ethanporcaro/eric-fulltext-meta huggingface dataset:
Attitudes, Instructional Practices and Difficulties Faced by English Teachers While Teaching through &apos;Quality Drive&apos;
Author: Lodhi, Muhammad Arfan
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Quality,English (Second Language),Second Language Learning,Second Language Instruction,Literacy,Numeracy,Elementary School Teachers,Teacher Attitudes,Teaching Methods,Urban Schools,Rural Schools,Educational Facilities,Native Language,Parent Attitudes,Teacher Behavior,Grammar,Pronunciation,Vocabulary Skills,Spelling,Language Proficiency,Barriers,Outcomes of Education,Language Teachers,Foreign Countries

Quality Education is the bedrock foundation of primary level of educational pyramid. It helps not only in the development of individuals but also improve their living standard at academic and professional domains. Government of Punjab has initiated a literacy and numeracy drive movement to enhance the literacy rate. English is the major focus of concern in Literacy and Numeracy drive (LND). Present study has been conducted to study the attitudes, instructional practices and difficulties faced by the English primary teachers while teaching English through quality drive. The study was descriptive in nature based on the mixed method i.e. quantitative and qualitative approach. It was conducted in the rural and urban schools of the elementary wing of tehsil Khanpur district Rahimyar Khan. The results reflected that teachers showed positive behavior towards teaching English through LND. But they faced many problems like unhealthy environment, lack of facilities, influence of mother tongue, non cooperative behavior of parents and lack of interest in learning English. The weak base of grammar, vocabulary, pronunciation, spellings and comprehension are also the basic problems. It showed that traditional method is in common practice for teaching English language. The study recommends improvement in the mechanism of literacy and numeracy drive to produce better outcomes of English teaching.
Apprenticeship in Secondary Vocational Schools during the Economic Modernization in Late Imperial Russia. Part 2
Author: Magsumov, Timur A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Apprenticeships,Secondary School Students,Vocational Education,Educational History,Administrative Organization,Teaching Methods,Educational Change,Social Change,Active Learning,Compensation (Remuneration),Professional Development,Specialists,Economic Development,School Districts,Internship Programs,Educational Development,Trainees

In his study of the formation of apprenticeship system and analyzing its content, methods and forms in the Russian secondary vocational school described in the materials of the Kazan school district of the late XIX-early XX century, the author relies on the theory of Western modernization and positive bureaucracy, attracting regulatory and educational documentation, scientifically and publicly pedagogical journalism as well as ego documents. Practical methods of knowledge application were planned in the pre-revolutionary schools in the logical-pedagogical relationship, but their implementation left much to be desired. In the organization of production practice, this was due to the lack of permanent bases and practical managers from the educational institutions, a certain attitude towards the trainee at enterprises as auxiliary personnel engaged in versatile non-system work, as it was openly declared by the advanced pedagogical press and even by the administrative and training personnel in schools. The article also reveals positive aspects in the organization of practical training, which are still relevant today. These include the introduction of active learning methods, improved reporting documentation, payment for the students, preparing them for the future profession and management. The rapid development of practical training was due to the need of a qualified young specialist who was prepared for independent production activity in the new conditions of accelerated modernization of the country's economy. [For Part 1, see EJ1200903.]
Development of School Education in the Vologda Governorate (1725-1917). Part 1
Author: Cherkasov, Aleksandr ?.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,World History,Public Education,Secondary Education,Elementary Education,Instructional Materials,School Libraries,Teacher Role,Children,Child Welfare,Residential Institutions

The paper highlights early steps in the development of the school system and its progression with a focus on the Vologda governorate in 1725-1917. Speaking of the materials, this part reviews the works on the history of pedagogy published in the pre-revolutionary period, as well as modern Russian scholarly literature. Research problems were addressed using both general scientific methods (concretization and generalization) and traditional methods of historical analysis. The work applied the historical and situational method which is based on the study of historical facts in the context of the period under review and in connection with &quot;neighboring&quot; events and facts. In conclusion, the authors emphasize the fact that the system of public school education in the Vologda governorate in 1725-1850 underwent rather dynamic evolution -- from arithmetic schools and theological seminaries to the creation of uezd schools and a gymnasium. The teaching staff at Russian gymnasiums was requested to conduct almost obligatory research as early as in the 19th century, and this, in turn, enhanced efforts to study various regions of the Russian Empire and in particular the Vologda governorate.
Peer Review: A Tool to Enhance the Quality of Academic Written Productions
Author: de Brusa, Maria Fernanda Poveda
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Writing Evaluation,Essays,Academic Language,Writing (Composition),Communicative Competence (Languages),College Students,Foreign Countries,Linguistic Competence,Writing Instruction,Writing Processes,Text Structure

Higher education focuses on promoting the training of autonomous, critical professionals who adapt to the ever-more demanding labor market. To achieve these objectives, it is necessary to rethink teaching practices in order to allow the student to be the main actor and modeler for their learning process. Previous studies based on Vygotsky's sociocultural theory have shown that learning should be treated as a socio-cultural activity. Indeed, according to this approach, individual knowledge is firstly constructed at a social level. Peer review, for its part, is a learning tool based on the sociocultural approach. It allows students to achieve higher levels of autonomy and critical thinking. This research's aim is, on the one hand, to analyze the effect of peer review on the quality of academic essays and, on the other, to examine the way in which linguistic and communicative competence in academic writing are affected. This experimental study was carried out with 68 level B1 + students (32 men and 36 women) in a private university in Ecuador during one academic year. After the statistical analysis, it is concluded that peer review has a positive impact on academic writing. However, the impact is higher in the communicative competence than in the linguistic competence. This result is aligned with previous research, which shows that students tend to prioritize message over form. Future research should investigate peer review's long-term impact upon students and their ability to transfer skills acquired in English class to other subjects, or even to professional contexts.
Puppet as a Pedagogical Tool: A Literature Review
Author: Kröger, Tarja
Date: 2019-03-00
Type: Journal Articles
Subjects: Puppetry,Instructional Materials,Educational Research,Classroom Environment,Creativity,Cooperation,Attitude Change,Classroom Communication

This study examines the potential of puppets in the educational context. The study offers a literature review on the benefits and possibilities of the puppet as a pedagogical tool. The literature was searched using primarily an international e-material search of UEF FINNA. Additional articles were retrieved from Google Scholar and from the reference lists of selected papers. Articles were chosen and included according to specific selection criteria. Fifteen papers met the criteria and are included in the review. The review reveals five potential uses for puppets in education. These potential uses include: (1) generating communication, (2) supporting a positive classroom climate, (3) enhancing creativity, (4) fostering co-operation in and integration into a group, and (5) changing attitudes.
The Application of the Dynamic Teacher Professional Development through Experimental Action Research
Author: Bozkus, Kivanç
Date: 2019-03-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Attitudes,Administrator Attitudes,Teacher Improvement,Action Research,Middle School Teachers,Middle School Students,Student Attitudes,Foreign Countries,High School Teachers,High School Students,Principals,Barriers

In this study, it is aimed to provide professional development of teachers by improving their classroom teaching based on dynamic professional development approach. The research was conducted as experimental action research. In the first step of the action research, interview technique was used to determine the opinions of teachers and school administrators about the teachers' professional development problems. In the second step, data were collected from the students who volunteered in the school where the action research will be carried out to determine the professional development levels of teachers. In the third step, teachers were given feedback about the answers. In the fourth step, teachers prepared action plans by reflecting on feedback. In the fifth step, the teachers were taught to teach according to the action plans they prepared. In the last step, in order to determine whether the plans are effective, the procedures in the first step were repeated and the professional development levels of teachers were re-determined, and the final results were compared with the first results. As a result of the research, it was determined that the teachers' professional development could be provided when they implement the action plans that they prepare by reflecting on the student evaluations. It was determined that teachers faced obstacles in their professional development and existing professional development activities were carried out with unplanned and mere information transfer without considering the needs of teachers. It is suggested that teachers should be provided according to the needs of their professional development, to make use of the observations of the students in order to determine the needs and to plan the development activities to respond to the teachers' practices in the classroom and to solve the teacher's problems.
The Effectiveness of Google Earth in the Acquisition of Spatial Perception Ability in Social Studies Courses
Author: Merç, Ati
Date: 2019-03-00
Type: Journal Articles
Subjects: Computer Uses in Education,Spatial Ability,Grade 4,Elementary School Students,Social Studies,Maps,Instructional Effectiveness,Foreign Countries,Web Sites,Elementary School Teachers,Teacher Attitudes,Student Attitudes

The aim of this study is to determine the effectiveness of Google Earth (GE) application in acquiring spatial perception ability in the fourth-grade social studies course. The research was carried out in a fourth grade of a primary school in the Demirci district of Manisa Province in the year 2015-2016 using embedded experimental design. During the five-week implementation process of the research, activities based on the GE practice were performed. A pre-test before the activities and a post-test after the activities were given to the students. In addition, semi-structured interviews were held with the students at the end of the implementation. The Wilcoxon test was used to analyze the data obtained from the achievement test, and the thematic analysis method was used to analyze the qualitative data. The results showed that there was a statistically significant difference between the pre- and post-test scores for the achievement tests. The students also stated that the activities based on the GE implementation increased their success and allowed them to gain spatial skills. In conclusion, the social studies course activities based on GE practice might have an important function for the students to gain spatial perception skills.
Promotion of the Environmental Knowledge and Behavior through the Moroccan Syllabus of Sciences in the Middle School
Author: El Batri, Bouchta
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Middle Schools,Syllables,Active Learning,Middle School Students,Experimental Groups,Control Groups,Correlation,Intervention,Environmental Education,Knowledge Level

This research paper aims to promote environmental knowledge and behavior in the Moroccan school through the syllabus of science at the level of the Moroccan middle School. As a first step, a comparative multi-case study was conducted. It is intended for students from four middle Schools who belong to four different socio-environmental backgrounds. The survey was conducted through questionnaires which consist of four sections; the learning methods, the teaching aids, environmental knowledge, and the use of environmental knowledge in adequate eco-responsible behaviors. Based on the analysis of the results obtained at the level of the four schools, a teaching intervention of four weeks (2 hours per week) was then carried out. During this process, the same program was taught but otherwise. In order to meet the objectives of this work, we have inserted some local environmental problems through active learning methods and relatively appropriate teaching aids. In our intervention, we have made the necessary link between ecological knowledge and the appropriate pro-environmental behavior. This, however, is attributed to the fact that it has never been used before. The results show that there is a significant improvement, both in terms of environmental knowledge acquired and the intentions to adopt eco-friendly environmental behaviors.
Preservice Turkish Teachers&apos; Attitudes towards Anatolian Dialects
Author: Sarikaya, Bünyamin
Date: 2019-01-00
Type: Journal Articles
Subjects: Dialects,Turkish,College Students,Student Attitudes,Gender Differences,Bilingualism,Parent Background,Educational Attainment,Age Differences,Socioeconomic Status,Preservice Teachers,Language Teachers,Second Language Instruction

The term &quot;dialect&quot; refers to a variation of a language that is peculiar to a specific place, city or region, and therefore, can be regarded as the richness of that language. This study aimed to investigate preservice teachers' attitudes towards Anatolian dialects. Ascreening model was used. Study sample consisted of 143 first-, second-, third and fourth-grade students of the Department of Turkish Language Teaching of the Faculty of Education of Mus Alparslan University in the fall semester of 2018-2019 academic year. Data were collected using the &quot;Attitude Scale towards Anatolian Dialects&quot; (ASTAD) developed by Pehlivan (2012). It is a Likert-type scale consisting of 22 items and 4 subscales. Data were analyzed using the Statistical Package for Social Sciences (SPSS) for Windows 22.0 at a significance level of 0.05. Results showed that participants had a moderate level of attitude towards Anatolian dialects. Participants' attitudes towards Anatolian dialects significantly differed by bilingualism and grade while gender, mother's and fathers' educational levels, and socioeconomic status had no significant effect. Based on the results, it is recommended that activities, seminars and conferences be held to inform teachers and preservice teachers about what to do when they encounter students speaking local dialects. Parents and students should also be taught that local dialects are the richness of languages but that they should not use them in school environment.
Mediators of Reading Motivation among Filipino Collegiate Students
Author: Reoperez, Marie Grace C.
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Motivation,College Students,Psychological Patterns,Student Satisfaction,Goal Orientation,Prosocial Behavior,Social Values,Learning Experience,Adolescents,Learner Engagement,Preferences,Internet

In literacy development, the affective conditions are equally important as the cognitive conditions. However, the role of motivation, an essential affective component of the reading process and what drives it are often overlooked specially among adolescent readers. Using an ethnographic approach, this paper identifies mediators of reading motivation among collegiate learners through analyses of online journals, reading profiles, and transcribed interviews of 17 Filipino collegiate students. The study draws largely from the reading model of Guthrie and Wigfield (2000) and Kozulin's (2003) discussion of mediated learning based on Vygotsky's (1978) sociocultural theory. Results showed that psychological and emotional satisfaction, prosocial goals, prevailing social values, and multi-modal learning experiences were the prime drivers of motivation to read among adolescent readers. The findings of this study underscore the importance of understanding and knowing what teenagers read, why they read, and what engages them to read. Such knowledge will inform instructional decisions on selection of learning resources and literacy activities that are engaging and relevant to adolescent learners' experiences, needs, and goals.
The Effect of Intercultural Education on the Ethnocentrism Levels of Prospective Teachers
Author: Aslantas, Selma
Date: 2019-03-00
Type: Journal Articles
Subjects: Multicultural Education,Ethnocentrism,Preservice Teachers,Instructional Effectiveness,Preservice Teacher Education,Foreign Countries,Pretests Posttests,Elementary Education,Art Education

In this study; the effects on the ethnocentrism levels of prospective teachers have been examined upon providing education under the scope of intercultural education. The study has been designed as a quasi-experimental design with pre-test, final-test control group. The study took place during the spring semester of 2014-2015 academic year. The study group consists of a total of 118 prospective teachers, 74 of whom (trial group) are students at a public university in Ankara and 44 (control group) from a public university in Nigde. At the beginning and end of the study, the ethnocentrism levels of the prospective teachers have been assessed. The 20-item Ethnocentrism Scale has been used as the data collection tool. In order to interpret the points scored in &quot;Ethnocentrism Scale&quot;, an independent sample t-test and &quot;One-Way Covariance&quot; analysis have been used. The research findings indicated a positive oriented change in the ethnocentrism points and between both the trial and control group students' pre- and final test grade averages in the in-group comparisons. However, this positive change was in favour of the trial group in the inter-group comparisons. In other words, the project assignment made by the prospective teachers had a positive impact on the students' ethnocentrism levels.
An Examination of Needs Analysis Research in the Language Education Process
Author: Sönmez, Hülya
Date: 2019-01-00
Type: Journal Articles
Subjects: Needs Assessment,Second Language Learning,Second Language Instruction,English for Special Purposes,Data Collection,Data Analysis,Student Needs,Language Teachers,Classification

The aim of this study is to analyze research methods, data collection tools, and data analysis methods of the needs assessment studies conducted in the language education and teaching process. In this study, the general screening model, which is based on an examination of research on needs analysis, was used. The data collected in accordance with the general screening model were examined by the content analysis method based on the examination of the documents. The methods of these studies, data collection tools, and data analysis methods were reviewed. In accordance with the results from the review process, the frequency of use, efficiency, and functionality of the research method, data collection tool and data analysis methods used were evaluated. Next, during the needs assessment process, the importance and priority of students' and teachers' needs were discussed. The results of these discussions have been included at the end of the research. In the light of the findings of the research and the results, suggestions were made regarding the importance of teacher and student needs factors in the process of identifying and analyzing language education needs. The classification made shows that researchers generally concentrate on four models which are mixed, survey, descriptive and experimental models. As for the data collection tools, it is understood that different data collection tools are used in the sample studies to determine the needs.
Challenges Faced by Student Leaders in Managing Student Affairs in Public Universities in Kenya
Author: Murage, Lucy Muthoni
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Student Leadership,Public Colleges,Administrators,Universities,Activism,Student Personnel Services,Leadership Effectiveness,Peer Mediation,Student Responsibility,Participative Decision Making,Violence,Leadership Role,Student School Relationship,Teamwork,Communication Problems,Money Management,School Policy,Trust (Psychology),Time Management,College Students

Effective management of student affairs in public universities continue to pose a major challenge to university administrators and student leaders in many parts of the world including Kenya. Public universities are perpetually ravaged by rampant incidences of student unrests and strikes yet innovative approaches meant to curb such incidences have been adopted that involved student leaders in governance of institutions of higher learning. The effectiveness of these innovative approaches in university governance is not clearly documented. The rationale of the study was to analyse the challenges faced by student leaders in managing student affairs in public universities in Kenya. The study employed descriptive survey research design. Stratified random sampling was used to select student leaders from public universities in Kenya. The sample size comprised of 19 members of student governing councils, 50 class representatives and 73 clubs and society leaders, making a total of 142 respondents. Data was collected using questionnaires. Analysed data revealed that 50.4% of the student leaders experienced challenges while executing their functions. The major challenges included conflict between academic pursuits and leadership roles, lack of teamwork among student leaders and students' ignorance of university policies and statutes. The study further established a strong and statistically significant relationship between the challenges faced by student leaders and effective student affairs services in public universities at 0.05 levels of significant with a Pearson correlation coefficient of 0.789. The study concluded that challenges experienced by student leaders may impede effective discharge of their duties and may result in poor service delivery leading to incidences of riots. The study recommends that student leaders should be assisted to solve internal problems that may affect the effective discharge of their duties as a way of addressing unrests in public universities.