ethanporcaro/eric-fulltext-meta huggingface dataset:
Shine a Spotlight on the Preparatory Service within Science Teacher Education in Germany: A Systematic Review
Author: Doil, Melina
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Education Programs,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Scientific Literacy,Stress Variables,Test Preparation,Scientific Principles,Psychological Patterns,Comparative Education,Teacher Competencies,Media Literacy,Information Literacy,Career Development,Pedagogical Content Knowledge,Structural Analysis (Science)

Due to the lack of success of German students in recent program for international student assessment (PISA) studies since 2001, the question arises whether German teacher training has an impact on this performance. This publication is based on a systematic review which deals with German-language publications of various PISA-relevant areas within the preparatory service in Germany. The results show that there is a clear need for action in the areas of scientific literacy, nature of science as well as media and information literacy. In addition, the structure of the preparatory service as well as the psychological stress of prospective (science) teachers in Germany are explained in more detail. Despite being limited to German publications and individual competencies of PISA surveys, the study identifies a need for action for the German preparatory service. The aim of this publication is to provide a basic description of the German preparatory service in relation to science teacher education to compare German teacher education with better performing teacher training according to PISA.
Tracing Physical Education Teachers&apos; Teaching Difficulties in Online Era Using Teaching Skill Indicators
Author: Blegur, Jusuf
Date: 2022-00-00
Type: Journal Articles
Subjects: Physical Education,Physical Education Teachers,Barriers,Teacher Attitudes,Elementary School Teachers,High School Teachers,Teaching Skills,Gender Differences,Online Courses,Distance Education

Each level of education has different teaching difficulties so that teachers must be skilled and adaptive in teaching. This study aims to compare the teaching difficulties of elementary and senior high school teachers in implementing Physical Education (PE) learning online. This study used a quantitative approach with a comparative design using teaching skills instruments from Maksum, consisting of 19 skills aspects circulated through Google form involving 45 participants. The results of the descriptive analysis indicated that senior high school teachers are more difficult to open and organize learning. Meanwhile, elementary school teachers find it more difficult to close the lesson. Furthermore, the most difficult teaching skills for senior high school teachers are &quot;teachers implement strategies to optimize student practice.&quot; Otherwise, the most difficult for elementary school teachers is the &quot;teacher breaks down the teaching assignments according to the students' abilities.&quot; Meanwhile, both groups were equally easy to teach on the skill indicator &quot;the teacher's treatment is fair, not differentiating between male and female students&quot;. Despite the fact that the discrepancies were not statistically examined, the current study convincingly reflects the obstacles that both elementary and senior high school instructors face in terms of teaching skills. However, the study did not look into PE teaching skills utilizing ICT indicators. As a result, future research may construct learning models and investigate further on PE teaching skills based on student characteristics, as well as the use of reality augmented technology to improve PE lesson quality.
The Profile of Students&apos; Communication Skills on Science Learning in Elementary Schools
Author: Angganing, Paradika
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communication Skills,Science Education,Science Instruction,Elementary School Students,Grade 5,Questioning Techniques,Public Schools

Communication skills are crucial in 21st century education since they encourage other skills, such as speaking skills, critical thinking, and creative thinking. Communication skills are a means to create, maintain, and expand knowledge in science learning. This study explores the profile of students' communication skills in science learning in elementary schools. A qualitative approach was employed. The subjects were 100 public elementary school students in Central Java, Indonesia. Data collection techniques were observation and interviews with students attending science learning classes. The data were analyzed using interaction analysis consisting of data reduction, data presentation, and drawing conclusions. The result revealed that students' communication skills in science learning were poor, with an average score of 1.96 or 49.02%. Answering the question was the indicator frequently found. It had an average score of 2.3 or 57.60%. Meanwhile, the indicator hardly found was asking the question since the average score was 1.64 or 40.93%. Considering the results, the teachers need to apply various materials or an innovative learning model to improve students' communication skills in science learning.
The Impact of Gamification on Secondary School Students&apos; Grammar Proficiency
Author: Koç, Gözde
Date: 2023-00-00
Type: Journal Articles
Subjects: Gamification,Secondary School Students,Grammar,Academic Achievement,Grade 6,English (Second Language),Second Language Learning,Electronic Learning,Foreign Countries,Class Activities,Student Attitudes

The aim of this study is to investigate the academic achievement of 6th grade students in grammar course gamified with an online tool and their opinions regarding the application. The study employed quasi-experimental design and a semi-structured interview was utilised to obtain the qualitative data. The application lasted for 6 weeks during which the experimental group received gamified grammar education whereas the control group received content-based language learning. Pre-test and post-tests were applied to both groups to check if there were any differences between the scores. Since the quantitative data were not parametric, Wilcoxon Matched -- Pairs Signed Ranks Test and Mann Whitney U Test were used in the analysis of the data. Also, a semi-structured interview was utilised to learn about the opinions of the students in experimental group. The results yielded a significant difference in favor of students who received gamified grammar learning. The results were also supported by the positive opinions of the students towards gamification of grammar with an online tool as an in-class material.
The Effect of Mathematical Modelling Activities on Students&apos; Mathematical Modelling Skills in the Context of STEM Education
Author: Armutcu, Yaprak
Date: 2023-03-00
Type: Journal Articles
Subjects: STEM Education,Mathematical Models,Mathematics Skills,Program Effectiveness,Secondary School Students,Grade 8,Learning Activities,Interdisciplinary Approach,Thinking Skills,Group Activities,Student Interests,Foreign Countries,Social Problems

This study was conducted to examine the effect of mathematical modelling activities on the mathematical modelling skills of secondary school students in the context of STEM education. The study was designed according to the embedded design, one of the mixed research methods. The study group of research consists of 66 eighth-grade students studying in a public school in the central district of a large province in the south of Turkey in the 2020-2021 academic year. While the criterion sampling method, one of the purposeful sampling methods, was used to determine the quantitative study group of the research, the maximum variation sampling method was used to determine the qualitative study group. On the other hand, in the context of STEM education, mathematical modelling problems, evaluation rubric and semi-structured interview forms were used as data collection tools in the research. As a result of the research; It was concluded that mathematical modelling activities in the context of STEM education positively improved the mathematical modelling skills of secondary school students. In addition, it has been concluded that the students who receive education with mathematical modelling activities applied in the context of STEM education gain different interdisciplinary perspectives, experience positive developments in their thinking skills, adapt to group work more easily, and increase their interest in engineering and technology.
Validity and Reliability Study of Listening Attitude Scale for Prospective Teachers
Author: Kaplan, Kadir
Date: 2023-03-00
Type: Journal Articles
Subjects: Validity,Reliability,Measures (Individuals),Factor Analysis,Attitude Measures,Student Attitudes,Preservice Teachers,Teacher Education Programs,Item Analysis,Listening Skills,Foreign Countries

The aim of this study is to develop a measurement tool to measure the listening/watching attitudes of pre-service teachers. 387 pre-service teachers were administered the scale, and its validity and reliability studies were conducted by exploratory factor analysis, internal consistency measurement, and confirmatory factor analysis. EFA revealed that the scale has four dimensions. To determine the reliability of the scale, the Cronbach Alpha internal consistency coefficient was calculated at 0.928. In the principal component analysis, Kaiser-Meyer-Olkin (KMO) coefficient was found to be 0.937. In addition, the Barlett Sphericity test was significant (X[superscript 2] = 4607.552; p&lt;0.05). Varimax rotation resulted in factor loadings ranging between 0.37 and 0.91. In CFA, the standardized regression coefficients averaged around 0.700 and the items in each dimension had a significant predictive power. As a result of the analysis, a valid and reliable scale was obtained.
Development of TPACK with Web 2.0 Tools: Design-Based Study
Author: Uygun, Tugba
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Web 2.0 Technologies,Preservice Teachers,Mathematics Teachers,Mathematics Education,Educational Technology,Undergraduate Study,Communities of Practice,Faculty Development

This mixed-method study, which aimed to examine the development of teacher candidates, was organized as a design-based study. During the 14-week instructional sequence, pre-service teachers were given training based on the designed hypothetical learning trajectory. The data collected through the lesson plans before and after the training and interviews were organized and analyzed by using the rubric prepared within the scope of Web 2.0 tools by the researchers. Moreover, the pre-training and post-training scores obtained using this performance rubric were analyzed with the related sample t-test. In addition, learning packages and interviews were analyzed using content analysis technique. The findings showed that there was an improvement in the technological pedagogical content knowledge of the pre-service mathematics teachers with the training provided for the use of Web 2.0 tools in mathematics education. In the study, an alternative educational content that can be used in lessons related to instructional technologies in undergraduate programs that train mathematics teachers has been prepared.
Examining the Relationship between TPACK and STEAM through a Bibliometric Study
Author: Karampelas, Konstantinos
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,STEM Education,Art Education,Bibliometrics,Definitions,Educational Research,Educational Trends,Publications,Journal Articles,Intellectual Disciplines,Foreign Countries,Trend Analysis

This research is a bibliometric study that focuses on publications containing both terms &quot;technological pedagogical content knowledge&quot; (TPACK or TPCK) and &quot;science, technology, engineering, arts, and mathematics&quot; (STEAM). The former addresses knowledge that teachers are expected to gain, whereas the latter addresses a new integrating subject field. Both terms dominate contemporary education research, especially in relation to technology and its impact on education. These two terms have been researched individually by bibliometricians. The aim of this research is to examine articles that combine these terms, as there seems to be a lack of such studies. With the help of the Scopus platform, 2,608 articles published since 2007 were collected and analyzed.
Learners&apos; Issues in the Preparation and Qualitative Analysis of Salts Topics in Chemistry: Teachers&apos; Perspectives
Author: Salleh, Muhamad Furkan Mat
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Science Teachers,Science Instruction,Student Attitudes,Knowledge Level,Teaching Methods,Teacher Attitudes,Scientific Concepts,Energy,Negative Attitudes,Concept Formation,Science Process Skills,Problem Solving

This study examines learners' issues in learning the preparation and qualitative analysis of salts topic from Malaysian chemistry teachers' perspectives. The researchers adopted a qualitative design and conducted semi-structured interviews with sixteen informants who have experience of teaching chemistry for more than five years. They were selected via purposive sampling. Document analysis was conducted to verify and supplement findings obtained from the interviews. The study reports five issues that emerged from the data analysis: negative perceptions, dealing with the number of information, imagining abstract concepts, mastery of basic knowledge and solving problems, and fulfilling the grading criteria. The study results confirm the unanimity of past studies on students' unfavorable views on these topics and their struggle in learning abstract concepts involved in the salts formation and analysis. Besides, students' issues are also significantly rooted in having weak prior knowledge of salts, affecting their ability to solve related problems. The study suggested that teachers must practice various approaches and strategies deemed effective in aiding learners in learning and be more selective in choosing approaches tailored to the individual students' issues in learning these topics in class.
Physics Teachers&apos; Learning on the Use of Multiple Representations in Lesson Study about Ohm&apos;s Law
Author: Tomkelski, Mauri Luís
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Teachers,Physics,High School Teachers,Communities of Practice,Faculty Development,Foreign Countries,Scientific Principles,Teacher Attitudes,Scientific Concepts,Concept Formation

The article analyses teachers' learning on the use of multiple representations (MRs) in the teaching of Ohm's law, examining them in a lesson study, structured in 18 meetings of 2.5 hours each, that addressed this physics curricular topic for the 3rd grade of high school. The qualitative research involved four teachers who teach physics in Brazilian public schools. The empirical material of the study consists of the transcriptions of the audio recordings of the lesson study sessions, interviews with the teachers at the end of the process, and students' written registers produced during the class. From the participating teachers' perspective, the analysis showed that the emphasis on MRs improved the teaching of Ohm's law because it helped them obtain complementary information - to correlate the different representations; acquire a fuller and deeper understanding of the physics concept; connect the abstract to the concrete - carry out constraint interpretations -- interpreting the physical concept by familiarity and inherent properties, and interpreting and transposing representations; construct in-depth understandings -- interpretations and relationships between tables, graphs and generalization of equations; and develop investigative activities encompassing abstraction, extension, and the relationship between physical quantities. Considering the complexities of MRs, teachers examined what information is actually accessible to students and how they can use it, encouraging them to seek an effective way to integrate several representations to assist in the learning process.
Youth and Parent Participation in Transition Planning in the U.S.A.: Findings from the National Longitudinal Transition Study 2012 (NLTS 2012)
Author: Johnson, David R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Transitional Programs,Educational Planning,Student Participation,Parent Participation,Longitudinal Studies,National Surveys,Special Education,Students with Disabilities,Individualized Education Programs,Meetings,Attendance

The purpose of this study was to use data from the United States' National Longitudinal Transition Study 2012 (NLTS 2012) to present descriptive information on youth and parent participation and youth's role in required Individualized Education Program (IEP)/transition planning meetings by disability category and age groupings (14-22 year olds, 14-15 year olds, and 16-22 year olds). The study found that youth and parent attendance in IEP/transition planning meetings was high across disability categories, but the extent to which youth and parents met with teachers to discuss transition goals was much lower. Data from NLTS 2012 and a previous U.S. study, the National Longitudinal Transition Study 2 (NLTS2), were compared for youth's participation with school staff in discussing transition goals. A significant decline in participation was found over the past decade. Logistic regression analyses illustrated differences in youth and parent participation and youth's role by disability category.
Examination of Chinese Teachers&apos; Attitudes towards Inclusive Education
Author: Ai, Jun
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Teacher Attitudes,Inclusion,Special Education,At Risk Students,Students with Disabilities,Developmental Delays,Attitudes toward Disabilities,Positive Attitudes,Attitude Measures

The purpose of this study was to understand the status and influential factors of preschool teachers' attitudes towards inclusive education, given the evidence that attitudes predict successful inclusion for young children with or at risk for developmental delays or disabilities. We translated the &quot;Multidimensional Attitudes Toward Inclusive Education Scale&quot; (MATIES, Mahat, 2008) to Simplified Chinese (MATIES-C). We then administered the MATIE-C to a representative sample of in-service preschool teachers (N = 481) in Beijing, China. The confirmative factor analysis and reliability tests suggested an acceptable construct validity and internal reliability of the MATIES-C. We also found preschool teachers in Beijing held positive attitudes towards inclusion across cognitive, affective, and behavioral dimensions of attitudes. The ANOVA results indicate teachers' experience and knowledge about children with disabilities had statistically positive associations with favorable attitudes. Preschool area, teacher age, and educational background were also found to have a statistically significant impact on teacher attitudes.
Transforming Educators in the United States and South Africa: An International Collaboration to Enhance Culturally Responsive Inclusive Practices
Author: Jez, Rebekka J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Culturally Relevant Education,Cultural Influences,Inclusion,Student Diversity,Faculty Development,Teacher Competencies,Classroom Techniques,Student Motivation,Empathy,Cooperation,Postsecondary Education,Family School Relationship,Elementary Secondary Education,Educational Change,International Cooperation,Teacher Collaboration,Cultural Capital,Change Strategies,Global Approach,Barriers,Achievement Gap

This qualitative exploratory case study addresses constructs of educational inequity on a global scale through an iterative analysis of the cultural experiences of 61 educators from South Africa and the United States. The project provided an online and in-person network for educators to discuss cross-cultural challenges, educational system assets, and inclusive strategies for supporting culturally and linguistically diverse learners. A shared professional development process, designed from an adapted Changemaking process, increased the knowledge, understanding, and application of innovative, culturally responsive inclusive practices of new teachers while also serving as an opportunity for veteran teachers to receive additional teacher training. Educators exchanged ideas on increasing positive classroom management, motivating learners using empathy, collaborating effectively, linking learning and postsecondary transition experiences, and improving partnership with families. This global and cultural exchange exposed them to unique and diverse educational perspectives, a critical aspect in supporting all learners within the K-12 educational system. Results of this project indicate that using the adapted Changemaking process increased educators' awareness of culturally responsive inclusive practices, allowed participants to make comparisons between global contexts, developed empathy, and inspired collaborative engagement and leadership within their individual educational settings.
Examining the Effects of Behavioral Skills Training on Social Praise Delivery in Malaysian Classrooms
Author: Looi, Irene
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Individualized Education Programs,Students with Disabilities,Positive Reinforcement,Social Behavior,Behavior Change,Teacher Education,Inclusion,Teacher Behavior,Faculty Development

Malaysia launched the Inclusive Education Program (IEP) in 1997 to integrate students with special needs into mainstream classrooms and local researchers have recently asserted that more training is necessary for Malaysian teachers to effectively work with IEP students. The purposes of this research, therefore, were to (1) introduce the use of social praise via behavioral skills training (BST) to teachers of students in IEP, (2) increase the use of social praise by teachers of students in IEP via written feedback provided by the experimenter following each post-BST classroom session; and (3) increase the likelihood of individually selected target behavior in students who attend IEP. A multiple-baseline across four teacher-student dyads was conducted. Results indicated that BST and written feedback were effective in increasing the frequency (converted to responses per minute) of social praise issued by all four teachers and that collateral effects were seen by an increase in target behaviors for two out of four student participants. A posttreatment social validity survey completed by teacher participants indicated that the BST goals, procedures, and outcomes were practical and important.
Immobility in Mobility during COVID-19: Reflections on &apos;Being Stuck&apos; in the Home Country of an International Doctoral Student
Author: Phan, Anh Ngoc Quynh
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Mobility,Study Abroad,Doctoral Students,Student Attitudes,International Education,COVID-19,Pandemics,Foreign Students,Self Concept,Academic Achievement,Barriers,Educational Experience

While international education has long been characterized by mobility, the COVID-19 pandemic has shifted our attention to immobility when thousands of international students have experienced immobility in various ways, one of which is being stuck in their home countries. This paper records how the new situation of immobility challenged an international doctoral student's identity and presents her efforts to find and give a new meaning to her educational mobility. Through the sensemaking framework, this paper not only illuminates the consequences of disrupted mobility on an international doctoral student's academic learning but also highlights the student's sensemaking process, which then offers a research area that may yield interesting insights in this unprecedented time of uncertainty.