ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Preschool Teachers&apos; Pedagogical Content Knowledge: The Effect of Professional Experience
Author: Kutluca, Ali Yigit
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Kindergarten,Young Children,Public Schools,Pedagogical Content Knowledge,Teacher Effectiveness,Knowledge Level,Lesson Plans,Teaching Experience,Correlation,Science Education,Student Centered Learning,Teacher Role,Teacher Attitudes,Foreign Countries

This study aimed to explore the pedagogical content knowledge (PCK) of preschool teachers. This multiple case study was conducted with the participation of two preschool teachers. In this way, two preschool teachers' PCK about science teaching was examined, and it was attempted to determine the underlying causes of their pedagogical conceptualizations about any subject. Therefore, the participants were asked to create a lesson plan specific to the subject matter they selected, answer the interview questions about PCK, and implement the lesson plan they created. While the participants' responses to the lesson plan and PCK interview questions were analyzed by inductive content analysis based on the constant comparative method, classroom observations were evaluated with an analytical evaluation rubric. Furthermore, PCK maps showing the interaction between the subject-specific and unique PCK components of preschool teachers were created. Results revealed that teachers did not have sufficient knowledge about science teaching and that their PCK tended to change according to professional experience. It was determined that experienced teachers had more teacher-centered orientations than less experienced teachers with more student-centered orientations. Moreover, it was observed that professional experience increased the relationship between the PCK components.
Nanotechnology Attitude Scale Development Study for Pre-Service Science Fields Teachers
Author: Zor, Tuba Senel
Date: 2021-00-00
Type: Journal Articles
Subjects: Attitude Measures,Test Construction,Preservice Teachers,Molecular Structure,Technology,Student Attitudes,Science Teachers,Foreign Countries,Factor Analysis,Test Validity,Test Reliability,Interdisciplinary Approach

This study aims to develop a measurement tool to measure pre-service science fields teachers' (PSSFT') attitudes towards nanotechnology. For this purpose, a five-point Likert-type scale consisting of 55 items was applied to 373 PSSFT who enrolled in science fields (Science, Chemistry, Biology, Physics) at the grades 1st, 2nd, 3rd, and 4th at a public university in Turkey. The exploratory factor analysis (EFA) determined that the scale had a 3-factor structure consisting of 24 items and the factors explained 55.854% of the attitude variable's total variance. Verification of the model was tested by applying confirmatory factor analysis (CFA). The CFA data were obtained from 770 PSSFT enrolled in science fields at the grades 1st, 2nd, 3rd, and 4th at two different public universities in Turkey. The results obtained from CFA were in agreement with the model obtained by EFA. Cronbach's alpha (Cr-[alpha]) reliability of the scale was calculated to be 0.926. Findings from the validity and reliability analyses show that the scale is a valid and reliable measurement tool that can measure PSSFT' attitudes towards nanotechnology.
Investigation of Middle School Students&apos; Attitudes towards Science, Technology, Engineering and Mathematics (STEM) Education and Determination of the Predictors
Author: Demir, Cennet Göloglu
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,Attitude Measures,STEM Education,Gender Differences,Student Participation,Science Achievement,Mathematics Achievement,Predictor Variables,Correlation,Career Planning,Learning Activities,Instructional Program Divisions,Foreign Countries

The purpose of the current study is to investigate middle school students' attitudes towards Science, Technology, Engineering, and Mathematics (STEM) education and to determine the predictors of these attitudes. The study was designed according to the relational survey model, one of the quantitative research designs. The sample of the study is comprised of 408 middle school 6th, 7th, and 8th-grade students. The data of the current study were collected using a STEM-oriented attitude scale. An independent samples t-test, one-way variance analysis, and stepwise multiple regression analysis were used to analyze the collected data. As a result of these analyses, it was determined that the students' attitudes towards STEM vary significantly depending on the students' gender, grade level, participation in in-school and out-of-school social activities, science and mathematics achievement. The most effective three predictors of STEM were found to be science achievement, being a 6th grader, and being female. The state of being female was found to be negatively correlated with the prediction of the attitudes towards STEM. As a conclusion of the study, suggestions were made to eliminate gender-based differences in STEM attitudes, increase STEM activities in upper grades, and for career planning.
An Investigation of Junior High School Students&apos; Science Self-Efficacy and Its Correlation with Their Science Achievement in Different School Systems
Author: Hasanah, Rena Siti
Date: 2021-00-00
Type: Journal Articles
Subjects: Junior High School Students,Grade 8,Public Schools,Private Schools,Student Motivation,Science Instruction,Science Achievement,Instructional Effectiveness,Teaching Methods,Self Efficacy,Correlation,Classroom Environment,Foreign Countries,Achievement Tests,International Assessment

Based on PISA 2018 result, the science achievement of Indonesian students was below average. Some factors influence students' achievement in learning science, such as motivation, emotion regulation, self-efficacy, and school system. This study investigates students' self-efficacy in learning science in different school systems. The present investigation aims to discover students' self-efficacy levels in public and private schools. By looking at students' self-efficacy levels, this study determines its correlation with science achievement. There were 170 public school students and 107 private school students in Bandung City involved in the study. This study employed a correlational research design to determine the correlation between two variables. The correlation analysis was done in each school. Thus, Spearman-rank correlational analysis was used to investigate the correlation between the two variables in three public schools and two private schools. Also, Person-correlational analysis was used for the other private school. The results show that students' self-efficacy in public and private schools was in the medium levels. Seventy-eight point eight public-school students and 76.6% of private school students were classified at the medium level. However, there was no correlation between students' self-efficacy and their achievement in learning science both in public and private schools.
Building Competence and Promoting Quality Social Studies by Engaging Families
Author: Calo, Kristine
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Studies,Family Involvement,Early Childhood Education,Interdisciplinary Approach,Literacy Education,Content Area Reading,Geography,Family Characteristics,Citizenship Responsibility,History,Economics,Civics

For early childhood educators, social studies help young children learn what it means to be contributing, productive members of their family, as well as of their classroom, school, neighborhood, community, and the world. In PreK-grade 3 classrooms, children learn about rules--at home, in school, and in the community. While the need for social studies in the primary grades is clear, the amount of time dedicated to social studies has clearly diminished over the past two decades (National Council for Social Studies, 2009; Heafner &amp; Groce, 2007). Educators have found innovative ways to incorporate social studies into the curriculum by integrating social studies content through literacy and other subject areas. This article presents activities to promote quality social studies learning and knowledge while building essential early literacy skills. Not only do the activities in this article extend children's learning beyond the classroom, but they also promote purposefully partnering with families to enhance children's learning and development across learning domains. Along with promoting social studies competence and active literacy learning, intentional family engagement yields strong social-emotional benefits by supporting strong, reciprocal family partnerships with the school and positive caregiver/child relationships (Halgunseth, 2009; U.S. Department of Health and Social Services &amp; U.S. Department of Education, 2016).
Little Hands, Little Feet, Little Moments: Effective Classroom Practices to Create Impactful Caregiver Interactions
Author: Deaver, Alicia
Date: 2020-00-00
Type: Journal Articles
Subjects: Caregiver Child Relationship,Preschool Children,Child Development,Emotional Response,Responses,Interaction,Infants,Play,Interpersonal Communication,Toddlers,Social Development,Emotional Development,Personality Traits,Scheduling

Since social and emotional development in early childhood is so significant for success later in life and the foundation of the capacity for learning, it is essential for caregivers to build these capacities in young children through everyday moments (Russell, Lee, Spieker, &amp; Oxford, 2016; Turculet &amp; Tulbure, 2014). Caregivers who provide the child with choices, discuss the child's experiences, and are sensitive to the child's emotional states promote the development of empathy and social and emotional competence (Roopnarine &amp; Davidson, 2015). Caregivers who respond to the child's actions and emotions and talk about those of others provide those learning opportunities, which is especially significant for children with special needs (Shire, Gulsrud, &amp; Kasari, 2016; Test, Cunningham, &amp; Lee, 2010). These relationships are bidirectional, as the ways caregivers respond to the child change as a child grows from an infant through the preschool years, and how the child responds to caregivers and their developmental needs can influence the caregiver's response. An increase in intentionality on behalf of the caregiver to cue into a child's non-verbal and verbal communication is important. In addition, attempting and responding accurately to the situation and the child's emotional state is especially important when a child's communication development may be atypical due to a delay (Shire et al., 2016). Caregivers can use responsive interactions, which means caregivers are tuned into the child and join in the play, communications, and actions in the present moment to provide individualized support to promote social and emotional competence (Leifield &amp; Sanders, 2007). Responsive interactions during play and daily activities are essential for development as children acquire and apply new information through them (Landry et al., 2012). This article discusses approaches for responsive interactions with infants, toddlers, and preschoolers.
Web-Enhanced Peer Feedback in ESL Writing Classrooms a Literature Review
Author: Elboshi, Atif
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Writing Instruction,Teaching Methods,Critical Thinking,Thinking Skills,Feedback (Response),Writing Evaluation,Second Language Learning,Second Language Instruction,English (Second Language),Social Networks,Electronic Publishing,Writing Improvement,Writing Skills,Student Attitudes,Criticism,Fear,Web Sites,Web Based Instruction,Foreign Countries

This paper aims to review literature on the impact of using web-based technology such as blogs and social networks to facilitate and promote peer feedback in ESL writing classrooms. It also investigates how giving and receiving comments from peer students can improve students' performance in writing as well as their critical thinking skills. A combination of 47 peer reviewed studies were included in this review. All these studies were found on MUN online library and the selection criteria I used in searching was studies that are relevant to: ESL writing, the importance of peer feedback and the role that web-based technology can do to facilitate peer feedback in ESL writing classrooms. The results showed that reflective assessment of peers' writing helps students develop their peers' and their own writing performance. They also stressed the role of web-based technology in providing a stimulating environment for students to reflect on peers' written work. However, some studies revealed the challenges that might affect using this technology such as students' reluctance, fear of sharing writing online and their sensitivity to being criticized publicly.
Anxiety and Self-Esteem in Cyber-Victimization Profiles of Adolescents
Author: Núñez, Andrea
Date: 2021-00-00
Type: Journal Articles
Subjects: Victims,Bullying,Computer Mediated Communication,Peer Relationship,Aggression,Incidence,Adolescents,Anxiety,Self Esteem,Correlation,Foreign Countries,Secondary School Students,Gender Differences

This study has two objectives: (1) Identify profiles of victimization in adolescence, depending on the levels of offline or online peer aggression suffered, along with the prevalence of each profile; and (2) Analyse the association of the victimization profiles with adolescents' social anxiety and self-esteem. The sample was comprised of 3120 adolescents aged 12 to 18 (M=14.03; SD=1.40) from Asturias (Spain), who completed self-report questionnaires about traditional peer victimization and cybervictimization, as well as social anxiety and self-esteem. We performed descriptive analyses, Latent Profile Analyses, and multivariate analyses of variance. We found a positive, moderate correlation between being a cyber-victim and being a traditional victim, along with four profile types: non-victims (77.8%), mainly cyber-victims (13.5%), mainly traditional victims (4.5%), and dual victims (4.3%). Traditional victims and dual victims exhibited greater social anxiety and less self-esteem than cyber-victims, who exhibited greater social anxiety and less self-esteem than non-victims. Dual victims and traditional victims do not differ in social anxiety and self-esteem. The results contribute to the identification of patterns of victimization in school-age adolescents, and their relationship with social anxiety and self-esteem.
Why Not Social and Emotional Learning?
Author: Billy, Roslyn J. F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Cultural Differences,Foreign Countries,Student Development,Social Development,Emotional Development,Barriers,Emotional Intelligence,Metacognition,Language Usage,Interpersonal Communication,Program Implementation,Teacher Role,Self Concept,Self Management,Interpersonal Competence,Decision Making

Social and emotional learning (SEL) has become an avant-garde term in the last few years. It is how people acquire and apply knowledge, attitudes and skills to understand and control emotions. Incorporating the SEL perspective, teachers can not only help students set and achieve positive goals, but also help students understand how empathizing with others will allow them to establish and maintain positive relationships as well as aid them in making responsible decisions. SEL also touches a number of fields with which it is related: emotional intelligence, mindfulness and the recently developed concept of Mediation which was detailed in the Companion Volume of the Common European Framework of Reference for Languages. In this paper, two researchers from different countries (the USA and Spain) review the literature on SEL, give a bird's eye view of the SEL situation in their countries, discuss its value in the classroom and make recommendations for further study.
Coping with Distress among Adolescents: Effectiveness of Personal Narratives on Support Websites
Author: Mariën, Sofie
Date: 2021-00-00
Type: Journal Articles
Subjects: Coping,Stress Variables,Personal Narratives,Web Sites,Adolescents,Peer Relationship,Social Support Groups,Sharing Behavior,Reading,Responses,Self Expression,Writing (Composition),Persuasive Discourse,Information Seeking,Help Seeking,Self Efficacy,Foreign Countries

Sharing, reading and responding to personal narratives on peer-to-peer support websites may provide adolescents with informational and emotional support to feel more confident in coping with stressful events. However, their use may also pose a threat to adolescents' coping self-efficacy. Principles of expressive writing, social sharing of emotions, narrative persuasion and self-effects may provide insight in how these actions may both positively and negatively relate to coping self-efficacy. By using a cross-sectional online survey with 311 Dutch-speaking adolescents between the ages of 14 and 18, this article explores how these actions and social support motives (i.e. information-seeking and emotional support-seeking) are related to adolescents' perceptions about the usefulness of these websites to their coping self-efficacy. The results showed a positive relation between adolescents' social support motives and their belief in the usefulness of these websites to their coping self-efficacy. Therefore, we conclude that it may be an effective coping strategy for many adolescents. There was a negative relation between experience with sharing a personal narrative and coping self-efficacy, meaning that these users did not perceive the website to be helpful to their overall confidence in coping with stressful events. However, this negative relation was reversed when they were motivated to find emotional support with similar others.
How Much Is Lost? Measuring Long-Term Learning Using Multiple Choice Tests
Author: Benegas, Julio
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Evaluation,Multiple Choice Tests,Concept Formation,Instructional Effectiveness,Electronic Equipment,Pretests Posttests,Long Term Memory

This work proposes a new approach for measuring long-term conceptual knowledge based on the after-instruction evolution of students' answers to a research-based, multiple-choice, single-response test. The method allows for a quantitative determination of the fraction of students that, after instruction, attain long-lasting and temporary learnings, as well as those that did not learn. It also provides a plausible value of the experimental error. The method has been applied to analyze data obtained from a group comparison quasi-experimental design, in which two intact, equivalent high school classes have been subjected to two different instructional approaches. Conceptual knowledge of the subject, simple resistive electric circuits, was measured through the administration of the multiple-choice test DIRECT at three different times: before and immediately after instruction and one year later. Results indicate that the fraction of students achieving long-term learning is about four times larger in the group that followed active-learning activities, compared with the class that followed traditional instruction; drastically decreasing the no-learning group. The proposed method is relatively simple to implement and to interpret, providing more in-depth information, with higher accuracy and detail than the usual pre- and post-instruction data analysis. Some suggestions for complementary studies and to improve instruction are also given.
Influence of Science Experiences on Preservice Elementary Teachers&apos; Beliefs
Author: Azam, Saiqa
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Experiments,Preservice Teachers,Elementary School Teachers,Beliefs,Freehand Drawing,Foreign Countries,Self Concept,Attitude Change,Science Instruction,Teaching Experience

The purpose of this mixed-methods research was to investigate changes in preservice elementary teachers' science teaching beliefs and explain how these beliefs influence the way these teachers interpret their science teaching and learning experiences. Supported by the theoretical underpinnings of teacher beliefs and drawings as a tool to investigate teacher beliefs, this research utilized qualitative (written science autobiographies and reflections) and quantitative (Draw-a-Science-Teacher-Test-Checklist as a pre- and post-measure) data collection techniques. A total of 55 preservice elementary teachers participated from two public universities located in the United States and Canada. Quantitative analysis revealed positive shifts in science teaching beliefs of preservice elementary teachers largely in two ways: A small shift representing small positive difference or a large shift representing large positive difference between the pre- to post-course DASTT-C scores. Qualitative data analysis for the two sub-groups of participants (small shift and large shift) provided evidence that preservice teachers' beliefs were linked to their personal histories and were influenced by their prior science experiences. Preservice teachers' beliefs and their self-images changed as they participated in the field teaching experiences in elementary classrooms and engaged with elementary learners, during the science methods course. Implications for preservice teacher education programs, science teacher education, and research are included.
Experiences of Successful First-Generation College Students with College Access
Author: Ricks, Jonathan R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Experience,College Seniors,First Generation College Students,African American Students,Black Colleges,Access to Education,Barriers,Academic Achievement,Educationally Disadvantaged,Decision Making,College Attendance,College Admission,School Counseling,Cultural Capital,Social Capital,Family Role,Social Support Groups,Individual Characteristics,Influences

A plethora of educational research suggests that first-generation college students (FGCS) are at a distinct disadvantage when attempting to access college. Much of the research on this population examines the struggles these students face. Using a phenomenological approach, this qualitative study investigated lived experiences of ten &quot;successful&quot; FGCS enrolled at an historically Black university in southeastern United States. Themes emerged related to the participants' pre-college circumstances, decision to attend college, and experiences accessing college. The results of the study serve as a guide for professional school counselors who aim to develop preventative measures and promote social and cultural capital for prospective FGCS.
The Implementation of Reform-Based Standards in High School Chemistry Classrooms Influenced by Science Teaching Orientations
Author: Burt, Michael B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Science,Science Instruction,Chemistry,Educational Change,Curriculum Design,High School Teachers,State Standards,Science Teachers,Science Curriculum,Teacher Attitudes,Beliefs,Course Content,Pedagogical Content Knowledge

Recent reform efforts have been adopted in the United States to reimagine student learning in science. Historical reform efforts have required teacher buy-in necessary for substantive change to occur. Using a mixed-method methodology, chemistry teacher progress in implementing the &quot;Next Generation Science Standards&quot; in Illinois and views about the purpose of science teaching and learning were explored in the context of teachers' curriculum design decisions. The results of this exploratory study suggest that standards alone are not sufficient for implementation. Chemistry teaching and learning appear to be partially mediated by a canon of knowledge that does not fully complement the standards teachers are asked to implement.