ethanporcaro/eric-fulltext-meta huggingface dataset:
Analyzing the 9th Grade English Curricula between 1973-2017
Author: Gel, Nur
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 9,Curriculum Evaluation,Educational History,English (Second Language),Second Language Instruction,Evaluation Methods,Student Evaluation,Foreign Countries,Teaching Methods

In the 21st century, developing communication and technology usage has increased people's interest and need for English and made English a common language in many fields such as science, culture, art, and economy. In this context, important changes have been made in English curricula in Turkey like many countries. In this study, the curricula between the years 1973-2017 were examined and discussed within the framework of similarities and differences. The study is conducted by qualitative research method. The curricula were examined based on the original and official document by using document analysis. When the findings were examined, it was understood that from 1973 to 2017, students became responsible for their own learning, teachers were transformed into guides and the learning-teaching environment was tried to be created in more technological structures. It has been observed that in the curricula of 2014 and beyond, the concepts of information and communication technologies, culture and values were dominant. During the assessment process, it was observed that classical assessment methods gave way to alternative assessment methods. According to the results, since development is a holistic process, more emotional and psychomotor objectives could be included in new curricula. Student motivation can increase positively with themes that appeal to students' interests more. New technologies should be introduced into teaching-learning process.
How Students Feel at School: Experiences and Reasons
Author: Çetin, Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Emotional Response,Positive Attitudes,Negative Attitudes,Secondary School Students,Grade 8,Public Schools,Educational Environment,Context Effect,Student School Relationship,Correlation,Foreign Countries

The present study aims to investigate the emotions students experience in the school environment and the reasons for experiencing these emotions. This research was conducted using the case study method, one of the qualitative research designs. The study group of this study consisted of 24 eighth-grade students studying at a public school in the province of Kahramanmaras in 2019-2020 academic year and 11 teachers from different branches. The findings obtained in this study showed that the students experienced positive emotions, such as happiness, excitement, curiosity and wonderful. However, it was observed that students also experience negative emotions, such as stress, sadness, unhappiness, boredom, anger and fatigue. It was determined that students experienced more positive emotions than negative emotions in Turkish, Mathematics and Science classes. It was determined that he experiences negative emotions close to positive emotions in classes, such as Visual Arts, Physical Education, Technology and Design. Students experienced positive emotions when they were active in lessons, solved questions, communicated with their friends, and used different methods and techniques in classes. Students experienced negative emotions when teachers got angry with them, fail, insomnia, had family problems and uncertainty.
Impacts of Project Preparation Course for Students Studying at Postgraduate Education in the Field of Educational Sciences: A National Project Example
Author: Yaman, Süleyman
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Research Training,Instructional Effectiveness,Educational Research,Research Projects,Foreign Countries

This research was carried out within the scope of a Scientific Educational Activities Support Project supported by TUBITAK 2237-A. The purpose of this study is to evaluate this project in the context of participants' opinions for six days of training and examination of changes in research competencies and research intended anxieties. Twenty-four students from different graduate programs participated in the research. A questionnaire was used as a tool to collect during the interview. This study was designed by a weak experimental design. The impact of the practice in this design is tested by studies performed on a single group. Three different data collection tools were used in the research. One of these tools is the interview form, and others are graded scales. Two types of data were obtained in terms of data analysis in this study. One of these is qualitative data obtained from interview forms. The other is quantitative data obtained from graded scales. As a result of the training, almost all participants stated that they would write project and they would not be undaunted before the challenges by confronting this work. Even if learning the phases of project writing was among the project's important objective, the ultimate objective is that each participant will prepare a project by creating his/her own team. For this reason, an increase in the project writing wishes of participants is an essential indicator of attaining the aim at the end of the course.
Workshopping Essay Structure: A Hollywood-Inspired Classroom and Online Model
Author: Larsen, Mads
Date: 2020-00-00
Type: Journal Articles
Subjects: Essays,Process Approach (Writing),Web Based Instruction,Cooperative Learning,Teaching Methods,Text Structure,Writing (Composition)

Research shows that students write better academic essays if the instructor facilitates a process of preparation that allows for purposeful peer discussion. Drawing on screenwriting pedagogy, this article proposes a workshop model that lets students express their essay's structural elements as single sentences, which allows for effective peer and large-group feedback throughout the research, draft, and revision process. Sharing such elements on a digital workspace creates a sense of audience that motivates better work. Students can also apply insights from this model to other writing formats and oral presentations, which widens the utility of undergraduate writing classes. Particularly for inexperienced instructors, such as teaching assistants, this approach can offer useful step-by-step guidance for turning crowded classrooms or online sessions into workshops with small-group dynamics more commonly found in graduate writing seminars.
Re-Operationalizing and Measuring &quot;Impact&quot; of a Leader Development Course
Author: Hinck, John M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership Training,Military Training,Curriculum Design,Outcomes of Education,Transfer of Training,Course Evaluation,Student Educational Objectives

This article re-operationalizes the term &quot;impact&quot; to evaluate success in the USAF Leader Development Course for Squadron Command (LDC). Literature is used to define impact in a three-part way: area of impact (what topics were most effective in instruction), level of impact (how topics will be applied in the future), and depth of impact (why the course was effective). Based on qualitative analysis of 379 surveys completed by students and their supervisors, findings revealed 10 top areas of impact. Seven topics were common between what students indicated had impacted them with what graduates reported actually applying post-graduation. Regarding level of impact, self, others, and unit were the top-rated categories of applying course content. The depth of impact was seen as being in an ecosystem of interconnectedness between the human microsystem (interactions with instructors, peers, and self) and six overlapping elements -- the exosystem -- that brought the student experience to life. The system of relationships is depicted in a new model called the &quot;Student Experience Ecosystem&quot; that may serve as a blueprint for designing similar courses. The study aids LDC revisions, informs development of similar programs in the academic community, and offers a holistic way to improve pedagogy in higher education.
The Effect of Practical Activities on Scientific Initiation Students&apos; Understanding of the Structure of Scientific Articles: An Experience Report
Author: Melo, Angelica Ferreira
Date: 2020-00-00
Type: Journal Articles
Subjects: Journal Articles,Undergraduate Students,Females,Foreign Countries,Program Effectiveness,Writing for Publication,Writing Skills,Teaching Methods,Educational Games,Concept Mapping

During the university term, in addition to graduation, some Brazilian science undergraduate students have the opportunity to join Scientific Initiation Programs (SI). Students are expected to be able to develop scientific writing skills. Based on these goals, this descriptive study aimed to investigate the efficacy of practical activities for SI students on the topic of the structure of scientific articles, using a qualitative approach via a case study. Five female students, who were aged between 20 and 30 years and enrolled in a Food Engineering undergraduate course, participated in the study. The students attended two meetings. In the first, texts that dealt with the structure of scientific articles were distributed, followed by a scientific bingo game. The second meeting focused on the creation of concept maps. The activity methodologies used allowed the SI students to remember their previous knowledge about the subject and generate new knowledge. The association between the two activities provided a better understanding of the subject. It was concluded that educators should seek new ways to introduce the understanding of topics that are part of the student's daily life and that practical activities usually generate a positive result because they are dynamic, interactive, and undertaken in groups.
Using an Applied Geophysical Imaging Course to Enhance Quantitative Reasoning and Problem-Solving Skills for Environmental Geography Students
Author: Zume, Joseph T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Geography Instruction,Geographic Information Systems,Teaching Methods,Problem Solving,Educational Practices,Interdisciplinary Approach,Environmental Education,Service Learning,Undergraduate Students,Student Research,Course Evaluation,Outcomes of Education,College Faculty,Outdoor Education,Course Descriptions,Physics,Electronic Equipment,Mathematics,Student Projects,Student Attitudes,Feedback (Response)

Quantitative reasoning and interdisciplinary skills are central to real-world environmental problem solving. Enhancing those skills for students in environmental programs will help them succeed as future environmental professionals. This paper describes an approach that uses an applied geophysical imaging course to enhance quantitative reasoning and interdisciplinary learning in an environmental geography program. To adapt the course to geography students, applied learning is emphasized through the high-impact educational practices (HEPs) of undergraduate research and service learning. Throughout the course, students learn the theories of, and utilize electrical resistivity (ER), ground penetrating radar (GPR), and electromagnetic (EM) induction methods to answer real-life environmental questions in the local community. Course evaluations indicate that the course produced positive learning outcomes consistent with the course objectives. Similarly, students appreciate the unique opportunity to learn and utilize these technologies that are not commonly found within geography programs. The teaching strategies described in this paper can benefit other faculty contemplating curricular integration for interdisciplinary learning and quantitative reasoning outcomes.
Attachment, Self-Esteem, and Psychological Distress: A Multiple-Mediator Model
Author: Shen, Fei
Date: 2021-00-00
Type: Journal Articles
Subjects: Attachment Behavior,Self Esteem,Anxiety,Stress Variables,Mental Health,Early Experience,Children,Caregiver Child Relationship,Adults,Correlation,Counseling,Self Concept Measures

The present study examined the relationships between childhood attachment, adult attachment, self-esteem, and psychological distress; specifically, it investigated the multiple mediating roles of self-esteem and adult attachment on the association between childhood attachment and psychological distress. Using 1,708 adult participants, a multiple-mediator model analysis following bootstrapping procedures was conducted in order to investigate the mechanisms among childhood and adult attachment, self-esteem, and psychological distress. As hypothesized, childhood attachment was significantly associated with self-esteem, adult attachment, and psychological distress. Self-esteem was found to be a significant mediator for the relationship between childhood attachment and adult attachment. In addition, adult attachment significantly mediated the relationship between self-esteem and psychological distress. The results provide insight on counseling interventions to increase adults' self-esteem and attachment security, with efforts to decrease the negative impact of insecure childhood attachment on later psychological distress.
&quot;It&apos;s Never Too Late&quot;: High School Counselors&apos; Support of Underrepresented Students&apos; Interest in STEM
Author: Cabell, Autumn L.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,High School Students,Disproportionate Representation,STEM Education,Vocational Interests,School Counseling,Knowledge Level,Professional Development,Learner Engagement,COVID-19,Pandemics,Counselor Attitudes,Barriers

The purpose of this study was to contribute to the literature surrounding school counselors and their support of underrepresented high school students who are interested in science, technology, engineering, and math (STEM). The influence of context on school counseling was also explored, in particular practicing during the COVID-19 pandemic. Through this phenomenological study, nine high school counselors were individually interviewed, and four themes emerged. These themes were: (a) professional knowledge surrounding issues of diversity in STEM, (b) training related to the needs of underrepresented students in STEM, (c) active engagement in supporting underrepresented students' STEM career interests, and (d) barriers related to supporting underrepresented students' STEM interests. This article includes implications for (a) how school counselors can support underrepresented students' STEM interests, particularly during the COVID-19 pandemic; (b) how counselor educators can contribute to STEM-related research and training; and (c) how school administrators can support school counselors' STEM initiatives.
Vicarious Grief in Supervision: Considerations for Doctoral Students Supervising Counselors-in-Training
Author: Richmond, Samara G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Grief,Trauma,Pandemics,Practicum Supervision,Supervisors,Doctoral Students,Counselor Training,Teacher Role,Counselor Role,Consultants,Role Perception

The COVID-19 pandemic has brought about collective experiences of grief; thus, counselors-in-training (CITs) and their doctoral student supervisors may encounter increases in grief-oriented clinical work. In considering how to support CITs' work with grieving clients, doctoral supervisors should be prepared to help CITs manage experiences of vicarious grief (VG). Given the ubiquity of loss and the limited amount of grief-specific coursework in counselor training, CITs could benefit from exploring their experiences of VG with their doctoral supervisors in clinical supervision--a core area of training for doctoral students enrolled in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. In this manuscript, we (a) provide an overview of the literature on VG, (b) discuss the potential impact of VG on CITs, (c) present a case study illustrating attention to VG in supervision, and (d) provide practical strategies doctoral supervisors can employ when addressing VG in supervision, drawing on Bernard and Goodyear's discrimination model.
Perceptions of the Prospective Teachers Regarding the Opinion Development Technique
Author: Duman, Burcu
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Opinions,Teaching Methods,Student Centered Learning,Figurative Language,21st Century Skills

The opinion development technique is one of the learner centered teaching methods. In the study, it has been aimed at identifying the metaphorical perceptions of the prospective teachers about the opinion development technique. The case study design has been used in the study. 77 prospective teachers have taken place in the study group. The metaphors of the prospective teachers about the opinion development technique have been identified by a semi-structured questionnaire. The data has been analyzed through content analysis. 65 valid metaphors have been produced by the prospective teachers. Chameleon is the most repeated metaphor. Tree, sea, fingers of one hand, democracy, plane and war has followed it. Metaphors have been classed in 8 categories. These categories are dissimilarity (f: 26), change (f: 19), variety (f: 11), interaction (f: 6), integrity and comprehensiveness (f: 5), eternity (f: 4), freedom (f: 4) and sharing (f: 2). According to the results of the study, perceptions of the prospective teachers about the opinion development technique are positive. The study results suggest that opinion development technique can be effective to develop 21st century skills such as invention, flexibility and adaptation and critical thinking. Opinion development technique can be used at the teacher training institutions more widely because it contributes various skills to develop especially the 21st century skills. Studies can be carried out to identify the metaphorical perceptions of the prospective teachers about various methods and techniques.
&quot;I Am Strong. Mentally Strong!&quot;: Psychosocial Strengths of International Graduate Students of Color
Author: Anandavalli, S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Minority Group Students,Study Abroad,Ethnicity,Acculturation,Cultural Background,Coping,Family Relationship,Friendship,Social Support Groups,Social Networks,Counseling Services,Academic Aspiration,Academic Persistence,Individual Development,Resistance (Psychology),Consciousness Raising,Well Being,Mental Health

Positioned at a unique intersection of managing academic pressures and embodying racial and ethnic minority identity status, international graduate students of color (IGSCs) are frequent targets of multiple stressors. Unfortunately, extant counseling literature offers counselors little information on the psychosocial strengths IGSCs employ (e.g., strong familial bond, friendships) to cope with such stressors. To address this gap, interviews with eight IGSC participants were conducted and analyzed using interpretive phenomenological analysis and the lens of the intersectionality framework. Five psychosocial strengths were identified--familial support, social connections, academic aspirations and persistence, personal growth and resourcefulness, and resistance and critical consciousness. Recommendations for employing an asset-based approach in counseling and counselor education are offered.
Team Perceptions of Choir Members
Author: Küçük, Duygu Piji
Date: 2019-03-00
Type: Journal Articles
Subjects: Group Activities,Intergroup Relations,Singing,Attitudes,Group Dynamics,Foreign Countries,Gender Differences,Age Differences

The success of a choir depends on the integrity, concentration and team logic to be formed within the group under the leadership of the choir conductor. Some dimensions of team perception are considered to be important for choral success such as knowing the aims of the choir, being aware of each other's talent levels, sharing the feeling of success and failure, having trust and responsibility for the group members and the conductor, being willing to work, feeling happy and proud for being a member of the choir. In this study, it is aimed to determine the level of team perception of choir members. In addition, it has been tried to determine whether the team perceptions of choir members have made a difference according to the variables of gender, age, type of graduated school and choir experience. The research group consisted of 246 choir members who are members of Marmara University Polyphonic Choir, MEF University Choir, TRT Istanbul Youth Choir, Kocaeli University Fine Arts Faculty Music Department Choir, Croatia Mato Bucar Choir and Bosnia and Herzegovina Bugojno Choir. The data of the study were collected with Chorus Team Perception Scale and personal information form, consisting of 34 items and 5 sub-dimensions. As a result of the research, it was found that the choir members generally had a high level of team perception. The average score of the choir members in sub-dimensions of the team spirit, chorus and conductor relationship, negative emotions, responsibility and effort, emotional support and collaboration, revealed a high level of team perception. According to the gender variable, a high level of difference was found in favour of female choir members among the total scores of the team members of the choir. It was found that choir members aged 22 years and older had higher choir team perception than choir members in the 14-17 and 18-21 age groups. There was no significant difference between the total score of the team perception and the sub-dimension scores of the choir members according to the type of school they graduated and the choir experience variables.
Communication to Strengthen Connectivity for Integration across Learning Sites: Teachers&apos; Purposes and Approaches
Author: Choy, Sarojni
Date: 2021-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Vocational Education Teachers,Teacher Attitudes,Foreign Countries,Vocational Education,Industry,School Business Relationship,Student Placement,Supervisors,Computer Mediated Communication,Coordination

The study investigated teachers' purposes and approaches to communication for connectivity and integration of learning, informed by two research questions which examined teachers' approaches to connecting with those responsible for students' learning and integration when they are in the workplace; and what outcomes teachers expected to achieve through such communication. An online survey was completed by 95 vocational education and training (VET) teachers from Queensland, Australia, and the Canton of Ticino, Switzerland. The findings show that teachers are well-connected and achieve multiple purposes when communicating with industry supervisors. Their main purposes of communication are to coordinate and cooperate to improve arrangements for students' learning, and to a lesser extent, to co-construct curricula. Communication to co-design learning activities and scenarios would further enhance the connectivity and integration. This research contributes to a gap in literature on teachers' purposes for communicating for connectivity and integration of learning