ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Parent Educational Expectations on the Competence Development of Rural Left-Behind Children: An Empirical Study Based on CEPS Data
Author: Zhang, Tianxue
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Expectation,Parent Attitudes,Competence,Rural Areas,Child Development,Academic Aspiration,Teacher Role,Academic Achievement,Cognitive Ability,Migrant Workers,Self Control,Self Efficacy,Communication Skills,Interaction,Emotional Response

Based on data from the China Education Panel Survey (CEPS), this study conducted an empirical analysis of the effect of parent educational expectations on the competence development of rural left-behind children and the underlying mediating mechanism. The research findings reveal that rural left-behind children have far less developed competencies than their non-left-behind counterparts and that parent educational expectations significantly and positively influence the competence development of left-behind children. Specifically, parent academic expectations impose the greatest impact on academic results of left-behind children; parent expectations of child education levels have the widest effects on various competencies of left-behind children; Parent involvement and teacher support exert a chain mediating effect on the relationship between parent educational expectations and the competence development of rural left-behind children. The mediation effect of teacher support or the concurrence of teacher support and parent involvement remarkably promoted the competence development of rural left-behind children, while parent involvement alone results in masking effects, which impede the improvement of their competencies to some extent.
The Relationship between Mobile Phone Dependence and Mental Health among Adolescents: The Mediating Role of Academic Burnout and the Moderating Role of Coping Styles
Author: He, Anming
Date: 2022-00-00
Type: Journal Articles
Subjects: Adolescents,Young Adults,Middle School Students,College Students,High School Students,Handheld Devices,Telecommunications,Mental Health,Burnout,Coping,Foreign Countries,Addictive Behavior

To investigate the relationships between adolescent mental health and mobile phone dependence (MPD), academic burnout, and coping styles as well as the underlying mechanisms, this study surveyed 1191 adolescents, using the mobile phone dependence indicator scale, adolescent academic burnout questionnaire, simplified coping style questionnaire, and SCI-90 self-report mental symptom inventory. The analysis results by structural equation modeling techniques are that: (i) MPD is a significant negative predictor of adolescent mental health; (ii) Academic burnout partially mediates the relationship between MPD and adolescent mental health; (iii) Negative coping styles moderate the second half of the mediating path; the mediating effect was more significant among adolescents with higher levels of negative coping than those with lower levels of negative coping. The findings of this study offer implications for the protection and promotion of adolescent mental health in the mobile internet era.
A Study on the Relationship between Teacher Candidates&apos; Attitudes towards Teaching Critical Thinking and Critical Thinking Standards
Author: Kizilhan, Pinar
Date: 2022-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Critical Thinking,Thinking Skills,Standards,Foreign Countries,Recreational Reading,Predictor Variables,Gender Differences,Knowledge Level

This study aims to determine the relationship between the attitudes of teacher candidates towards teaching critical thinking and critical thinking standards. The population of the study consists of teacher candidates studying at the faculties of education in 2020-2021. The sample of the study consists of 743 teacher candidates determined by the appropriate sampling method. Descriptive statistics, MANOVA, and regression analyses have been used for the analysis of the data. As a result of the research, It has been determined that knowing the teaching of critical thinking has a positive effect on attitudes towards teaching critical thinking and critical thinking standards. Attitudes toward teaching critical thinking and critical thinking standards results of the teacher candidates who read four or more books per month are higher than that of those who have never read a book or read just a book per month. It has been observed that there is a positive moderate relationship between the attitudes toward teaching critical thinking and critical thinking standards results of the teacher candidates. When critical thinking standards are examined as a predictor of attitudes towards teaching critical thinking, critical thinking standards explain 37% of the variance related to attitudes towards teaching critical thinking.
Comparison of Digitalization Problems of Local Newspapers in Turkey and Sakarya Local Newspapers
Author: Kiliç, Gürkan
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,Newspapers,Electronic Publishing,Economic Factors,Printed Materials,Program Termination

A great number of studies have been carried out on the problems of local newspapers in Turkey. The most important common point specified in the studies is economic insufficiency. Developments in internet technologies are perceived as a disadvantage for printed newspapers. As a matter of fact, printed local newspapers have difficulty in resisting the digital media that is easy to access for audience, free of charge, and it provides the opportunity to reach the news regardless of time and place. When the problems of local newspapers published in Sakarya are analysed, similar situations are encountered. Most of the local newspapers in Sakarya could not complete their digitalization and they have to deal with the problems it brings along. In the study, in which the Mixed Research Method is used, the problems of local newspapers in Turkey and the problems of local newspapers in Sakarya will be searched in terms of digitalization perspective.
Metaphorical Perceptions of Music Teacher Candidates about Piano Lessons in the Online Education Process of the Pandemic Period
Author: Topalak, Sefika
Date: 2022-10-00
Type: Journal Articles
Subjects: Figurative Language,Music Teachers,Preservice Teachers,Music Education,Distance Education,Electronic Learning,COVID-19,Pandemics,Foreign Countries,Positive Attitudes,Negative Attitudes,Student Attitudes

This research was conducted to reveal the metaphorical perceptions of music teacher candidates about piano lessons during the pandemic period's online education process. The study group of the research consists of fortyone students who are studying in Trabzon University Fatih Education Faculty Fine Arts Education Department, Music Teaching Department, and who attended online piano lessons held during the pandemic process. The data of the study, which was carried out with the Phenomenology design, which is one of the qualitative research methods, were compiledd through a form prepared and applied by the researcher. Content analysis was applied to the obtained data. Metaphors are conceptually divided into two main themes; positive and negative metaphors, and five sub-themes that make up these themes. When the data were examined, it was noted that the participants produced the most negative metaphors for online piano lessons, and the frequency of positive metaphors was very low. Based on the data, it is recommended to reorganize and update the education programs to ensure that the students and academicians who benefit from online education applications are prepared.
Using ICT Tools in Distant EFL Classes: The Voice of Teachers and Students
Author: Subasi, Gonca
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Educational Technology,English (Second Language),Second Language Instruction,Teacher Attitudes,Student Attitudes,College Faculty,College Students,Synchronous Communication,Asynchronous Communication

The rapid development of information technologies leads to big changes in every part of life involving the education process since they provide opportunities to accomplish various instructional goals by responding to different learning styles (Bagapova, Kobilova and Yuldasheva, 2020). Hence, it is very crucial to be aware of the impact of using ICT tools in language classes in distance education, which is becoming more common with each passing day in the pandemic period and thereafter. Thus, this study aimed to investigate the perceptions of both teachers and students about using ICT tools in synchronous or asynchronous language classes in distance education. The EFL teachers at a state university in Turkey introduced some ICT tools in distance learning during a whole educational year both in synchronous classes and asynchronously via video shares. At the end of the year, both the students and the teachers at the same university were asked to respond to an interview on the implementation of ICT tools into the language classes and their perceptions of them. The results indicated that both teachers and students had common points on the advantages of using web tools in online language classes, particularly for more active participation and permanent learning. The findings of the current study contribute to the understanding of the role of ICT tools in distant EFL classes and suggest for further studies on the relevant issue in other contexts with a wider number of participants. It is also recommended to future educators to integrate such tools into their method of teaching to develop their skills in using technology. To do so, the EFL teachers need to be introduced by recent technologies and tools and how to integrate them into their classes during their teacher training process.
The Subtitling of Taboo Language: A Cultural Study of Selected English and French Movies Subtitled into Arabic
Author: Sarwat, Nevine
Date: 2022-10-00
Type: Journal Articles
Subjects: Captions,Translation,Arabic,Films,Language Usage,Foreign Countries,Figurative Language,Cultural Influences

The current study attempts to tackle the problematics of subtitling of taboo language of American films subtitled into Arabic. This study particularly deals with the English film &quot;My Dirty Grandpa&quot; and &quot;Madame Claude&quot; on Netflix and their Arabic subtitling. The study approaches its object of study utilizing Battistella's (2005), Schjoldager's (2008) Allan and Burridge (2006) models as a framework. The study aims to examine the taboo language utilized in American films subtitled into Arabic according to Battistella's (2005) model. The current study also aims to describe Schjoldager's (2008) strategies that are adopted in subtitling taboo language of American films subtitled into Arabic.
Early Childhood Teachers&apos; Perceptions of Environmental Sustainability: A Phenomenographic Investigation
Author: Spiteri, Jane
Date: 2022-05-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Teacher Attitudes,Environmental Education,Sustainability,Early Childhood Education,Foreign Countries,Teacher Education Programs,Systems Approach

Early childhood teachers' environmental perceptions can influence young children's learning about environmental issues. Yet, to date, there is minimal research focusing on the perceptions of environmental sustainability held by early childhood teachers. This qualitative phenomenographic study collected data via individual semi-structured interviews with five early childhood teachers and one head teacher, in Malta. Preliminary findings revealed that the participants perceived environmental sustainability in terms of environmental concerns; environmental responsibility; and environmental protection. A mismatch between the participants' environmental concerns and their pro-environmental behaviour emerged. The data also show that any environmental activities at school were done so uncritically. These findings hold importance for the reorientation of in-service and pre-service early childhood teacher education programs towards sustainability to ensure that systems thinking around critical environmental issues are introduced in the early years by addressing gaps in knowledge and supporting educators' development at the earliest stage (i.e., pre-service).
Weaving Child-Plastic Relations with Early Childhood Educators in the Ecuadorian Andes
Author: Berry, Alex
Date: 2022-05-00
Type: Journal Articles
Subjects: Foreign Countries,Plastics,Early Childhood Education,Early Childhood Teachers,Ecology,Children,Place Based Education,Rural Areas,Sanitation

In a small village in the Ecuadorian Andes called Racar, plastics are intimately woven into social and ecological structures. These entanglements move beyond human control and generate toxic dependencies between humans, plastics, and others. This requires a pedagogical shift in how early childhood educators understand and respond to plastics. Drawing on field research with educators in Racar, this paper attempts to interrupt human-centric discourses of the child as separate from Andean ecologies and resituates childhoods as differentially embedded in complex place relations.
New Initiatives for Building Education for Sustainability in Initial Early Childhood Teacher Education in Sweden -- Critical Aspects and Noticeable Needs
Author: Ärlemalm-Hagsér, Eva
Date: 2022-05-00
Type: Journal Articles
Subjects: Sustainability,Preservice Teacher Education,Preservice Teachers,Early Childhood Education,Foreign Countries,Instructional Innovation,Capacity Building,Outcomes of Education,Pedagogical Content Knowledge,Theory Practice Relationship

There is an identified need for research capable of enhancing understanding of effective practice in the embedding of Education for Sustainability (EfS) in Initial Early Childhood Teacher education (IECTE). Research further finds that innovative teaching strategies are needed to build new teachers' capacity to prepare future citizens to manage critical sustainability challenges. This study meets this need by investigating how EfS is implemented in two IECTE programmes at two Swedish universities where EfS is embedded throughout the years of study, and the learning students demonstrate at the end of the programmes in relation to EfS. Findings reveal that students demonstrate a range of understandings related to EfS and the role of the early childhood teacher in EfS. Findings further suggest there is an overall need to deepen IECTE students' EfS theoretical and pedagogical content knowledge to enable them to close a gap between the theory and teaching of EfS in early childhood education settings.
Examining the Trend of Research on Active Engagement in Science Education: Bibliometric Analysis
Author: Kamarrudin, Haryati
Date: 2022-00-00
Type: Journal Articles
Subjects: Trend Analysis,Educational Research,Learner Engagement,Active Learning,Science Education,Bibliometrics

In the field of educational psychology, active engagement is one of the instructional approach research topics. Research indicates that various advantages occur when students are actively engaged in their learning, involving increased motivation and higher-order thinking skills. The tremendous growth in encouraging students' active engagement in science education has gained prominence and plays a vital role in determining science specialisations and future careers. Based on the benefits of active engagement in science education, numerous studies have been conducted on this issue. As such, this paper will examine and report on Scopus-indexed articles on active engagement. As of April 24th, 2021, 1174 documents have been retrieved and evaluated. This article summarises the research productivity, most active source title, distribution of publications by countries, most active institutions, most productive authors, and citation analyses using established bibliometric indicators. The results show an increased growth rate of literature on active engagement in science education from 2016 to 2020. A total of 168 authors from 90 different countries and 167 institutions have collaborated on numerous studies on active engagement in science education, which have been published in various journals.
Exhaustive Studies before COVID-19 Pandemic Attack of Students&apos; Conceptual Change in Science Education: A Literature Review
Author: Hafizhah Putri, Ananda
Date: 2022-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Concept Formation,COVID-19,Pandemics,Preservice Teachers,Science Teachers,Comparative Analysis,Teaching Methods,Science Instruction,Metacognition,Cognitive Processes,Instructional Design,Physics,Research Reports,Elementary Secondary Education,Misconceptions,Intervention

This systematic review is aimed to explore the researches that established students' conceptual change process, both studies that facilitate conceptual change and studies that determined learner characters influencing conceptual change. Overall, 50 studies were examined in this review. The current study focused on the common characteristics of the literature, the conceptual change instructional interventions used and the methods used to assess them. This review generates four averments about the current study: (1) physics subjects have obtained more attention than other science domains; (2) the majority of studies were conducted on undergraduate students of various majors, not only science education students; (3) studies about conceptual change have developed from a cognitive-only perspective to metacognitive aspects; (4) design on conceptual change study has been dominated by quasi experiment with only pre- and post-intervention. Based on these averments, the authors invite the future empirical studies to consider affective variables in designing instructional approach, focus on examining pre-service science teachers' conceptual change through the implementation of an instructional intervention, and apply qualitative data collection methods regarding affective and metacognitive variables through the implementation of an instructional intervention.
A Content Analysis of Documentation of Nature Play in Early Childhood Teacher Education Program in Australia
Author: Green, Nicole C.
Date: 2022-05-00
Type: Journal Articles
Subjects: Content Analysis,Documentation,Environmental Education,Play,Early Childhood Education,Teacher Education Programs,Foreign Countries,Early Childhood Teachers,Child Development,Sustainability,Preservice Teachers

This study theoretically aligns with research that purports that nature play positively contributes to sustainability stewardship. Early childhood teachers can plan for and nurture children's capabilities and dispositions for sustainability stewardship. Initial teacher education programs contribute to the professional learning of preservice early childhood teachers' perceptions regarding nature play. This article details the findings of content analysis to explore and uncover the existence of nature play in online, publicly available documents representing twenty-two early childhood teacher qualifications. In what ways is nature play evidenced in early childhood initial teacher education programs in Australia? The findings highlight potential discrepancies between the values related to nature play in the early childhood field and the content in initial teacher education programming. The article concludes with implications for teacher education programs and proposed recommendations for ongoing research.
Broadening Ontological and Epistemological Possibilities within Early Childhood Teacher Education for Sustainability
Author: Weldemariam, Kassahun
Date: 2022-05-00
Type: Journal Articles
Subjects: Epistemology,Early Childhood Education,Early Childhood Teachers,Teacher Education,Sustainability,Systems Approach,Humanism

The dominant sustainability ethos and discourse within early childhood education pursue a normative ontological and epistemological direction aimed at empowering children's agency and thus, building certain predefined moral values, knowledge, and skills. Likewise, mainstream early childhood teacher education programmes strive to build early childhood pre-service teachers' sustainability knowledge and skills, especially to enhance their capacity to be transformative agents and motivators for change to engage children with sustainability challenges. In this conceptual article, drawing on posthuman concepts, I highlight the limits of such orthodox assumptions in early childhood education for sustainability (ECEfS) teacher education and invite broader ontological and epistemic possibilities. I interrogate the human-centric assumptions that unintentionally perpetuate the deep-rooted binary thinking that separates humans from non-humans and other species. In doing so, I offer an expanded understanding of the underlying ontological and epistemic assumptions within teacher education for ECEfS. I conclude by indicating how posthuman theories serve as an impetus for epistemological and ontological multiplicities in early childhood teacher education for sustainability.
Influence of an Inquiry-Based Professional Development on Science Teachers&apos; Orientations to Teaching Science
Author: Ladachart, Ladapa
Date: 2022-00-00
Type: Journal Articles
Subjects: Inquiry,Faculty Development,Science Teachers,Science Instruction,Pedagogical Content Knowledge,Teaching Methods,Foreign Countries,Secondary School Science,Teacher Competencies

Inquiry-based instruction has been promoted worldwide to achieve scientific literacy among citizens. This kind of reform-based instruction requires science teachers to have specialized knowledge called pedagogical content knowledge (PCK) for teaching science, which includes a set of knowledge and beliefs. Orientations to teaching science are considered as an overarching component, which shapes and are shaped by the other components of PCK. This mixed-methods research aims to investigate the influence of an inquiry-based professional development on 67 science teachers' pedagogical orientations. Both quantitative and qualitative data were collected before and after the professional development, using a contextualized pedagogical orientation test with multiple-choice questions and written formats. The quantitative data were analyzed using Mann-Whitney U test, while the qualitative data were analyzed using content analysis. The quantitative results reveal a positive change in the science teachers' orientations towards inquiry-based instruction. However, the qualitative results suggest that this change occurred only in the particular context where the science teachers focused more on students' learning than on the instructional objectives and classroom management issues. Thus, what and how students can learn in the context of inquiry-based instruction should be emphasized in the professional development for science teachers to adopt inquiry-based orientations.
Responsive Classroom Curriculum and Its Impact on Student Behavior
Author: Cline, Emily
Date: 2022-10-00
Type: Journal Articles
Subjects: Social Emotional Learning,Student Behavior,Classroom Environment,Teacher Student Relationship,Curriculum Implementation,Communication Skills,Problem Solving,Educational Practices,Goal Orientation,Group Activities

The objective of this research was to observe any correlation between the implementation of social-emotional learning in the classroom and the social behaviors exhibited by students. Social-emotional programs, such as Responsive Classroom, have been observed to demonstrate positive effects on students' academic, behavioral, and social-emotional outcomes, as well as on the classroom climate. The relationships between social-emotional learning and student behaviors inside of the classroom was examined. This study shows positive impact related to utilizing the Responsive Classroom elements such as Closing Circle and Morning Meeting on students, teachers, and the classroom environment. This reflective and responsive time of the school day is a sacred time for students and teachers to connect, learn, and grow together.