ethanporcaro/eric-fulltext-meta huggingface dataset:
English Medium Instruction (EMI) in Moroccan Secondary Schools: Science Teachers&apos; Perception
Author: Ben Hammou, Salah
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,College Faculty,Science Instruction,Language of Instruction,Secondary School Teachers,Teaching Methods,French,Foreign Countries,Multilingualism,Educational Policy,Content and Language Integrated Learning,Program Implementation,Elementary Education,Middle Schools,Educational Change

The present study explored a small-scale English medium instruction (EMI) initiative in Moroccan secondary schools, which is part of a top-down multilingual policy based on teaching science subjects through foreign languages, namely French, English, and Spanish. 18 secondary EMI teachers of math, physics and life and earth sciences were interviewed in order to understand the new policy. Following grounded theory (GT) methodology, the findings show positive attitudes towards the implementation of EMI in Moroccan education, but the teachers seemed unsatisfied with the way it has been implemented. They thought science teachers were not prepared for such a new tendency. The study also revealed that teachers' low English proficiency was considered the major challenge to the successful implementation of EMI in Moroccan secondary schools and the essential reason behind using the first language in the EMI classroom. To prepare future generations for extending EMI in the Moroccan education, the teachers called for a switch to English as the first foreign language, instead of French, in all levels of schooling, and suggested gradual introduction of EMI in primary and middle schools. The study ends with some implications for overcoming the challenges of the new policy.
Professional Learning Network Activities of Indonesian Teachers: Differential Item Functioning Analysis of Teachers&apos; Backgrounds
Author: Krismanto, Wawan
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Characteristics,Communities of Practice,Social Media,Teacher Attitudes,Faculty Development,Teacher Participation

Teachers' professional development was gradually shifting to the learning paradigm. Developing a professional learning network (PLN) using social media platforms was one method of teachers' learning. Therefore, this research aimed to investigate the level and differences of activity of teachers when engaged in social media-based PLN using a non-experimental quantitative design. A total of 504 teachers were sampled, and data were collected using PLN Activities Questionnaire (TPLNAQ). Furthermore, the Winsteps application was used to perform the Rasch model analysis. The findings indicated that all teachers sampled had a moderate level of social media-based PLN activities. The demographic factor of qualifications significantly differed between teachers who joined the social media-based PLN. However, some instrument items showed significant differences in responses to the demographic factors of the teachers sampled, namely gender, age, teaching experience, qualifications, and certification.
Enhancing STEM Education through STEM Leadership Practices: A Fuzzy Delphi Method Approach
Author: Muda, Radhiah
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Leadership,Leadership Effectiveness,Educational Practices,Academic Achievement,Administrator Role,Administrator Effectiveness,Teacher Effectiveness,Learning Strategies,Innovation

Using the fuzzy Delphi method, this study aims to obtain expert agreement on the elements of school leaders' practices that influence student learning and teacher effectiveness in strengthening STEM instructions. An instrument on STEM leadership was presented to a total of 26 experts in STEM-related fields. The results of this study show that the expert panel agreed with the proposed constructs and elements of school leaders' practices that influence student learning and teacher effectiveness in STEM. The practices tested in the study also met the conditions specified in the fuzzy Delphi method, namely, a threshold value (d) greater than 0.2 (d &gt; 0.2), experts' agreement greater than 75% with values ranging from 81% to 96% agreement, and a fuzzy score value (A) greater than 0.5 (A = 0.5) with values ranging from 0.865 to 0.918. The defuzzification process used by the fuzzy Delphi method also reorders all items by priority based on expert consensus. Of all the elements agreed upon by the experts, the element that ranked highest in the construct of student learning is related to the leader's emphasis on hands-on activities through problem-based learning/project-based learning (PBL) in improving student skills. The element that ranks highest in the construct of teacher effectiveness is related to the leader's ability to promote innovation in teaching to enhance the quality of STEM learning.
Determination of Misconceptions about Carbohydrates
Author: Derman, Mustafa
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Education,Biology,Science Teachers,Scientific Concepts,Definitions,College Students,Content Analysis,Textbook Content,College Faculty

Concepts are the essential elements of basic sciences. For meaningful learning, these concepts need to be expressed clearly and accurately. Before the teaching methods and techniques are used, the concepts' definitions, limitations, and exceptions should be explained. Therefore, the purpose of this research was to determine whether the definition of carbohydrates is made in the books or not and to determine what characteristics of carbohydrates are used by students and biology teachers to define carbohydrates. The concept of &quot;carbohydrate&quot; was chosen within the research scope. Case study research, one of the qualitative research methods, was used. A purposive sampling technique was used in sample selection. The participants included in the study were selected from pre-service science teachers, molecular biology and genetics students, and biology teachers working in various schools. Open-ended questions and books were used to collect data. To analyze the data, content analysis was used. In light of the data obtained from the books and students, it was determined whether the definition was adequately expressed. As a result of the research, it was concluded that the participants expressed generalizations while defining carbohydrates. When defining carbohydrates, the definitions stated with a maximum percentage were energy sources, the elements in its structure (C, H, and O), and the molecular formula (Cn(H2O)n). In addition, it was determined that the definition of carbohydrates in the textbooks is not made thoroughly and is expressed based on general characteristics. It can be said that general expressions rather than definitions can cause difficulties in learning concepts and establishing relationships between concepts. The explanations made with generalizations confuse classifying the properties that fit the definition or not.
Subject Matter Knowledge of Malaysian Pre-Service Mathematics Teacher in Rate of Change: A Case Study
Author: Talib, Nurul Atiqah
Date: 2023-00-00
Type: Journal Articles
Subjects: Case Studies,Pedagogical Content Knowledge,Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Foreign Countries,Teacher Education Programs,Calculus,Mathematical Concepts,Concept Formation

A recent review of literature in topic of rate of change mostly highlighted students and teachers' difficulties in handling conceptual questions. This initiated the researcher to investigate the Malaysian pre-service mathematics teacher's subject matter knowledge in rate of change through a case study design. A task-based interview was conducted with Chong, a pre-service mathematics teacher that majored in mathematics. There are 6 tasks given, comprising topics of rate of change and derivatives. The result shows that Chong has difficulties dealing with derivatives caused by his lacking knowledge in rate of change conception. His interpretation of rate of change under multiple contexts were also inaccurate, even for motion graphical context. His weakness in graphical representation also reflected his insufficient knowledge in rate of change as he was unable to convey the first principle accurately. The overall result suggested that Chong's subject matter knowledge of rate of change is insufficient, especially in meaning of rate of change, describing the occurrence of rate of change, and distinguishing between rate of change and instantaneous rate of change.
The Effect of Outside-School Learning Courses on Prospective Teachers&apos; Aims of Performing Outside-School Learning Activities
Author: Mertoglu, Hatice
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Experiential Learning,Field Instruction,Informal Education,Learning Activities,Mathematics Instruction,Science Instruction,Student Attitudes,Teaching Methods,Positive Attitudes,Instructional Development,Student Behavior

One of the methods used in educating 21st-century individuals is outside-school learning. This article investigates the effect of outside-school learning courses on teacher candidates' aims of performing outside-school learning activities. The research uses single group pre-test and post-test design. The participants of the research are 37 prospective teachers studying at the 3rd grade of the Department of Mathematics and Science Teaching of a state university in Istanbul during the fall semester of the 2016-2017 academic year. The purposive sampling method is used to determine the study group. &quot;Outside School Learning Activities Performability Scale&quot; developed by Karademir (2013) is used as a data collection tool in the study. According to the study findings, an increase is observed in all dimensions in favor of the post-test. Additionally, it is determined that there is a statistically crucial difference in the Behavioral Expectation, Behavioral Assessment, Behavioral Easiness, Expectations of Individuals, Institutions and Organizations and Special Norm dimensions. These dimensions are the factors that affect behavior as attitude against behavior, subjective form and perceived behavior control. When all the results are evaluated together, it can be said that the outside-school learning course positively affects teacher candidates' aims of performing outside-school learning activities.
Positive Perception and Psychological Vulnerability Levels of Academicians during COVID-19 Quarantine Period
Author: Temel, Veysel
Date: 2020-00-00
Type: Journal Articles
Subjects: Positive Attitudes,Physical Education Teachers,College Faculty,Physical Education,Athletics,Teacher Characteristics,Psychological Patterns,Foreign Countries,Gender Differences,Age Differences,Academic Rank (Professional),Teaching Experience,Geographic Location,Leisure Time

Positive perception positively increases the value of the person, self-confidence and perspective towards time (Icerson and Pines, 2013). The current study aims to determine the relationship between the positive perception and psychological vulnerability levels of academicians who worked in Sports Sciences faculties and Physical Education and Sports High Schools of the universities during the Covid-19 quarantine period. The study group consisted of a total of 136 academicians, 34 women and 102 men. To determine the relationship between the positive perception and psychological vulnerability levels of the participants, &quot;Positive Perception Scale&quot; developed by Akin et al. (2015) and &quot;Psychological Vulnerability Scale&quot; developed by Sinclair and Wallston (1999) and adapted to Turkish by Akin and Eker (2011) were used. Skewness-Kurtosis normality distribution test was used to determine whether the measurements are suitable for normal distribution. Skewness-Kurtosis technique showed normal distribution in all dimensions according to the technique. In the analysis of the study data, Pearson Product Moment Correlation Analysis with descriptive statistics and MANOVA analyses scores were performed to determine the relationship between positive perception and psychological vulnerability. As a result, it is understood that academicians have over mid-level sub-dimensions of positive perception level and below mid-level psychological vulnerability levels. According to the results of the correlation analysis, it was concluded that there was a negative relationship between the psychological vulnerability and sub-dimensions of the positive perception scale.
The Investigation of Screen-Viewing on Young Children: Before and during the COVID-19 Pandemic
Author: Buldu, Metehan
Date: 2020-00-00
Type: Journal Articles
Subjects: Young Children,COVID-19,Pandemics,Mother Attitudes,Mass Media Use,Television Viewing,Video Games,Computer Games,Recreational Activities,Handheld Devices,Computer Use,Mothers,Expectation,Parent Child Relationship,Knowledge Level,Addictive Behavior

The aim of the current study is to investigate the use of screen in young children before and during the pandemic and the attitudes of mothers towards their children's screen-viewing time. To achieve this, 20 mothers who have children between 1.5 and 6 years-old included in the study. The design of this qualitative study is phenomenology to collect more extensive and rich descriptions of experiences. These mothers were selected through convenient sampling method and due to the Covid-19 pandemic; interviews were carried out with one-on-one phone call. 21 open-ended interview questions were used to get information about the participants' views and practices. The findings showed that there are differences between mothers' expectations and practices about the screen meeting of their children, they could not implement their expectations on their own children, and their children met the screen at an earlier age. Also, findings revealed that mothers are conscious about the influences of screen-viewing and it has both physical and behavioral consequences for their children.
The Examination of the Turkish Elementary Fourth-Grade Mathematics Textbook Regarding Values
Author: Sözer, Yusuf
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Textbook Content,Mathematics Instruction,Elementary School Mathematics,Grade 4,Values Education

This study examines the current Turkish primary school 4th-grade Mathematics textbook through the core values settled in the curriculums to mediate relevant (sub)values by the Turkish Board of Education (BoE). The core and sub-values were investigated through the defined aspects of inclusion, intensity, reflection, and mediation status. This qualitative case-study research was done through document analysis. &quot;Textbook Value Inclusion Form&quot; was developed by the researchers to examine the contents in visual, problem text, and activity sections, and 155 visuals, 117 problems, and 46 activity contents were analyzed. The values were unevenly distributed, where the visuals were more intensive among the content types, while the natural numbers and fractions were more concentrated within the subjects. Consequently, the book mostly covered desired values, but missing and even degenerative contents were also encountered. The values did not reflect a balanced distribution regarding units and core values. The book predominantly reflected the values implicitly. Responsibility, respect, and helpfulness were prominent mediative core values throughout the book, and diligence, healthiness, productivity, collaboration, and tradition were the sub-values being significantly mediated. As a result, the textbook adequately covered particular values, though there were identified areas for improvement, and recommendations were given to address them.
Unraveling EMI as a Predictor of English Proficiency in Vietnamese Higher Education: Exploring Learners&apos; Backgrounds as a Variable
Author: Nguyen, An
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language of Instruction,Socioeconomic Influences,Private Education,Tutoring,Language Tests,International Trade,Business Administration Education,Language Proficiency,Correlation,Comparative Analysis,Vietnamese People,Social Differences,Native Language,Vietnamese,Family Income,Barriers,Foreign Countries,Scores,Grade 12,Exit Examinations,Majors (Students),Undergraduate Students,College Admission

One key objective of English medium instruction (EMI) programs in non-Anglophone countries is to improve students' English skills in both academic and professional environments. Despite the high cost and the popularity of the program policy, there remains a lack of empirical studies on the link between attending an EMI program and students' English proficiency. This paper employs data from 111 students majoring in international business from a top Vietnamese university to compare English competency, measured by the Duolingo Test, between students enrolled in an EMI program and their counterparts who are taught the same curriculum but in the native language, through Vietnamese medium instruction (VMI). Controlling for different social backgrounds, the study shows that participation in EMI is associated with better English test performance. Analysis using multiple interaction terms shows that male EMI participants, or students coming from lower income households, having lower English scores in high school, and attending more English private tutoring would benefit more from EMI. The analysis sheds light on potential socioeconomic obstacles to accessing EMI and English skill development. Follow-up interviews similarly show the relevance of demographic backgrounds to the students' perceptions of EMI and their English proficiency. The study provides clear evidence of substantial associations between EMI and English skills. Further studies are needed to establish the causality of the results.
Teacher Questions, Wait Time, and Student Output in Classroom Interaction in EMI Science Classes: An Interdisciplinary View
Author: An, Jiangshan
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Language of Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Native Speakers,Content and Language Integrated Learning,Classroom Communication,High School Students,Thinking Skills,Foreign Countries,Constructivism (Learning),Questioning Techniques,Correlation,Science Instruction,Speech Communication

Past research has often shown a lack of student output in English medium instruction (EMI) classes (e.g., An et al., 2021; Lo &amp; Macaro, 2012) and this study seeks to identify possible reasons. Guided by literature on wait time (Rowe, 1986) and teacher higher-order thinking questions (Chin, 2007), this study explores whether these two pedagogical moves have the same impact on classroom interaction in EMI science classes. 30 EMI science lessons were recorded from seven EMI high school programs in China, taught by 15 native speakers of English to homogenous groups of Chinese students. Correlation tests showed that when there was more wait time after a teacher question, the students produced lengthier responses with more linguistic complexity, took up more talk time, and asked more questions. However, greater use of teacher higher-order thinking questions, coded by Chin's (2007) framework of constructivist questions, did not correlate with any student output measures. This suggests that wait time may be a more effective factor leading to more student output in EMI classes than asking higher-order thinking questions. Qualitative analysis showed teachers' follow-up moves may have also played a role in the limited success of higher-order thinking questions.
Perceived Reputational and Administrative Capacity Biases &amp; the Role of Carnegie Classifications in Funding Review Processes
Author: Devereux, Emily
Date: 2023-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Finance,Educational Equity (Finance),Bias,Research,Financial Support,College Administration,Reputation,Classification,Institutional Characteristics

Previous research on issues of social equity in funding distributions across institutions of higher education has pointed to reputation and administrative capacity biases in peer reviews of proposals, among other concerns. Further research is needed to identify what contributes to perceived biases and enables institutions to signal competitiveness to sponsors based on the principal-agent and resource dependency theories. For this study, a quantitative analysis was conducted on publicly available datasets to explore relationships among Carnegie Classification rankings, institutional control types, administrative capacities, and sponsored research and foundation funding levels. The study population included Carnegie Classifications of four-year institutions. Data sources included the Carnegie Classification 2018 Public Data Report, National Science Foundation's HERD FY2017 Survey, U.S. Department of Education's IPEDS 2016-2017 report, and the Council for Advancement and Support of Education's VSE FY2016-2017 report. Direct linear relationships were found between institutional rankings and administrative capacities and institutional funding levels. Further, funding source distributions differed by institutional control type. Increasing funding distributions to minority institutions and researchers will promote research development and improve social equity across funding mechanisms.
Resubmission Assistance: Understanding Current Practices and Perspectives
Author: Polasky, Sarah
Date: 2023-00-00
Type: Journal Articles
Subjects: Grants,Grantsmanship,Research and Development,Program Proposals,Needs Assessment,Evaluation Criteria,Higher Education,Institutional Characteristics,Feedback (Response),Proposal Writing

The impact of resubmission assistance on grant proposal success is relatively unknown. Given that a significant proportion of proposals, up to 90%, are rejected by the sponsor, this lack of information makes it difficult for Research Development (RD) professionals to decide whether to invest resources in this service. This study responded to New Opportunities for Research Development (NORD)/InfoReady's request for proposals specifically focused on resubmission assistance. The study used a combination of artifact review, interview, and survey methodologies to identify the most common types of resubmission assistance and identify areas in which RD professionals would like to offer services. This study helped identify the field's strengths and weaknesses within the area of resubmission assistance, and sets the stage for future research to clearly define the core components of research assistance.