ethanporcaro/eric-fulltext-meta huggingface dataset:
Career Choice and Students&apos; Personality Traits: Does Gender Matter?
Author: Owusu, Adwoa Yeboaa
Date: 2023-00-00
Type: Journal Articles
Subjects: Career Choice,Personality Traits,Gender Differences,College Seniors,Correlation,Foreign Countries,Student Characteristics

The study explored the relationship between career choice and students' personality traits among university students. The study employed quantitative research approach and correlational research design to test the hypotheses. Questionnaire was used to gather data from the respondents. Three hundred and fifty-four (354) students were selected through multi-stage sampling approach. The study was limited to final year students in three universities. The data were analysed using Pearson correlation coefficient and independent sample t-test. It was found that there is statistically significant relationship between career choice and personality trait. It was further observed that career choice of females and males do not differ. It was recommended that the institutions formulate a policy to ensure that counselors continue to educate students on the essence of career choice and personality traits. Again, it was recommended that workshops and seminars be organized to encourage the University students to venture into careers of their choice.
I Think I Can: How Agency Grounds Teacher Praxis
Author: Klimow, Nicole E.
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Professional Autonomy,Professional Identity,Teaching Methods,Case Studies,Pedagogical Content Knowledge,High School Teachers,English Teachers,Writing Instruction,English Instruction,Sociocultural Patterns,Learning Theories,Teacher Role,Public Schools,Vocational High Schools,Teacher Characteristics,Educational Philosophy,Context Effect,Comparative Analysis

This paper uses data from a larger study in response to recent literature regarding teacher professional identity. In the study, perspectives of teachers from four high schools in two states were examined through a cross-case study. Triangulated data affirmed that teaching is not easily understood by a single theoretical perspective. Additionally, teachers' instruction is heavily influenced by mentor teachers, colleagues, and teachers' own classroom experiences as sources of content and pedagogical knowledge. Our findings show how agency grounds teacher praxis in secondary English classrooms. While there is no one way to teach per se, the combination of different dialectic influencers and teachers' agentic belief play critical roles in shaping teachers' instructional practice.
Evaluating Teacher Wellness Professional Development: A Three-Year Study
Author: Carpenter, Dick M., II
Date: 2023-00-00
Type: Journal Articles
Subjects: Faculty Development,Wellness,Teacher Burnout,Stress Management,Teacher Attitudes,Life Style,Change,Intervention,Health Behavior,Elementary School Teachers,Middle School Teachers,High School Teachers

This study examines a three-year teacher wellness initiative in five Colorado, USA, school districts. It focuses on teacher professional development (PD) about self-care and burnout, the value participants attached to the training, and change in teachers' lifestyles, self-care practices, and burnout. Results reveal the value teachers attached to the PD and lifestyles do not show significant differences over time. Self-care practices and burnout show statistically significant improvement during the intervention years, although magnitudes of the differences are small, indicating negligible practical significance.
Finding the Rhythm: Teaching Choral Music during the COVID-19 Pandemic
Author: Hassman, Bailey
Date: 2023-00-00
Type: Journal Articles
Subjects: Music Education,Singing,COVID-19,Pandemics,Music Teachers,Teacher Attitudes,Electronic Learning,Blended Learning,Educational Technology,High School Teachers,Curriculum Development,Learner Engagement,Barriers,Health

The COVID-19 pandemic required choral music educators to abruptly shift their curriculums, expectations, and perspectives to effectively deliver content and meet their student's educational and emotional needs during this unprecedented time in education. This qualitative study highlights the voices of high school choral music educators to gain insight into the challenges they were facing and adjustments they were making one year into the COVID-19 pandemic. Participants also recognized some unexpected benefits of teaching choral music during the pandemic. By understanding the challenges of teaching during the pandemic and investigating the innovations in choral music education, educators can better prepare for post-pandemic instruction.
Teacher Perceptions of Differentiated Instruction in a Standards-Based Grading Middle School
Author: Williams, Marissa J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Individualized Instruction,Grading,Academic Standards,Middle Schools,Middle School Teachers,Public Schools,Grade 7,Grade 8,Student Needs,Teaching Methods,Student Evaluation

Differentiated instruction, an inclusive teaching strategy incorporating essential skills while individualizing curriculum at current instructional levels, has little inquiry into its effect on standards-based grading system within the middle grades setting. This qualitative study was designed to better understand teacher perceptions of differentiated instruction in a standards-based grading middle school. Systems theory framed the study by exploring differentiated instruction and standards-based grading as parts, combining parts toward the whole of the educational system at one specific middle school, and looking at the emergent characteristics of teachers' perceptions that arose through qualitative themes. Focusing on teacher perceptions in a middle grades' context illuminates possible connections while explicating teachers' views of the phenomenon within the larger scope of education at one middle school.
University Students with Disabilities Experience the COVID-19 Induced Shift to Remote Instruction
Author: Ives, Bob
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Students with Disabilities,COVID-19,Pandemics,Distance Education,Accessibility (for Disabled),Student Attitudes,Educational Quality,Academic Accommodations (Disabilities),Electronic Learning,Student Adjustment

Given the acute nature of the impacts of the COVID-19 pandemic on education, limited research is available on the experiences of post-secondary students with disabilities who navigated the abrupt shift from face-to-face to remote instruction in the spring of 2020. Research does show that students with disabilities are often faced with accessibility challenges in the context of online instruction. In addition, educators have expressed concerns about the quality of instruction in an online environment. This retrospective pretest survey study investigated the experiences university students with disabilities before and after the shift to remote instruction. Results showed that accessibility to some accommodations became more difficult, and that some elements of quality of instruction also become poorer. However, a few elements of accessibility and quality of instruction significantly improved after the transition. Suggestions for future research to understand these results more deeply conclude this report. [The page range cited on the .pdf (pp. 82-95) is incorrect. The correct page range is pp. 83-95.]
Nurturing Students&apos; Science Process Skills in Chemistry: A Case of Using the WhatsApp App in Resources-Constrained Secondary Schools in Uganda
Author: Luyima, Jimmy
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Process Skills,Chemistry,Science Instruction,Secondary School Science,Social Media,Telecommunications,Handheld Devices,Secondary School Students,Educational Technology,Program Effectiveness,Foreign Countries,Science Achievement

Science process skills are the backbone of science, and innovations in this field. It is critical to inculcate such skills among learners at their early stages of learning science. This study reports on how using the mobile phone WhatsApp-supported instructional resources resulted in improvement in students' science process skills in chemistry, in the context of students in resource-constrained schools. The study adopted the quantitative research approach, taking on a quasi-experimental pretest-posttest non-equivalent group design. Particularly, Solomon's four group design was used, given its high internal and external reliability and validity. Data from a sample of 240 students selected from two experimental and two control schools were analyzed using the independent samples t-tests, to establish if there was a statistically significant difference in students' chemistry process skills test mean scores between the experimental and control schools. The study illuminated that the integration of WhatsApp-supported instructional resources outside the classroom setting and its use improved significantly the students' test scores on chemistry process skills in the experimental schools as compared to the control schools. This has implications for the use of accessible Apps to support teaching and learning in resource-constrained contexts.
Relationship between Students&apos; Self-Efficacy and Resilience at Secondary School Level
Author: Qamar, Sabeen
Date: 2020-12-00
Type: Journal Articles
Subjects: Self Efficacy,Resilience (Psychology),Secondary School Students,Gender Differences,Urban Schools,Rural Schools,Foreign Countries,Grade 10

The relationship between secondary school students' self-efficacy and resilience was studied in the Faisalabad District. The study sample was drawn from both genders, and in urban and rural locales. Translated versions of scales were used to measure students' self-efficacy and resilience. Four hundred students responded to the questionnaires during the researcher's visits to sample schools. The results of the study show that students had high levels of self-efficacy beliefs and resilience. Gender differences were also observed in the analysis. No significant difference was observed in self-efficacy level of urban and rural students. A strong positive relationship was found between self-efficacy and resilience in the study. Future research can be conducted using mixed method or longitudinal studies.
A Problem in Higher Education: Academic Dishonesty Tendency
Author: Söylemez, Nesrin Hark
Date: 2023-04-00
Type: Journal Articles
Subjects: Higher Education,Ethics,Figurative Language,Cheating,Academic Achievement,Preservice Teachers,Learning Processes,Individual Development,Professional Development,Sciences,Research

This study examines the academic dishonesty tendencies, created metaphors and opinions on the &quot;ethics&quot; and &quot;science and research ethics&quot; and &quot;opinions on the taken course&quot; of prospective teachers who took the science and research ethics course. Embedded mixed design was preferred. Academic dishonesty tendency scale, semi-structured interview form and metaphor form were used as data collection tools. With the two-stage clustering performed, the average scores of the academic dishonesty tendency scale were divided into three clusters. It was found that the majority of prospective teachers have a low level of academic dishonesty tendency. According to the results obtained from semi-structured interviews, teacher candidates have expressed their views on the concept of &quot;ethics&quot; under the categories of instructor, student, and administrator. Their views on the concept of &quot;science and research ethics&quot; have been explained under the categories of determination of the subject, conducting studies, and publication of studies. It has been revealed that the course on science and research ethics contributes to the educational processes, personal development, and professional development of teacher candidates. Different metaphors were developed for the concepts of ethics, and science and research ethics. In addition, the metaphors developed regarding the concept of ethics were generally related to guiding and mentoring. The metaphors developed regarding the concept of science and research ethics are related to the things to be considered in a scientific study process, the way to be followed in scientific studies, and the importance of ethics in scientific studies. [Note: The page range (23-46) shown on the PDF is incorrect. The correct page range is 23-48.]
Proficiency Development in Science Laboratory Practices with the Flipped Learning Model in the Distance Education Process in the COVID-19 Pandemic
Author: Öztürk, Ayse
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Education,Flipped Classroom,Distance Education,COVID-19,Pandemics,Preservice Teachers,Teaching Skills,Skill Development,Electronic Learning,Elementary School Teachers,Foreign Countries,Science Experiments,Knowledge Level,Student Attitudes,Science Laboratories

In this action research study, it was aimed to develop proficiency in Science Laboratory Practices (SLP) for prospective classroom teachers (PCTs) with the online flipped learning model in the distance education process in the COVID-19 pandemic. A 14-week course was designed for the study. The results demonstrated that PCTs showed proficiency development in a variety of contexts, such as awareness of the importance of the laboratory, knowledge acquisition about laboratory materials, rules and skill development for planning and practising a science experiment. The study is of high importance in terms of being an exemplary application for the development of proficiency in online flipped SLP and offering suggestions about the problems encountered in this process and their solutions. [The page range cited on the .pdf (pp. 17-31) is incorrect. The correct page range should be pp. 17-41. The following article begins on page 32.]
The Relationship between Self-Reported Efficacy and Actual Use of Inclusive Practices among In-Service Teachers in Inclusive Primary Schools
Author: Omoro, Martanus Ochola
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Concept Measures,Self Efficacy,Teacher Attitudes,Inclusion,Educational Practices,Elementary School Teachers,Foreign Countries,Students with Disabilities

The aim of this research was to determine significant the relationships between teachers' self-reported scores on teacher self-efficacy, efficacy in inclusive practices and actual inclusive classroom practices in Tanzanian primary schools with student with disabilities. Seventy-two (72) teachers filled in the Teachers' Sense of Efficacy Scale (TSES) and the Teacher Efficacy in Inclusive Classroom Practices (TEICPS). The Inclusive Practices Classroom Observation Scale (IPCOS) was also used to observe teachers' actual inclusive classroom practices. Findings have revealed a significant positive relationship between teacher self-efficacy and efficacy in inclusive classroom practices. Further, teacher self-reported response scores on the TSES and efficacy in inclusive practice did not reflect their actual inclusive practice. It is recommended that, for better implementation of inclusive practices in schools, efforts be exerted towards the development of teacher personal factors and the modification of the classroom environment.
A Developmental Study of the Attitude Scale towards Teaching Arabic Language (ASTTAL): Reliability and Validity Analysis
Author: Düzgün, Gizem
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Language Teachers,Arabic,Test Reliability,Test Validity,Test Construction,Foreign Countries,Second Language Instruction

This study aims to develop a valid and reliable measurement tool to determine the attitudes of Arabic teachers toward Arabic language teaching. The population of this study consists of 171 teachers and teacher candidates for exploratory factor analysis (EFA) and 202 teachers for confirmatory factor analysis (CFA), who teach Arabic in Turkey. The study population was reached through Google Forms in January and June 2022. Due to the difficulty and limitation of reaching Arabic language teachers, convenient sampling and snowball sampling methods were used in the selection of the study sample. The draft scale items created as a result of the literature review were evaluated by field experts for face and content validity, and the scale was finalized. EFA was used to test construct validity. The results of the analysis showed that the scale consisted of 23 items with two subdimensions. Sub-dimensions explain 56.95% of the variance. DFA was performed to validate the obtained results. The fitness values reached by DFA included CMIN/df=2.028, RMSEA=0.072, CFI=0.920, IFI=0.921, and SRMR=0.074. In general, it was determined that the CMIN/df fitness values, perfect fitness values, and other fitness coefficients were at an acceptable fitness level. The item discrimination level of the scale was found to be significant in favor of the upper group. The Cronbach Alpha internal consistency coefficients were examined to determine the reliability of the scale. The Cronbach Alpha internal consistency coefficients were 0.944 for the first sub-factor, 0.855 for the second sub-factor, and 0.944 for the whole scale. As a result of the analyses made, it was concluded that the two-factor scale consisting of 23 items was valid and reliable. All these findings revealed that the measurement tool has a structure that can measure the attitude of Arabic language teachers towards teaching Arabic.
Attachment, Growth Fear and Conflict Resolution in Close Relationships
Author: Yildiz, Banu
Date: 2023-00-00
Type: Journal Articles
Subjects: Conflict Resolution,Attachment Behavior,Fear,Anxiety,Adults,Prediction,Dating (Social),Marriage

Effectively addressing and resolving conflicts in close relationships plays an important role in maintaining healthy relationships. Therefore, in this study, it is aimed to examine the predictive role of attachment styles (anxiety and avoidance) and the growth fear in close relationships on constructive and destructive conflict resolution strategies in close relationships. A total of 492 individuals, 299 women (60.8%), and 193 men (39.2%) between the ages of 18 and 38 who were romantically involved and married, participated in the study. The outcomes of the multiple regression analysis show that anxiety, avoidance, and growth fear have a predictive role on the effective-destructive 'exit' sub-dimension, which includes abandonment behaviors in conflict resolution. The passive-destructive 'neglect' sub-dimension, which includes conflict-ignoring behaviors, is predicted by anxiety and growth fear. The avoidance and the growth fear negatively predicted the active-constructive 'voice' sub-dimension, which includes the behaviors in which the factors causing conflict are discussed through dialogue. Finally, the passive-constructive 'loyalty' sub-dimension, which includes behaviors such as waiting in hopes that the factors causing conflict will disappear, is predicted positively by the anxiety and negatively by the avoidance. Gender also has a predictive effect on the loyalty sub-dimension. The results obtained from the research were discussed according to the relevant literature, and recommendations were made to mental health experts and researchers. It is hoped that the findings of this study will guide the treatment of conflict resolution processes among partners in relationship counseling processes.
Innovative Teacher: From the Perspectives of Pre-Service Foreign Language Teachers
Author: Süer, Sedef
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Educational Innovation,Figurative Language,Student Attitudes,Public Colleges,Language Teachers,Pedagogical Content Knowledge,Technological Literacy,Communication Skills,Interdisciplinary Approach,Educational Technology,Second Language Instruction,Instructional Design,Creativity

The aim of this study is to determine and describe the features of innovative teachers from the perspective of pre-service teachers. For this purpose, this study took a qualitative approach and included 139 pre-service teachers studying at the 1st, 2nd, 3rd, and 4th grades in the English Language and German Language Teaching Departments in the Education Faculty of a Public University. The data obtained via an open-ended survey form developed by researchers in the context of this study. The data obtained was analyzed with the content analysis method and then interpreted. The results of the analysis showed that pre-service teachers created 90 metaphors classified under seven different themes: &quot;current,&quot; &quot;open to change,&quot; &quot;guide,&quot; &quot;creative,&quot; &quot;open to learning,&quot; &quot;student-centered instruction,&quot; and &quot;building positive relationships&quot; to describe innovative teachers. Then, the pre-service teachers described the qualities of innovative teachers with their views classified under seven categories, which were in line with the themes obtained from metaphor analysis. For the last dimension of the study, they expressed their views regarding their needs to be able to be innovative teachers. According to their views, they need to have the knowledge and improve themselves in the following six categories: pedagogical content knowledge, digital competencies, professional content knowledge, communication skills, interdisciplinary knowledge, and knowledge of instructional technologies and material design. The themes were presented and discussed in a way of unity, so suggestions were made within the scope of the study.
Social Entrepreneurship Practices in Schools: Examination of School Administrators and Teacher Experiences
Author: Kalkan Çolakoglu, Emine
Date: 2023-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Educational Practices,Foreign Countries,Conservation (Environment),Social Change,Social Capital,Administrator Attitudes,Teacher Attitudes

The purpose of this research is to examine the practices of school administrators and teachers towards social entrepreneurship in schools. Within the scope of this general purpose, the reasons that reveal social entrepreneurship activities, how the implementation process takes place, the results of the implementations, the problems encountered in the implementations, and suggestions for supporting social entrepreneurship activities have been investigated. The study group for the research consists of 6 school administrators and 6 teachers selected by the snowball sampling method who work in different provinces of Turkey in the 2021-2022 academic year and exhibit examples of social entrepreneurship. A semi-structured interview form was used for data collection and analysis. The content analysis method was used in the analysis of the obtained data. Research findings have determined that there are individual, Professional, and environmental reasons that reveal teachers' practices towards social entrepreneurship in schools. The primary reason that drives teachers towards social entrepreneurship is environmental. It has been seen that the disadvantaged nature of the job and the high number of disadvantaged students in the school cause teachers to engage in social entrepreneurship activities in order to reduce inequality. It has been determined that in the implementation process for social entrepreneurship, the stages of recognizing the need, preparation, planning, support, and evaluation emerge, and the results of the implementation are gathered under individual, organizational, and environmental sub-themes. According to the findings, the problems that arise in the practices of teachers toward social entrepreneurship are mostly organizational. Teachers stated that organizational problems stem from the administrators they are affiliated with and the inadequacies in the National Ministry of Education legislation. It has been observed that suggestions for supporting social entrepreneurship in schools are grouped under organizational and personal sub-themes.