ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Teachers&apos; Professional Development: Examining the Opinions of Pre-School Teachers Attending Courses in an Undergraduate Program = Ögretmenlerin mesleki gelisiminin desteklenmesi: Lisans programindaki derslere katilan okul öncesi ögretmenlerinin görüslerinin incelenmesi
Author: Toran, Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development,Preschool Teachers,Teacher Attitudes,Undergraduate Study,Inservice Teacher Education,Program Effectiveness,Educational Needs,Teacher Competencies,Program Length,Open Education,Special Education,Foreign Countries

This study aimed to determine the opinions of preschool teachers about courses they attended in a preschool undergraduate program in order to support their professional development. The case study, one of the qualitative research designs, was adopted in the study. Two sampling strategies, snowball and criterion sampling, were used for the determination of participants. 26 teachers from 6 different preschools voluntarily participated in the research. The data were collected through semi-structured interviews carried out in two steps; before and after participating in the courses in the preschool undergraduate program. Descriptive analysis was employed in the analysis of the data. Results revealed that preschool teachers put into practice in-service program outputs tailored to their needs and in line with their professional development needs and made suggestions so that in-service training programs to be designed for their professional development can be more effective. In conclusion, the preschool teachers were found to need alternative in-service training programs.
The Relationship between Assertiveness and Separation-Individuation in Adolescents = Ergenlerde güvengenlik ve ayrisma-bireylesme arasindaki iliski
Author: Parmaksiz, Izzet
Date: 2020-00-00
Type: Journal Articles
Subjects: Personality Traits,Separation Anxiety,Anxiety,Predictor Variables,High School Students,Gender Differences,Expectation,Correlation,Adolescent Development,Foreign Countries,Rejection (Psychology),Assertiveness

This study aims to determine whether assertiveness predicts restriction anxiety, separation anxiety and expectation of rejection, which are the sub-dimensions of Separation-Individuation Test of Adolescence. The study was conducted with high school students in a Central Anatolian city during the second semester of the 2018-2019 academic year. A total of 488 students, 324 girls and 164 boys, participated in the study. Regression, Pearson correlation and t test were used in the analysis of the data obtained T-test results indicated that sex significantly differentiated the scores of separation anxiety while it did not differentiate the scores of restriction anxiety and expectation of rejection. Correlation analysis showed that there was a negative relationship between assertiveness level of adolescents and level of separation-individuation (restriction anxiety, separation anxiety and expectation of rejection). Regression analysis revealed that assertiveness was the negative predictor of separation anxiety, expectation of rejection and restriction anxiety. These results indicate that, for a healthy development in adolescence, a critical period in personality development, becoming assertive and escaping passiveness can have a significant contribution to the personality development of the individual. The findings of the research were discussed and interpreted within the framework of the literature and suggestions were made to researchers and practitioners.
Teacher, Student, and Textbook Approaches to Pronunciation in a Community-Based ESL Setting
Author: Millard, Victoria
Date: 2020-00-00
Type: Journal Articles
Subjects: Pronunciation Instruction,Second Language Instruction,Second Language Learning,English Language Learners,Teacher Attitudes,Student Attitudes,Textbooks,Faculty Development,Community Programs,Hispanic American Students

This study investigated teacher cognition and practices, student perceptions, and textbook approaches to pronunciation instruction in a community-based ESL program. Data collection included semi-structured interviews with seven volunteer teachers and eleven students, classroom observations, and textbook analyses across proficiency levels. Findings indicated that teachers acknowledged the importance of pronunciation instruction but lacked training to implement it while students believed in the importance of learning pronunciation. Textbook analyses showed that the books provided pronunciation activities only in review units, which were often skipped by teachers. In conclusion, teachers in community-based ESL programs could benefit from professional development targeting pronunciation instruction to learn how to use, adapt, and supplement the activities found in the textbook and meet the needs of their students.
Teaching &quot;about&quot; Taboo Language in EFL/ESL Classes: A Starting Point
Author: Wedlock, Joshua
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Usage,English (Second Language),Second Language Instruction,Adult Students,Foreign Countries,Teaching Methods,Instructional Effectiveness,Student Attitudes,Guidelines

Although a range of authors have argued for the inclusion of swearing and taboo language in EFL/ESL curriculums (see Mercury, 1995; Horan, 2013; Holster, 2005; Liyanage, Walker, Bartlett, &amp; Guo, 2015; Finn, 2017), to the best of my knowledge, no research has investigated how this could be done in a professional and pedagogically sound manner. With this in mind, the purpose of this article is threefold. First, to present a range of arguments as to why swearing, (potentially) offensive, and taboo language (SOTL) should be covered in English as a Second Language (ESL) and English as a Foreign Language (EFL) classes. Second, to report on key findings from an action research project I conducted in 4 separate adult EFL classes in Seoul, South Korea aimed at developing an effective strategy for teaching students about SOTL in English. And third, to offer a range of considerations and ideas teachers should bear in mind if they choose to broach this somewhat sensitive subject matter in their English classes.
Evaluation of 2018 Turkish Early Childhood Teacher Education Curriculum = Türkiye 2018 okul öncesi ögretmeni yetistirme programinin degerlendirilmesi
Author: Tican Basaran, Semra
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Teacher Education Curriculum,Teacher Education Programs,Public Colleges,Private Colleges,Practicums,Curriculum Development,Participative Decision Making,Educational Change,College Faculty,Teacher Attitudes,Required Courses,Elective Courses

This study aims to examine the characteristics of the Turkish Early Childhood Teacher Education Curriculum updated in 2018 and reveal the views of university lecturers as its end users. In the first stage of the study, previous and updated curricula were examined in order to reveal the characteristics of the latter, in the second stage, the curriculum-related views and recommendations of lecturers from private and public universities in Turkey were obtained. Increased number of elective courses was the most favored characteristic of the new curriculum while lack of flexibility, less practicum, and the failure of certain new courses to meet needs were the negative aspects. Increasing practicum and ensuring the participation of all stakeholders in the curriculum development process were the most vociferous recommendations of the lecturers.
Relationship between Teachers&apos; Philosophical Beliefs about Education and Their Perceptions of School Climate = Ögretmenlerin egitime dair felsefi inançlari ve okul iklimi algilari arasindaki iliski
Author: Sahin, Fatih
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Teacher Attitudes,Educational Philosophy,Educational Environment,Measures (Individuals),Scores,Foreign Countries,Progressive Education,Comparative Analysis,School Administration,Predictor Variables

This study investigated the relationship between teachers' educational beliefs and their perceptions about school climate. The study was designed as a correlational survey model. The sample included 357 teachers working in the central districts of Van province in 2019-2020 academic year. &quot;Educational Beliefs Scale&quot; and &quot;School Climate Scale&quot; were used as data collection tools. Correlational and regression analyses were carried out to explore the relationships among the study variables. According to the results, teachers' beliefs about contemporary philosophical approaches were strong. In terms of teachers' perceptions of school climate, all scores were close to each other, but higher scores were found in directive and supportive school climates. Results concerning the relationship between education beliefs and school climate showed that teachers having progressivist and existentialist education beliefs saw their schools as more supportive and directive while teachers having a reconstructionist educational philosophy perceived their schools as more directive and restrictive. Teachers adopting a perennialist educational belief interestingly described their schools as more supportive, directive and intimate. As expected, teachers who follow essentialist beliefs in education regarded their schools as more restrictive in terms of climate. The results of the study indicated that teachers' philosophical beliefs about education were, although at a low level, a significant predictor of their perception of school climate.
An Investigation of Mathematical Problem Posing Skills of Gifted Students = Özel yetenekli ögrencilerin matematiksel problem kurma becerilerinin incelenmesi
Author: Erdogan, Fatma
Date: 2020-00-00
Type: Journal Articles
Subjects: Academically Gifted,Problem Solving,Mathematics Skills,Early Adolescents,Foreign Countries,Difficulty Level,Instructional Program Divisions,Middle School Students

This study aimed to investigate the mathematical problem posing skills of gifted students. The participants of the study, designed as a case study, were 55 middle school students (20 sixth grade, 17 seventh grade, 18 eighth grade) who were studying at Science and Art Center in a city in the Eastern Anatolia region. Data were collected through a problem posing form which includes a semi-structured problem posing task in which the students were asked to make up three problems (easy, moderately difficult, and difficult) about three different figures given. The students' responses to the problem posing task were analyzed with descriptive analysis method. Results showed that almost all of the problems posed by students were mathematical problems. Seventh and eighth-grade students posed more non-mathematical problems than sixth-grade students. Results also revealed that the students mostly posed extensive problems (related to further steps beyond the three given figures) in easy, moderately difficult and difficult tasks. Problem posing rates of the students with the level of difficulty that progresses hierarchically as desired were found to be quite low in the progression analysis of problems' difficulty level.
Impact of COVID-19 Lockdown on Agriculture Education in Nepal: An Online Survey
Author: Thapa, Sandesh
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Disease Control,School Closing,Agricultural Education,Outcomes of Education,Distance Education,Online Courses,Web Based Instruction,Internet,Access to Education,College Students,COVID-19,Pandemics

The official announcement of COVID-19 as a global pandemic on 11 March 2020 by World Health Organization (WHO), the world economy has abruptly declined, billions of people are in lockdown, maintaining self-isolation. In this survey, 150 respondents were selected randomly and this survey intends to highlight the impact of lockdown in agriculture Students on their education along with their response towards pros and cons. This survey shows that maximum respondent, around 52% of them found lockdown beneficial in the sense that it has helped to neutralize the gravity of viral infection and 48% of them doesn't found it beneficial as their educational schedule has been halted. The practical education of a student is disturbed due to lockdown and now they are utilizing this period involving in online courses, training, and webinars. Many of them couldn't have access to the internet to catch the session, thus the government should initiate policy in education through a long term perspective so that no pandemic could interfere with the educational institution in digital world.
Exploring Communicative Skills as Workforce for Dynamic Entrepreneurship
Author: Mishra, Sunil
Date: 2020-00-00
Type: Journal Articles
Subjects: Communication Skills,Entrepreneurship,Skill Development,Foreign Countries,Employment Potential,College Graduates,Values

Acquisition of skills and its continual development may be considered as a defining element for the growth story of India, where we need to explore its integration with education. If we look back at the conventional model of education, we find that the success of those students totally depends on, what we don't see are the countless hours they consumed behind the divisions, improving their expertise, and edifying their skills. Today's Indian workforce is massively talented and adaptable. It focuses not only on economic, infrastructure and technical development but also tend to lead the nation towards industrial development, giving a global recognition in Indian Industry. The present paper explores how the institution, employer, and government need to collaborate to make sure that the employability skill honed by the graduates of higher learning institutions match with the needs of the industry and its job requirements. The study aims to consider the place of skills in the universities to draw a suggested framework with an initiative that may be introduced to promote such skills for dynamic entrepreneurship.
Social and Economic Impact of School Closure during the Outbreak of the COVID-19 Pandemic: A Quick Online Survey in the Gaza Strip
Author: Radwan, Afnan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Economic Impact,Outcomes of Education,School Closing,Employee Absenteeism,Academic Achievement,Wages,Family Income,COVID-19,Pandemics

In response to the coronavirus disease 2019 (COVID-19) pandemic, many countries had implemented school closures by March 6, 2020. This study aimed to evaluate the social and economic impact of school closure on the students' families. Households were surveyed using an online questionnaire interview to obtain information on adherence to, socio-economic impact by and inconveniences of school closure. The current study showed that school closures have profound economic and social consequences in the Gaza Strip. Most of the interviewed households (88.1%) were supportive of the school closure, whereas only 11.9% did not support it. Despite the restriction on attending gatherings or visiting public places, 30.5% of the school student visited relatives, 8.5% went to public places, and 3.4% went to parents' workplaces. Overall, 25.4% of the interviewed households reported workplace absenteeism, whereas the highest percentage (74.6%) were not absenteeism from their work. The economic harms of school closures are high, where 77.9% of households reported their wage loss during the closure. The daily wage lost per household ranged from 3 to 265 ILS.
Improving Secondary School Students&apos; Attitude towards Geography through Physical and Virtual Laboratories in North Central Nigeria
Author: Falode, Oluwole Caleb
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Geography Instruction,Comparative Analysis,Teaching Methods,Foreign Countries,Computer Simulation,Laboratories,Secondary School Students,Lecture Method,Attitude Change

This study investigated the effects of Physical and Virtual Laboratories on the Attitude of secondary school students' attitude towards learning Geography in North Central Nigeria. The study adopted a quasi-experimental research design. The sample size of the research consisted of 768 students from 12 secondary schools in North Central zone ofNigeria. Four secondary schools from each ofthe three sampled states in the zone were purposively chosen and randomly assigned to research groups: experimental group I (Physical Laboratory), experimental group II (Virtual Laboratory) and control group (Lecture Method). A 20 -- item research instrument titled Questionnaire on Attitude of Students towards Geography (QASG) was used for data collection in this study. Cronbach alpha's formula was employed to ascertain the reliability coefficient of QATG and it yielded 0.70. The data collected were analysed using descriptive statistics of Mean and Standard Deviation and inferential statistics of Analysis of Variance (ANOVA). The null hypotheses were tested at 0.05 level of significance. The results of the study revealed that physical and virtual laboratories enhanced secondary school students' attitude towards geography better than lecture method and it was therefore recommended that these laboratories should be embraced as teaching strategies for teaching geography concepts in secondary schools in order to improve students' attitude towards the subject.
Challenges and Opportunities for Higher Education Amid the COVID-19 Pandemic: The Philippine Context
Author: Toquero, Cathy Mae
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Public Health,School Closing,Foreign Countries,Distance Education,Electronic Learning,Educational Planning,Hygiene,Educational Environment,Educational Policy,Mental Health,Medical Services,Internet,Faculty Development,Evidence Based Practice,Data Collection,COVID-19,Pandemics

Covid-19 affected higher educational institutions not just in Wuhan, China where the virus originated but all other higher educational institutions in 188 countries as of April 06, 2020. Educational countermeasures are taken to continue educating the students despite the COVID-19 predicaments. Based on the author's experiences,research, observations in the academe, COVID-19 guidelines, and the need for alternative solutions, this article introduces how higher education is affected and how it can respond to future challenges. This article recommends to educational institutions to produce studies to proliferate and document the impact of the pandemic to the educational system. There is also a greater need for educational institutions to strengthen the practices in the curriculum and make it more responsive to the learning needs of the students even beyond the conventional classrooms.
Effect of Remediation Activities on Grade 5 Pupils&apos; Academic Performance in Technology and Livelihood Education (TLE)
Author: Asio, John Mark R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Remedial Instruction,Grade 5,Elementary School Students,Academic Achievement,Home Economics,Information Technology,Intervention,Pretests Posttests,Foreign Countries,Instructional Effectiveness

This study assesses the effectiveness of remediation activities of Grade 5 pupil's academic performance in the subject Technology and Livelihood Education (TLE). The study used an experimental pretest-posttest design. We chose two schools in the experiment and each school has a class with 50 pupils each. We assigned one school as the independent group and the other one was the experimental group. The researchers worked with the respective teachers in TLE to determine the level of academic performance of the students. First, we administered a pretest during their first grading period. The results for both schools were not impressive, prompting the researchers to advise remediation activities to the experimental group. We advised the independent group to do the usual learning methods. After the intervention, the researcher performed another set of assessment using the results of the second grading period performance. The researchers used a paired t-test to check for significant differences in the scores of the groups. The study found that there is a significant difference in the scores of the pupils after the remediation intervention. Therefore, the researchers concluded that remediation activities can affect the academic performance of the students.
Beyond the Face-to-Face Learning: A Contextual Analysis
Author: Louis-Jean, James
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Web Based Instruction,Distance Education,Educational Technology,Internet,COVID-19,Pandemics,School Closing

The novel coronavirus (COVID-19) pandemic has altered every aspect of life across the world. The global economy, health care systems, social life and most importantly education have all been affected. The severity of the virus forced students, educators, and all other non-essential workers to confine to their respective homes to limit the spread of the virus. Many states have enacted curfew laws, restaurants and grocery stores have established new rules and regulations, and teachers are obliged to alter their teaching pedagogy from the face physical walls of the classroom [face-to-face learning] to web-based distance learning. The resulted massive exposure towards web-based learning is well administered by institutions with previous competency while other institutions find it difficult to operate remotely. This communication briefly examines the nature of web-based learning caused by the COVID-19 global pandemic.
Factors Associated with Psychological Well-Being and Stress: A Cross-Cultural Perspective on Psychological Well-Being and Gender Differences in a Population of Teachers
Author: Katsantonis, Ioannis
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Well Being,Stress Variables,Cross Cultural Studies,Comparative Education,Foreign Countries,Gender Differences,Teacher Characteristics,Individual Differences,Elementary School Teachers,Teacher Surveys,Administrator Surveys,Self Efficacy,Job Satisfaction

The goal of the present study is to examine mainly the associations of contextual variables with stress and teachers' psychological well-being across organizational cultures. The responses (N= 51,782) of a population of primary school teachers from 15 different educational cultures were analyzed. Structural equation modeling (SEM) was implemented to confirm the associations of protective factors with stress and workplace well-being at the individual unit of analysis. Following the individual-level analysis, multiple-group SEM (MGSEM) was conducted to examine whether these relations are equivalent across gender groups across cultures. Next, a series of multiple-group confirmatory factor analyses (MGCFA) were carried out to compare the factor intercepts of the dimensions of work-related stress and workplace well-being within clusters of similar organizational cultures. Results indicated that only a limited number of structural associations vary as a function of gender across all cultures atthe individual unit of analysis. Mixed results were found in favor of within-cluster homogeneity of latent means. That is, some cultural clusters such as the East-Asian were displaying within-cluster heterogeneity with large latent differences in workload stress. These findings have implications for the development of mental and emotional disorders such as depression or burnout as well as for the prevention of these conditions within educational settings.