Development Survey (NCDS), the &quot;1970 British Cohort Study&quot; (BCS70) and more recently, the &quot;Millennium Cohort Study&quot; (MCS 2000) conducted at the start of the 21st century are particularly relevant and nationally representative broad-based studies for exploring the impact of social class background on general cognitive abilities of children. It was observed that they provided scaled data and emphasized the impact of social class, particularly the role of parental education as an indicator of social class in surveys. Social class affected children's cognitive abilities as early as primary school years and led to inequalities in their cognitive performance. Children from lower social class and lower socioeconomic status (SES) families &quot;suffered a clear disadvantage.&quot; Poor and disadvantaged conditions of the lower social class adversely impacted and impaired the cognitive ability of children. Given the fact that cognitive abilities play a role especially in later life, adverse impacts and impairment of cognitive abilities are regarded as alarming and undesirable situations in childhood.
The Level of Services for Cerebral Palsy Centers from the Viewpoint of Parents during the COVID-19
Author: Etawi, Wala'a
Date: 2022-00-00
Type: Journal Articles
Subjects: Cerebral Palsy,Foreign Countries,Parent Attitudes,COVID-19,Pandemics,Gender Differences,Age Differences,Student Needs,Services,Children,Equipment,Assistive Technology,Access to Health Care,Child Development

The study examined the level of services for cerebral palsy (CP) centers in Jordan from parents' viewpoint during the Corona pandemic. It also examined if there are any differences due to the sex and age of the child with CP. The study sample consisted of 50 parents of children with CP and used a scale for services level of CP centers to collect study data. The results indicated that the level of services during the Corona pandemic was generally moderate. In addition, there were statistically significant differences in the services level due to the sex favor to females, and there were no differences due to the age.
The Perspective of School Leadership and Management: The Role of the School Principal in Academic Learner Performance
Author: Memela, Godfrey Khululekani Sihle
Date: 2022-05-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Academic Achievement,Leadership,Foreign Countries,School Administration,Secondary Schools,Leadership Effectiveness,Administrator Role

In this article we explore the perspectives of school leadership and management on the principal's role in learners' academic performance. School leadership and learner performance continue to be of great concern in the South African education system. We explore the relationship between school leadership and learner performance from a school leadership and management perspective. Since the attainment of democracy, the South African education landscape has been plagued by poor learner performance. While the reasons are as diverse as the nation itself, the adverse effects of poor learner performance on the school system or the quality of education cannot be overemphasised. As a result, we explored school leadership and learner performance as it relates to the leadership of secondary school principals. Principals' lived stories provided the empirical evidence for this article. The findings reveal that a principal's leadership plays an important role in school management and learner performance.
The Mediating Role of Communication Skills in the Relationship between Leadership Style and 21st-Century Skills
Author: Demirdag, Seyithan
Date: 2022-05-00
Type: Journal Articles
Subjects: Preschool Teachers,Elementary School Teachers,Middle School Teachers,High School Teachers,Communication Skills,Leadership Styles,21st Century Skills,Relationship,Principals,Administrators

With the study reported on here I aimed to examine the mediating role of communication skills in the relationship between leadership styles and 21st-century skills. A correlational research design was employed to examine such relationships among the study variables. The study sample consisted of 542 pre-school, elementary school, middle school, and high school teachers. The participants were selected using a stratified sampling method. Three different instruments were used for data collection. To determine the normal distribution of the variables, normality tests were used after the data collection. For data analysis, Pearson's correlation was used to determine the relationship among the variables. The effect of study variables on one another were determined using multiple regression analysis. Lastly, the structural equation model was used to examine the mediating effect of communication skills in the relationship between leadership styles and 21st-century skills. The findings of the study show that there were significant relationships among the variables. The findings also indicate that communication skills had an indirect mediating effect on the relationship between leadership style and 21st-century skills.
Alofa Fai Tamamanu, Giving Yourself Wholeheartedly: Education That Matters to Tokelau People in Aotearoa NZ
Author: Kupa, Lealofi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Pacific Islanders,Indigenous Knowledge,Culturally Relevant Education,Preschool Education,Elementary Secondary Education,COVID-19,Pandemics

As an Aotearoa New Zealand (Aotearoa NZ) realm nation, Tokelau people are part of the diverse Pasifika fabric that represents Pacific immigrants in this settler-colonial nation. Despite Tokelau's contentious geo-political history and climate vulnerability in Te Moananui-a-Kiwa, this paper briefly provides some of my inspirations and motivations as a Tokelau educator and researcher located in Porirua, Wellington. The talatalanoa descriptions I share are linked to what it means to &quot;Alofa fai tamamanu&quot;, giving one's self wholeheartedly in the education of Tokelau communities.
Developing Mathematics-Enhanced Chemistry Research Lessons through Productive Lesson Study: Insights from In-Service Teachers
Author: Samaniego, Katherine Kate B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Mathematics Teachers,Teacher Attitudes,Communities of Practice,Teacher Collaboration,Faculty Development,Grade 10,Chemistry,Secondary School Science,Program Effectiveness,Teacher Competencies,Interdisciplinary Approach,Articulation (Education),Junior High School Teachers,Foreign Countries,Reflection

This study explores the perceptions of five in-service chemistry and mathematics teachers in using productive lesson study as a framework for teaching and learning. Introductory professional development workshops on horizontal articulation, productive pedagogy and lesson study were given to teachers at the onset of the project. Teachers were then tasked to produce two research lessons for grade 10 chemistry using the productive lesson study framework. We utilised inductive thematic analysis to identify the themes underpinning the perceptions of the teachers. Findings show that the teachers improved and deepened their knowledge by learning from each other's perspectives. They had also adopted effective strategies for teaching by reflecting on their students' learning, which helped them address the challenges of integrating and relating different topics into one. Furthermore, they became more aware of their students' prior knowledge which enabled them to address misconceptions. Thus, learning was reinforced, broadened and extended. Participating in the study made a transformative intervention in the teachers as they became more focused on the enhancement of their professional practice as teachers.
Enhancing Student Engagement in Vocational Education by Using Virtual Reality
Author: Rafiq, Arif Ainur
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Vocational Education,Learner Engagement,Computer Simulation,Engineering Education,Student Attitudes,Comprehension,Student Experience,Outcomes of Education

In education, particularly vocational higher education, student involvement is a challenge. Teachers can use virtual reality to bring real-life events into the classroom, encouraging active learning and student participation. Virtual Reality (VR) can be employed in various ways using a simple, easy and helpful application that can be difficult to execute pedagogically Three research methods were conducted in a classroom setting, with total simulation using VR oculus rift technology, and data analysed using desktop computer theme analysis. Students from engineering departments took part in the research, using VR to boost student learning engagement. According to the statistics, VR appears reasonably simple to use, and students feel it enhances their comprehension and engagement. According to this preliminary research, VR environments provide an intense presence, enhancing student engagement and motivation. This conclusion supports the findings of prior investigations.
Exploring Possibilities and Challenges of Lesson Study: A Case Study in a Small Island Developing State
Author: Wati, Indra
Date: 2022-00-00
Type: Journal Articles
Subjects: Communities of Practice,Grade 8,Mathematics Teachers,Faculty Development,Teacher Collaboration,Mathematics Instruction,Program Effectiveness,Teacher Competencies,Elementary School Teachers,Teacher Attitudes,Foreign Countries,Barriers,Self Efficacy

Lesson Study (LS) is a teaching improvement and knowledge-building process that has origins in Japanese elementary education. In Japanese LS, teachers work in small teams to plan, teach, observe, analyse and refine individual lessons called research lessons. This study examined a small sample of primary school teachers' perceptions of LS as a professional learning endeavour. The benefits and challenges teachers experienced when attempting to engage in LS was further explored. The study focused on the Fijian primary teaching context, specifically on Year 8 mathematics teachers. Data was collected using a series of class observations and semi-structured interviews in two case-study schools. Analysis of classroom observations and semi-structured interviews confirms that LS provided a useful mode for teachers to talk about their mathematics lessons and open them for scrutinisation by their teaching colleagues. The findings suggest that all the teachers in the two schools found that LS is a powerful learning platform to improve teachers' mathematical knowledge and pedagogical skills. These findings have important implications for the implementation of effective professional learning amongst practising primary school teachers.
Gallery Walk Technique in Enhancing Reading Comprehension and Oral English Language Proficiency of Junior High School Students
Author: Lopez, Mary Kathleen Rose R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Reading Comprehension,English (Second Language),Language Proficiency,Junior High School Students,Foreign Countries,Second Language Learning,Cooperative Learning,Physical Activities,Instructional Effectiveness,Active Learning

The study used quasi-experimental research with pre-test and post-test design approach to analyse the effectiveness of using the Gallery Walk technique in enhancing reading comprehension and oral English language proficiency among junior high school students. Cluster sampling technique was used in determining the respondents who experienced the Gallery Walk teaching technique and those who experienced the conventional teaching technique. Pre-test result showed no differences in the level of reading comprehension and oral English language proficiency prior to the experiment. After the implementation of the study, post-test was given, and results revealed differences in the students' performance. Findings revealed that the students who were taught using the Gallery Walk technique showed improvement in reading comprehension and oral English language proficiency as compared to those who underwent the conventional teaching technique. In addition, students had positive feedback about the implementation of Gallery Walk. Finally, the study recommended the use of the Gallery Walk technique in teaching English 8 for enhancing reading comprehension and oral English language proficiency.
Advancing Digital Learning in a Traditional System: Uruguay during the COVID-19 Pandemic
Author: Quezada Morales, Romina
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,COVID-19,Pandemics,Foreign Countries,Educational Change,Elementary Secondary Education,Public Education,Technology Uses in Education

This report presents an exploratory study with three interviewees in Uruguay: a private school director in Montevideo, an APREnDER school director in Montevideo, and a Plan Ceibal employee who occupies a leadership position. The semi-structured interviews were conducted between November, 2020, and May, 2021, and centered on the leaders' experiences to implement suitable teaching and outreach strategies to continue providing education. The findings suggest that Uruguay's digital learning strategy has grappled with conciliating traditional views on education and digital learning. They further point to not all schools using digital learning resources during the pandemic even when these were available to them and their students, which suggests in some cases a digital divide originated by choice (Gunkel, 2003). The socio-economic gap seems then to depend not so much on the lack of means to acquire technological devices, but on the balance between the traditionally valued education system and the incorporation of new technologies.
Blurred Boundaries: An Examination of Learning and Working in the Home during the COVID-19 Pandemic
Author: Gao, Junjian
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Work Life Expectancy,Parent Attitudes,Family Role,Time Management,Educational Responsibility,Distance Education,Employed Parents,Foreign Countries

The unprecedented social disruptions resulting from the COVID-19 pandemic have resulted in rapid change within the family and home. This paper uses semi-structured interviews with parents around the globe to examine the following research questions: 1. How have the spatial and temporal organizations of learning and working in the home been altered throughout the COVID-19 pandemic? 2. What are the alterations in the educational processes and the role of the family in response to the changes caused by the COVID-19 pandemic? We found that typical boundaries, those between the roles of family members, between work or school and home, and between leisure time and work time have been fundamentally blurred. While some of these boundaries are more porous than others, families report fundamental shifts, temporary and permanent in the way they organize their home and family, spatially and temporally, and the roles they take on within the family.
High School Teachers&apos; Self-Efficacy Beliefs: A Mixed Method Research
Author: Özcan, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Teachers,Self Efficacy,Teacher Attitudes,Beliefs,Teacher Characteristics,Predictor Variables,Public Schools

The aim of this study is to reveal high school teachers' self-efficacy beliefs with an explanatory sequential design, which is one of the mixed method research designs. Quantitative data of the research were analysed by package program, and qualitative data were analysed by content analysis method. Three hundred and twenty-nine high school teachers participated in the quantitative part of the research and 15 high school teachers participated in the qualitative part of the study. In the quantitative section of the study, the &quot;Teacher Self-Efficacy Belief Scale&quot; was used and in the qualitative dimension an interview form consisting of four research questions were asked. As a result of the research, it was revealed that the factors affecting the academic self-efficacy beliefs of the participants were scientific research, postgraduate education, in-service training, following up-to-date resources, individual development and communication; the factors affecting professional self-efficacy beliefs were the use of different teaching principles and methods, in-service training, personal development, graduate education, communication, professional sharing and experience; the factors affecting social self-efficacy beliefs were social activities, school activities, communication, harmony and sharing; and the factors affecting intellectual self-efficacy beliefs were following periodicals, following the agenda, scientific-philosophical reading, activities and organisations, personal development and travel.
Omani International Students&apos; Social Connection and Friendship at a New Zealand University
Author: Al-Tamimi, Muwafaq
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Friendship,Student Attitudes,Intercultural Communication,Cultural Differences,English (Second Language),Language Proficiency,Personality Traits,Undergraduate Students

This is a qualitative study that explored the experiences of friendship formation of Omani international students at a university in New Zealand. Semi-structured interviews were employed to collect data from 12 Omani participants and data were analysed using thematic analysis. Utilising Bochner et al.'s (1977) Functional Model, the study found that Omani students were generally satisfied with how they were developing friendships with co-national and international students but revealed dissatisfaction concerning forming friendships with New Zealand students. The perceptions of Omani students revealed six factors that influenced their formation of intercultural friendships: (1) willingness to establish intercultural friendships; (2) frequent communication and social interaction; (3) English language proficiency; (4) capability to engage with host nationals; (5) cultural differences; and (6) personality traits. The data suggest that host-national contact is lacking and that international students prefer to contact co-national and multinational friends, which indicates that highly supportive co-national and international social ties significantly predominate. Higher-education providers in New Zealand and receiving countries addressing one cohort of international students will find these findings particularly useful.
Brazilian Digital Learning Strategies during the COVID-19 Pandemic and Their Impact on Socio-Educational Gaps: An Exploratory Study on Manaus, Rio de Janeiro, and São Paulo
Author: Winter, Marcella
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Strategies,COVID-19,Pandemics,Educational Policy,Educational Strategies,Disadvantaged,Socioeconomic Status,Electronic Learning,Distance Education,Access to Computers

To understand how the policies adopted in different parts of Brazil affected learners and learning outcomes and have contributed to widening the digital divide in the country, the researcher conducted an exploratory study with different actors based on semi-structured interviews. The interviewees for this inquiry were a teacher from a public school in Rio de Janeiro, a policymaker working in the secretary of education of Manaus, and a policy analyst working for a non-governmental organization focused on public education. The interviews were conducted in 2021 and centered on each interviewee's perspectives according to their professional standpoint. Based on the questions presented to the interviewees, some topics emerged in the analysis and focused on how educational policies during the pandemic affected three specific groups: students, families, and teachers. The findings suggest that the lack of unifying guidelines from the Ministry of Education made states and municipalities develop strategies constricted by the scarcity of resources at their disposal. Another conclusion is that, despite regional variations, similar issues arose in different parts of Brazil. A last relevant finding was that the digital divide could not be understood independently of other gaps, such as those related to socioeconomic status.