ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;It&apos;s Ok Not to Know What I Want to Do&quot;: An Exploration into the Aspirations of Early Childhood Studies Students
Author: Richardson, Tanya
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Early Childhood Education,Occupational Aspiration,Career Choice,Employment Potential,Job Skills,Employment Qualifications,Motivation,Career Exploration

The importance of embedding employability skills in English Higher Education has received increased attention since the introduction of tuition fees and employers claiming that graduates lack the necessary skills for the workforce. This paper considers how these employability skills align with students' aspirations, when there is uncertainty around their career trajectory, an area that appears unexplored in current literature. Using an interpretative approach this small-scale study (n=25) sought views of first year students within an HE institution in the East Midlands of England. This paper reports on students' career aspirations and motivations for studying, and working in, the field of Early Childhood, at the commencement of their studies. Through questionnaires and semi-structured interviews, students reflected on their aspirations and motivations to follow this degree trajectory. This paper purports that students embark on this degree with a generic interest in working with children but are uncertain about career directions. They welcome the breadth of opportunities the degree could lead to. It is therefore argued that &quot;it's ok not to know what I want to do&quot;. It is the role of academic and professional staff to embed a breath of opportunities for exposure to the range of career pathways available.
STEM Students See the Value of LinkedIn as a Career Development Tool and Continue to Use It in the Long-Term Post-Assignment
Author: Lexis, Louise
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Media,Social Networks,STEM Education,College Students,Student Attitudes,Career Development,Assignments,Time Perspective,Skill Development,Professional Identity,Individual Development,Multiple Literacies

Some empirical case studies provide support for using LinkedIn as a 21st century career development tool; however, little is known about the long-term impact on students' use of LinkedIn. A LinkedIn assignment was implemented in a third-year subject taken by students in non-specialist science, technology, engineering and mathematics (STEM) degrees. The study aimed to determine: (1) Student use of LinkedIn prior to, and during the four months after the assignment was completed; (2) Student intentions to use LinkedIn as a career development tool in the long-term future; (3) Student perceptions of a LinkedIn assignment and associated employability skills; and (4) Changes to students' LinkedIn profiles and professional connections in the two years following completion of the assignment. Four months after the assignment, students completed an anonymous and voluntary questionnaire comprised of open-ended and Likert-scale questions. Descriptive statistical analysis was conducted on the Likert-scale responses and content analysis was conducted on the open-ended responses. Students' LinkedIn profiles were analysed upon completion of the assignment and two years post-assignment to determine changes during this time. Students saw value in the assignment and LinkedIn as a career development tool, and many thought they had developed skills in building a connected identity and social network literacy. Students were less confident in their ability to build and engage with professional networks, although they thought this was important. Most students continued to use LinkedIn in the two years post-assignment. In conclusion, a LinkedIn assignment is an effective career development tool for students in non-specialist STEM degrees.
Investigation of Protective Factors against Career Stress of Senior University Students Using Mixed Pattern Method
Author: Kara, Ahmet
Date: 2023-00-00
Type: Journal Articles
Subjects: College Seniors,Career Choice,Career Exploration,Stress Variables,Barriers,Decision Making,Vocational Maturity,Self Efficacy,Self Concept Measures

Career stress includes negative career experiences such as encountering career barriers, career indecision. This research aims to analyse and evaluate the protective factors against the career stress of senior university students with mixed-method research. For this purpose, an embedded design was used. A total of 353 individuals [AgeMean = 23.55, AgeSd = 3.87], determined by sampling method, participated in the research. Data, Dispositional Hope Scale, Career Adaptabilities Scale, Career Decision-Making Self-Efficacy Scale, Career Stress Inventory, and Online Questionnaire were used. Structural equation modeling was used in quantitative data analysis. The content analysis technique was used for qualitative data analysis. As a result of the structural equation modeling analysis in quantitative findings, a protective structural model was obtained against the career stresses of senior university students. The participants revealed several ways to cope with career stress in qualitative findings. The study also examines hope, expectations for self-development, orientation towards activities that make senior students feel good, presence of those experiencing similar stress, positive inculcation, and evaluation of the effects of intrinsic/extrinsic motivators.
The Effect of Educational Film Supported Augmented Reality Applications on Academic Achievement and Motivation for Science Learning
Author: Güvenir, Emre
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Films,Computer Simulation,Technology Uses in Education,Academic Achievement,Student Motivation,Science Education,Grade 6,Elementary School Students,Foreign Countries,Pretests Posttests

The aim of this research is to investigate the effects of educational film-supported augmented reality applications in the teaching of the Solar System and Eclipses Unit of the 6th grade Science course on the academic success of the students and their motivation levels for learning science. The study group of the research consisted of 42 students attending the 6th grade in Kahramanmaras in the fall semester of the 2021-2022 academic year. In this research, quasi-experimental design was used. The participants from whom the data were collected were determined by convenient sampling method. The experimental group (N=22) of the study consisted of the learning group with educational film supported augmented reality applications, and the control group (N=20) was the group that studied with the learning method specified in the current science curriculum. The results obtained from the study revealed that there was no significant difference between the achievement test and motivation scale pre-test scores of the experimental and control groups. Another result obtained from the study is that there is a significant difference in favor of the experimental group between the achievement test and motivation scale posttest mean scores of the groups as a result of the application process.
The Examination of Relationship between the Approaches to Environmental Ethics and Environmental Behaviours of Teacher Candidates by Different Variables
Author: Saka, Mehpare
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Ecology,Conservation (Environment),Ethics,Gender Differences,Intellectual Disciplines,Place of Residence,Science Education,Elementary Education,Social Sciences,Foreign Countries

The aim of this study is to determine the environmental behaviour and the approaches to environmental ethics of teacher candidates whether or not they differ in terms of gender, department and place of residence. Moreover, the relationship between the approaches to environmental ethics of teacher candidates and their environmental behaviours was established and interpreted in the study. The research group of the study, in which screening model is used, consists of 881 third year and final year student teachers from the departments of science teaching, primary school teaching and social sciences teaching in five state universities. Out of the teacher candidates, 650 are female and 231 are male students. The data were obtained with Environmental Behaviour Scale and the Approaches to Environmental Ethics Scale. Descriptive statistics, Mann Whitney-U and Kruskal-Wallis H tests, and Spearman Rank-Difference Coefficient of Correlation methods were used for the analysis of the data which determined that there was a low level of relationship between the environmental behaviours and the approaches to environmental ethics of the teacher candidates and that the approaches to environmental ethics and the environmental behaviours differed for some of the variables including gender, department and place of residence.
More than Words: Using Children&apos;s Literature to Promote Self-Awareness in the Primary Grades
Author: Luther, Vicki L.
Date: 2023-04-00
Type: Journal Articles
Subjects: Childrens Literature,Self Concept,Elementary School Students,Student Development,COVID-19,Pandemics,Social Emotional Learning

Children at the beginning of their formal educational experiences are developing cognitively, socially, and emotionally. However, due to the ramifications of the COVID-19 pandemic, many children are behind in these developmental areas. Self-awareness is a foundation of students' understandings of themselves and the world around them. Without a greater perception of self-awareness, children learning to read in the primary grades might struggle in self-efficacy and motivation, and a lack of self-awareness can even affect students' understandings of texts in later grades. This article focuses on how teachers can use children's literature to discuss socioemotional components and to help students recognize who they are as learners and readers.
Reflecting on and Embracing the Complexity of Literacy Theories in Practice
Author: Lare, Christine
Date: 2023-04-00
Type: Journal Articles
Subjects: Reflection,Literacy Education,Educational Theories,Theory Practice Relationship,Teaching Methods,Elementary School Teachers,Teacher Empowerment,Teacher Attitudes,Goal Orientation,Data Collection,Feedback (Response),Inquiry,Active Learning

This paper responds to the need to support complexities of literacy instruction by identifying and illustrating teaching strategies used by a practicing special education teacher rooted in a multi-theoretical approach to teaching literacy. We argue the importance of teaching from multiple theoretical standpoints and utilizing student-centered, asset-based approaches to pedagogy, assessment, and learning relating to literacy. We share our multi-theoretical approach to understanding and teaching literacy, defining literacy and its complexities. Then, we illustrate several teaching practices including using growth mindset, implementing asset-based data collection, utilizing feedback, and integrating inquiry-based learning that ultimately supports the cultivation of empowered literacy learners who deem learning as both interesting and valuable. Finally, we discuss tensions and challenges inherent to implementing a multi-theoretical approach. Throughout, we provide reflection points to empower teachers to rely on their agency, self-efficacy, and expertise and to feel capable in their knowledge and agency in an era where teachers are increasingly experiencing deprofessionalization through disempowering factors.
Coaching Teachers under Duress
Author: Toll, Cathy A.
Date: 2023-04-00
Type: Journal Articles
Subjects: Coaching (Performance),Literacy Education,Self Efficacy,Resilience (Psychology),Academic Achievement,Instructional Effectiveness,Teacher Collaboration,Teaching Methods

At a time when teachers are feeling exceptional amounts of duress, literacy coaches often feel ineffective. However, coaches can be more important than ever when their collaborations increase teachers' self-efficacy, resiliency, and success with students. This article provides six simple rules that literacy coaches can use to enhance their work and strengthen the effectiveness of their teacher partners: be realistic, respond to teachers, adjust the scale, keep eyes on the prize, make a difference, and stop the spiral. Rooted in theories of complex adaptive systems and research on the needs of teachers in times of stress, the suggestions herein provide innovative methods and tools for literacy coaches' success.
Empathy throughout the Curriculum: Using Picture Books to Promote Activism &amp; Equity
Author: Olmstead, Kathleen M.
Date: 2023-04-00
Type: Journal Articles
Subjects: Empathy,Picture Books,Activism,Equal Education,Culturally Relevant Education,Childrens Literature,Inclusion,Social Emotional Learning,Content Area Reading

The authors--a panel of teacher educators: an education librarian, and a high school student activist--share classroom practices, recent research, and scholarship that centers on fostering empathy and activism through picture books as part of culturally relevant-sustaining practices. A variety of new children's literature and practical ways to incorporate these inclusive picture books across the curriculum are shared. Useful strategies for teachers to locate culturally responsive &amp; sustaining children's literature and related resources for classroom use are also provided.
Explicit Instruction in a Second Grade Picturebook Author Study
Author: Kesler, Ted
Date: 2023-04-00
Type: Journal Articles
Subjects: Direct Instruction,Grade 2,Picture Books,Authors,Teaching Methods,Multiple Literacies,Writing Workshops,Writing Instruction

Using the Learning by Design multiliteracies framework, writing workshop was transformed into composing workshop. The researcher worked with a team of four second grade teachers in an urban public elementary school to redesign their Kevin Henkes author study to equally value art and design, guiding their students in creating their own narrative picturebooks. The researcher addresses the following two research questions: 1. What explicit instructional practices did the teachers enact? 2. What influence did these explicit instructional practices have on the second graders' composing work? The researcher applied cross-case analysis, first to create an inventory of explicit instructional practices, and second, to identify illustrative cases and representative samples of explicit practices. The researcher documents the teachers' explicit instruction, harnessing social cognition of the learning community, that resulted in students' application of an expanded semiotic landscape to express their own narrative understandings. Students demonstrated knowledge transformation and development of metalinguistic understandings. The reflexive nature of implementing Learning by Design pedagogy means that curriculum design is always a work in progress, always in need of redesign to be responsive and supportive of the children in front of us.
Measuring Teachers&apos; Knowledge on the Applications of the Nine Pillars of the Fourth Industrial Revolution (4IR) in Education
Author: Ravendran, Saravnesvaran
Date: 2023-04-00
Type: Journal Articles
Subjects: Technological Advancement,Foreign Countries,Technological Literacy,Pedagogical Content Knowledge,Higher Education,Educational Improvement,Computer Simulation,Teacher Attitudes,STEM Education,Manufacturing,Robotics,Information Security,Information Technology,Instructional Innovation,Computer Software,Data Analysis,Computer Security,Internet,Secondary School Teachers,Teaching Methods

The Fourth Industrial Revolution (4IR) refers to the current rapid technological growth that fundamentally changes how humans live. 4IR is essential to improve higher education worldwide and develop crucial skills such as e-learning and innovation, information and media technology, and life and career skills. This study aims to assess the knowledge of the application of the nine pillars of 4IR in Education among STEM teachers in Malaysia. The nine primary pillars of 4IR that create a digital revolution in industries are autonomous robots, augmented reality (AR), system integration, additive manufacturing, cybersecurity, cloud computing, big data and analytics, the internet of things (IoT), and simulation. A quantitative study approach, through a survey questionnaire, is utilized to conduct the study. Meanwhile, a sample size of 200 secondary school STEM teachers in Malaysia had been chosen through a simple random sampling technique. Mean scores are used to assess the knowledge. The findings of the study showed that the teachers are highly knowledgeable about the application of simulation (M=4.15), augmented reality (M=4.11), and autonomous robots (M=4.06) in education. Meanwhile, the teachers have moderate knowledge in the application of cybersecurity (M=3.29), additive manufacturing (M=3.27), and the internet of things (M=3.11) in education. Finally, the teachers recorded a low level of knowledge toward the application of cloud computing (M=2.48), horizontal and vertical integration (M=2.20), as well as big data and analytics (M=2.02) in education. This study gives implications for ensuring the teachers can meet the demands of the present education system and help their learners become more proficient in learning. In conclusion, integrating 4IR technology is an important aspect that needs to be utilized in teachers' teaching practices.
Perceptions on Educational Films Containing Biotechnology Applications Prepared by Teacher Candidates
Author: Önder, Ayse Nesibe
Date: 2023-04-00
Type: Journal Articles
Subjects: Instructional Films,Biotechnology,Preservice Teachers,Science Teachers,Student Developed Materials,Film Production,Undergraduate Students,Genetics,Foreign Countries,Cytology

This study aims to examine the unique educational films prepared by science teacher candidates about biotechnology applications and getting their perceptions on the process/the educational films they have prepared. The phenomenology method was used. The study group consists of 30 sophomore teacher candidates. Teacher candidates prepared educational films. Then, the perceptions of the teacher candidates about this process were taken. According to the results of the study educational movies were prepared by teacher candidates by way of their writings about stem cells, genetically modified organisms, nanotechnology and cloning. The educational films focused on the positive and negative aspects of these biotechnology subjects, on the basis of daily life scenarios. Even though the short movies contained both negative and positive references, they mostly had a positive note.
Online Distance Learners&apos; Perceptions and Needs for Personalized Learning in English as a Foreign Language Courses
Author: Moosavi, Zeynab
Date: 2023-04-00
Type: Journal Articles
Subjects: Online Courses,Distance Education,English (Second Language),Second Language Learning,Second Language Instruction,Learner Engagement,Higher Education,Instructional Improvement,Student Attitudes,Teaching Methods,Student Centered Learning,Foreign Countries,Multimedia Materials

The rapid development of e-learning in higher education institutions has facilitated personalized learning pathways for learning to be relevant, catering to the individual learners' needs and expectations. In spite of the vast opportunities that e-learning offers, the online courses in distance language education in Iran failed to satisfactorily engage students. There is little effort to empower and give voice to students to improve instruction. Therefore, the aim of the study was to explore the needs and expectations of EFL students enrolled in online English courses at a distance learning institution. The study also examined the students' perceptions for a learner-centred approach, using personalized learning (PL) in their online English courses. A total of 200 students participated in the survey and five of them were invited to be interviewed. The study explored the issues in the existing online English courses, the students' expectations of an English course and their perceptions towards a PL approach for their online English courses. The results revealed the EFL students needed more support, multimedia learning resources, opportunities to practice speaking and listening, and a friendly communicative environment. The findings indicated that most students had positive perceptions on PL. The study suggested that distance education systems need to incorporate PL into online courses as a solution to address the students' learning needs.
Statistical Literacy of Education Policy Makers: A PLS SEM Approach
Author: Jalal, Azlin Abd
Date: 2023-04-00
Type: Journal Articles
Subjects: Statistics,Literacy,Educational Policy,Mathematics Anxiety,Student Attitudes,Preservice Teachers,Statistics Education,Foreign Countries,Least Squares Statistics,Structural Equation Models

In this new era drenched with data, statistical literacy becomes more essential for individuals to be able to read, communicate, and make informed decisions. Moreover, statistical literacy is highly essential for education policy makers who are highly accountable for all policy outcomes including school improvement, resource allocation, curriculum planning and intervention. Hence, there is a need to understand their perceptions and beliefs. The aim of this study is to explore whether attitude towards statistics and statistical anxiety are related to the education policy makers' statistical literacy. Considering that statistics coursework is the basis and major contributor to a statistically literate society, real problems with statistics are likely due to non-cognitive factors, which include attitudes or beliefs towards statistics. There is a global increase in literature exploring beliefs and attitudes of teachers towards statistics, indicating that studies on attitudes towards statistics do not stop at the students' level but should also be extended to education personnel who uses statistics in their workplace. While pre-service teachers in college claimed that statistics anxiety is the main obstacle to get their teaching degree. This is alarming as they are the future teachers and education policy makers with anxiety may develop avoidance to read educational diagnoses containing statistical information. Participants self-reported their statistical literacy with 20 multiple choice items tailor made to the work of education policy makers. Data were drawn from a survey elicited using a cross-sectional method on 328 education personnel working at different levels in Ministry of Education. The findings show that attitude towards statistics is not significantly related to statistical literacy while statistics anxiety has a significant negative relationship with statistical literacy. Statistical anxiety also has a negative significant relationship with attitudes towards statistics. These findings help strengthen Model of Statistical Literacy, where dispositional element including beliefs and attitude was addressed while confirming Anxiety Expectation Model. Future studies to explore other potential predictors of statistical literacy and suggested to investigate possible difference in attitude towards statistics between adult workers and students.