ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Shared Reading Approach on Improving Students&apos; Comprehension
Author: Altamimi, Moza Obaid
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Comprehension,Program Effectiveness,Kindergarten,Interaction,English (Second Language),Language Teachers,Teacher Attitudes,Foreign Countries,Second Language Instruction,Preschool Education

This study aimed to research the significance of using shared reading approach on improving KG students' reading comprehension. The research was implemented with five students from KG2 who attend government kindergarten in Sharjah, United Arab Emirates. The research followed a mixed methods research design, considering both quantitative and qualitative data. A reading comprehension rubric and cloze test were used as quantitative data collection tools to masseur the students' comprehension progress. An observation note was considered to observe students' interaction while implementing the shared reading approach and recorded the occurrences of behaviors. A rating scale were utilized to further explore the students' interactions. Additionally, an interview investigated English teachers' perspectives about the shared reading and their outlook on its significant and strategies. Graphs were used to compare students' progress. The findings showed a significant growth in students' comprehension abilities. Results from reading comprehension rubric and cloze tests exhibited a substantial increase in comprehension. Observation notes and rating scale results showcased a positive improvement in students' interaction skills. Implications from this study indicate the positive effects of using the shared reading approach to improve the students' comprehension. Therefore, it is encouraged to further explore the impact of this approach on students with autism spectrum disorders (ASDS), and the students' fluency skills.
The Effect of Body Language of Branch Teachers on Students&apos; Teacher Perception and Attitudes to the Course in Turkey: Erzurum City
Author: Engin, Mustafa Çagri
Date: 2023-03-00
Type: Journal Articles
Subjects: Nonverbal Communication,Teacher Behavior,High School Teachers,Student Attitudes,Foreign Countries,Teacher Student Relationship,Interaction,Learning Experience,Intonation,Persuasive Discourse,Learning Motivation

In the present study, the effects of the body language of physical education, Turkish, Mathematics, Physics, Chemistry, Biology, Music and Art teachers, which is one of the most determining dimensions among communication skills on students' attitudes towards the lesson were examined. The study was applied to 371 students, 244 of whom were female and 127 male, in 9th, 10th, 11th, and 12th grades, studying at four different high schools in the Palandöken County of Erzurum City center in the 2018-2019 academic year. The group that was selected as the sampling of the study consisted of these students. It is considered that this study will contribute to the accurate interaction between the teacher and the student with the dimension of communication skills and to the studies to be conducted in this field. As it was understood from this study that high school students responded &quot;I like it a lot&quot; to item 9, &quot;She/he mostly smiles while teaching&quot;; and &quot;I like it&quot; to items 2, 3, 27, 28 and 31. The response &quot;I do not like it at all&quot; did not affect the average score. Among the remaining 29 items, 15 responded as &quot;I am indecisive&quot;, and 14 as &quot;I do not like it&quot;. When the results of the present study are evaluated, it is seen that the teacher, who manages the teaching and learning experiences and guides the learning of students actively and participative, manages the process much more effectively, not only via communication with the language but also via the communication and interaction of the beyond-the-language communication arguments and body language. At the same time intonation of voice, and translingual communication arguments are also important.
The Relationship between the Protective Factors and Science and Mathematics Achievements of the Socioeconomically Disadvantaged Students
Author: Yalçin, Evren Osman
Date: 2023-06-00
Type: Journal Articles
Subjects: Science Achievement,Mathematics Achievement,Economically Disadvantaged,Middle School Students,Grade 8,Foreign Countries,Cognitive Processes,Social Support Groups,Student School Relationship,Scores,Measures (Individuals)

This study aims to investigate the relationship between some protective factors and the academic achievements in science and mathematics classes of socioeconomically disadvantaged eighth-grade students. The quantitative research method and relational screening model were employed in the research. The sample of the study consisted of 250 students between the ages of 12 to 13, who were at the eighth-grade level, from a small province in Eastern Anatolia. Research data were collected from the seventh-grade science and mathematics achievement scores of the students to whom the school attachment, cognitive flexibility, and social support scales were applied. As a result of the analysis consisting of the Pearson Correlation Coefficient; there was a positive significant relationship between school attachment, social support, and cognitive flexibility protective factors and students' science and mathematics achievement scores. It has been observed that the results of this study are compatible with the results of the studies conducted on similar subjects in the literature.
Value Acquisition of School Pupils&apos; after a Christian Religious Studies Based Intervention (Teacher-Led Digital Story Telling Strategy) in Lagos State, Nigeria
Author: Aremu, Victoria Iyabo
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Religious Education,Christianity,Educational Technology,Story Telling,Elementary Education,Teaching Methods,Elementary School Students,Student Attitudes,Scores,Outcomes of Education,Values Education,Moral Development,Computer Literacy,Intervention

The basis for the inclusion of Christian Religious Studies (CRS) into the primary school curriculum in Nigeria was particular to the learning of morals and the development of societally acceptable values and attitudes. Presently, Nigeria is experiencing a high level of social vices, immoralities and an unprecedented amount of anti-social behaviours among youths. Of course, the considerable amount of problems generated by the increasing immoralities among primary school pupils of Lagos State was attributed to effectiveness in the teaching methodologies used for teaching and learning of CRS. Contemporarily, the use of computer-based technologies and digital tools for classroom teaching and learning proved to be effective because it engages primary school pupils. This study focused on the use of digital storytelling in the teaching and learning of CRS in Lagos State primary schools. The research was carried out to study the attitudes of primary school pupils toward CRS after the use of the &quot;Teacher-Led Digital Storytelling Strategy&quot; (TLDSS). Data obtained from the intervention revealed that primary school pupils exposed to TLDSS had the highest adjusted post-value acquisition mean score in CRS of 53.86. Again, there were observations from the study that primary school pupils exposed to TLDSS were significantly different from those exposed to conventional strategies (CS) in the teaching and learning of CRS in terms of value acquisition. The findings showed the effectiveness of the use of TLDSS for primary school pupils of Lagos State because TLDSS enhances primary school pupils' acquisition of values, achievement and development of positive attitude to CRS.
Character Building at Bachelor Psychology Program -- Findings Based on a Natural Approach
Author: Soedamah-Muthu, Sabita
Date: 2023-00-00
Type: Journal Articles
Subjects: Values Education,Bachelors Degrees,Psychology,Curriculum Design,Instructional Design,Alignment (Education),Foreign Countries,Curriculum Implementation,Undergraduate Study,Quality Assurance,Responsibility,Entrepreneurship

Character building (CB) is a crucial aspect for basic psychologists who need to carry out their consultation tasks effectively. At Tilburg University, lecturers have the freedom to interpret the five CB dimensions and implement them in courses, including intellectual independence, critical mindset, social responsibility, scientific responsibility, and entrepreneurship. This study aims to investigate how the five CB dimensions are interpreted and implemented in the three-year Bachelor Psychology program at Tilburg University. As part of the regular quality assurance of assessment, we made a full program assessment plan in 2021-2022 and collected extra data on course practices of CB. At the program level, the five CB dimensions were related to the 13 program learning outcomes by reviewing the self-reflection report. At the course level, a template thematic analysis was used to code the course learning goals, instructional activities, and assessment. Two-thirds of the courses formulated CB-related learning goals, mostly delivered through interactive lecture forms. The instructional activities were categorized into six themes: academic standards, application, evaluative judgment, self-regulation, societal relevance, and taking initiatives. The five CB dimensions were mostly assessed by coursework method, but there was a lack of assessment of CB elements such as reflection. The five CB dimensions were implemented in most educational processes at the course and program level, despite the absence of a standardized implementation plan. We advise to focus on the assessment design for character education, particularly through the use of more authentic and performance-based assessment methods. [Note: The page range (17-33) shown on the PDF is incorrect. The correct page range is 19-33.]
I Was a Good Classroom Teacher, Why Do I Feel so Lost Now? Examining a Doctoral Student&apos;s Transition with Becoming a Teacher Educator during and Post Pandemic
Author: Kitts, Kraig
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Doctoral Students,Vocational Adjustment,Teacher Educators,COVID-19,Pandemics,Reflection,Teacher Attitudes,Self Concept,Psychological Patterns

This study focuses on the transition from classroom teacher to teacher educator and how this impacts teacher identity, but more specifically the additional challenges of learning to become a teacher educator during a pandemic. Employing self-study methodology this work examines not only the transition from classroom teacher to teacher educator but also the increased complexity of this experience while teaching online during the pandemic, and the transition back to some sense of normalcy with teaching in person. Data sources include Author One's reflective journal, recordings of meetings with critical friends providing feedback throughout the process, and student artifacts from different activities applied from year 1 to year 2. From our coding of the journal from year 1, several codes were identified about Author One's identity as a teacher educator being tied to the types of interactions he fosters in his classroom. As he transitions to teaching in person in year 2 (Fall 2021) we will look to see how he takes what he learned about fostering these interactions in an online environment and applies them to his in-person teaching. Techniques learned from his semester 2 experience of online teaching will guide him in this process and critical friend meetings will focus on attending to the transitional moments in his identity as he makes yet another shift in developing who he is as a teacher educator.
Teacher Interventions Using Guided Discovery and Mathematical Modelling in Grade 10 Financial Mathematics
Author: Ekol, George
Date: 2023-00-00
Type: Journal Articles
Subjects: Intervention,Discovery Learning,Mathematical Models,Mathematics Education,Grade 10,Foreign Countries,Instructional Effectiveness,Money Management,High School Students,Direct Instruction

Minimal guidance or maximal independence? How can teachers achieve that complex balance when teaching mathematics? In this pre-and post-test quasi-experimental research study, the authors explored the above broad questions in Grade 10 Financial Mathematics following guided discovery and mathematical modelling principles. Fifty-four (54) Grade 10 students at a Government High School in Johannesburg, South Africa, participated in the study. One group of students was taught following guided discovery and modelling principles and another group was taught the same contents but following explicit instruction. Students' mean scores were compared at the end of the interventions. Two teachers with similar experience and qualifications taught the two groups independently. The main findings revealed that although the overall performance in the posttest appeared similar in both groups, there was in fact a significant difference in understanding the concept of compound interest in the guided discovery and modelling group compared with the explicit instruction group. The research highlights the promise offered by the former teaching approaches over explicit instruction in supporting the understanding of difficult concepts to the students. Our findings led us to propose that foundation skills such as, plotting coordinate points, reading, and interpreting graphs, substituting into, and using formulas, and factorizing algebraic expressions should be thoroughly covered at the lower high school to prepare students to cope with more challenging related concepts at the higher level.
Exploring Information and Communication Technology Integration among Teachers in Township Public Primary Schools
Author: Mahlo, Lebohang
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Integration,Elementary School Teachers,Public Schools,Technological Literacy,Computer Software,Videoconferencing,Video Technology

Despite significant capability deprivation existing among the teachers in historically disadvantaged schools in the Western Cape province of South Africa, information and communication technologies (ICTs) have had a significant positive effect on teaching and learning. In the case study reported on here we investigated the benefits of using ICTs by public primary school teachers in teaching and learning. Sen's capability approach was used to frame this study. We employed a qualitative research method in which 8 teachers were involved in lesson observations and semi-structured interviews. The findings reveal that, to some extent, through the teachers' use of ICTs (commodities) in smart classrooms, the influence of personal conversion factors (ICT skills obtained through a community of practice and university training), had created the capabilities for teachers to use ICTs for curriculum delivery, although to a limited extent. Through this process, teachers benefited with specific vital achievements. From the study we recommend that holistic and annual professional development training programmes should be made mandatory for both novice and seasoned teachers.
Mainstream Teachers&apos; Lived Experiences of Adolescents with Behavioural Difficulties: An Exploratory Study
Author: Masedi, Puleng A.
Date: 2023-02-00
Type: Journal Articles
Subjects: Student Behavior,Behavior Problems,Adolescents,Coping,Well Being,Mental Health,Teaching Conditions,Depression (Psychology),Teacher Attitudes,Teacher Burnout,Job Performance,Teacher Motivation,Foreign Countries,Secondary School Teachers

Globally, mainstream teachers have been experiencing intense challenges of behavioural difficulties by learners in schools. For decades, scholars have intensified the relational impact of behaviour with regard to academic progression. However, there is limited knowledge on the experiences and coping strategies of teachers regarding these challenges. Using an exploratory research approach in the study reported on here, we focused on the lived experiences (psychological well-being and coping strategies) of teachers of adolescents with behavioural difficulties. A phenomenological research design and qualitative approach to enquiry were used to conduct the study. Purposive and stratified sampling techniques were used to select 8 participants (3 female and 5 male teachers) for the study. Qualitative data were analysed thematically, and 2 major themes emerged: poor psychological well-being and inadequate coping strategies of teachers. Depressive symptoms reported by participants included the following: anhedonia, burnout, reduced job performance, and demotivation. These challenges primarily lead to negative mood regulation and maladaptive coping, such as displacement -- a defence mechanism. Behavioural difficulties experienced by adolescents have a profound impact of intense stress and negative emotions, leading to poor psychological well-being of teachers. Thus, there is a need for the Department of Education to create structures, guidelines and support systems for schools on behavioural difficulties for the well-being of teachers.
Developing an Attitude Scale towards Science and Technology Courses: A Study of Validity and Reliability
Author: Yalgin, Sinem
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Education,Technology Education,Elementary School Students,Test Construction,Elementary School Science,Student Attitudes,Grade 4,Foreign Countries,Test Reliability,Test Validity

Science education in primary school is critical for establishing a comprehensive understanding of the nature of science. Students with positive attitudes towards science courses are more likely to achieve academic success. Measuring and fostering positive attitudes is essential for effective instructional planning. This study aimed to develop a measurable scale to assess the attitudes of fourth-grade elementary school students in Northern Cyprus towards Science and Technology Courses (STC). While developing the Student Science and Technology Attitude Scale (SSTAS), the literature was reviewed, and 168 students were asked to write essays about STC. A pool of attitude items was created by analyzing the literature and essays, and expert opinions were sought. The preliminary scale was prepared based on expert consultation. The study group included 651 randomly selected fourth-grade students during the 2020-2021 academic year. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to determine SSTAS's construct validity. The results indicated that the scale is valid and reliable, comprising three dimensions. The first dimension measures students' attitudes towards the teaching process, with 13 items. The second dimension assesses students' negative attitudes, including five items. The third dimension evaluates students' attitudes towards experiments, containing five items.
Physics Teachers&apos; Self-Efficacy, Innovative Teaching and Comprehensive Teaching Approach: Latent Profile Analysis
Author: Lin, Qiang-Wen
Date: 2023-00-00
Type: Journal Articles
Subjects: Physics,Science Teachers,Self Efficacy,Thinking Skills,Scientific Concepts,Concept Formation,Student Interests,Teacher Effectiveness,Positive Attitudes,Teaching Methods,Instructional Innovation,Scores,Validity,Reliability,Science Instruction,Teacher Attitudes,Self Concept,Science Achievement,Faculty Development,Factor Analysis,Secondary School Teachers,Foreign Countries

Physics education aims to develop sophisticated thinking abilities and enhance conceptual depth, but student interest has decreased, emphasizing the importance of teacher quality in fostering success and positive attitudes. The aim of the study was to examine the physics teachers' self-efficacy, innovative teaching, and comprehensive teaching approach levels. As data collecting instruments, self-efficacy, innovative physics teaching, and comprehensive teaching approach scores were utilized. In the pilot research group, validity and reliability assessments were conducted on the scales. The primary research involved 241 physics teachers. As the measurement variables were constantly changeable, Latent Profile Analysis was utilized. The present study's results suggest that teachers have high self-perceptions in various dimensions related to teaching effectiveness, including self-efficacy, innovative teaching, and comprehensive teaching approach. These results are consistent with previous research that has shown a positive relationship between teacher self-perceptions and teaching effectiveness. Future research could explore the relationship between teacher self-perceptions and student achievement to better understand the impact of self-perceptions on student outcomes. Overall, the results of this study highlight the importance of supporting teachers' self-efficacy and providing opportunities for innovative teaching and professional development to improve comprehensive teaching approach.
How Universities Gaslight EDI&amp;I Initiatives: Mapping Institutional Resistance to Structural Change
Author: MacKenzie, Megan
Date: 2023-00-00
Type: Journal Articles
Subjects: Universities,Equal Education,Diversity,Inclusion,Indigenous Populations,Resistance to Change,Racism,Gender Discrimination,School Policy,Educational Change,Educational Policy,Foreign Countries,Leadership,Intersectionality

Despite the visibility of equity, diversity, inclusion, and Indigenization (EDI&amp;I) discourses within large institutions, such as post-secondary institutions, research has chronicled only modest advancements on these stated values. Blocks to advancements in EDI&amp;I stem, in part, from the structural nature of racist and sexist domination, and especially its embeddedness in both formal and informal norms of institutions. Based on a close examination of two EDI&amp;I initiatives in university contexts, and direct experiences of &quot;pushback&quot; against these initiatives, this article conceptualizes institutional gaslighting, whereby universities paradoxically both embrace EDI&amp;I discourse, on the one hand, while simultaneously deploying strategies that prevent dismantling systemic inequalities, on the other. A conceptualization of this dynamic is designed to help others identify and address forms of resistance, especially in settings of high stated value, and ultimately advance these values within large institutions.
Virtual School Counselling and COVID-19 as Seen through an Organizational Learning Lens
Author: Hornor, Tara
Date: 2023-00-00
Type: Journal Articles
Subjects: School Counseling,COVID-19,Pandemics,School Counselors,Counselor Attitudes,Professional Development,Videoconferencing,School Closing,Legal Responsibility,Counseling Techniques,Counseling Effectiveness,Elementary Secondary Education,Technological Literacy,Family Work Relationship

This article examines the shift to virtual school counselling through an organizational learning framework developed by Mary Crossan. This framework links the individual, group, and organization levels of an institution through the social and psychological processes of organizational learning, including intuiting, interpreting, integrating, and institutionalizing. The findings highlight four major challenges of virtual learning--technology, work-life balance, legal ramifications, and virtual counselling skills and abilities--that were partially or fully overcome with solutions that became institutionalized.