ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Teachers&apos; Perceptions of Social Media -- A Qualitative Survey Study in Turkey and Sweden
Author: Karakoyun, Ferit
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Negative Attitudes,Figurative Language,Access to Information,Addictive Behavior,Public Colleges,Social Media,Foreign Countries

The purpose of this study was to investigate pre-service teachers' perceptions of social media. The phenomenology approach, one of the qualitative research methods, was used in the study. The participants of the study included 201 pre-service teachers studying at two state universities, one in Turkey and the other in Sweden, in the spring term of the 2018-2019 academic year. In the study, metaphors were used to reveal pre-service teachers' perceptions of social media. The pre-service teachers were asked to fill in the following query: 'Social Media is like ……… because ………'. The collected qualitative data were analyzed by using content analysis method. The findings indicated that the preservice teachers from both countries perceived social media mostly as a tool for communication and access to information and that a very few of them associated social media with education. In addition, it was found that pre-service teachers from Turkey had more negative perceptions of social media compared to those from Sweden. The preservice teachers from Turkey who had negative perceptions associated social media mostly with addiction.
Assessment Literacy of Prospective Teachers in Distance Mode of Education: A Case Study of Allama Iqbal Open University, Islamabad
Author: Akhtar, Zarina
Date: 2021-06-00
Type: Journal Articles
Subjects: Assessment Literacy,Preservice Teachers,Preservice Teacher Education,Graduate Students,Undergraduate Students,Open Universities,Distance Education,Standards,Ethics,Barriers,Alignment (Education),Knowledge Level,Instructional Effectiveness,Foreign Countries

Pre-service teacher education comprises essential courses to prepare prospective teachers for effective classroom assessment practices. The study analyzes study material on students' assessment and assessment literacy of prospective teachers is investigated which require close attention of policy makers and practitioners for authentic assessment in classrooms. A sequential triangulation research design, using mix-method approaches, has been used for this research. All distance education students studying in B.Ed. and M.Ed. programs at Allama Iqbal Open University, Islamabad make the target population of the study. Through random sampling techniques, a sample of 344 prospective teachers and 18 teacher educators constitute the sample group. Results indicate that the study material satisfied the standards as stipulated in the National Professional Standards for Teachers in Pakistan; however, the assessment literacy of prospective teachers was found unsatisfactory. Furthermore, it was revealed that students' low motivation, low interaction between tutors and prospective teachers, and traditional approaches and beliefs were found to be the areas requiring urgent attention with regard to reforms in assessment. The presentation of study materials is found to be less engaging with no clearly specified road map for implementation in classrooms. Assessment practices by teacher educators included only summative approaches. Therefore, it is recommended that the study materials may be re-designed to ensure that it leads towards prospective teachers' assessment literacy.
COVID-19 Pandemic and Possible Trends for the Future of Higher Education: A Review
Author: Kara, Augustine
Date: 2021-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Higher Education,Educational Technology,Technology Uses in Education,Distance Education,Barriers,Access to Computers,Access to Education,Readiness,Student Evaluation,Educational Finance,Experiential Learning,Quality Assurance,Technological Literacy,Entrepreneurship,Institutional Cooperation,Planning

COVID-19 pandemic resulted in the abrupt closure of higher education institutions globally. The pandemic disrupted teaching, research, and community service in higher education resulting in a loss in revenue streams and human resources. To mitigate disruption on the academic calendar, institutions leveraged Information Communication Technology (ICT) to deliver administrative services and emergency remote teaching. A new equilibrium of disrupted classes with undisrupted learning through virtual platforms emerged. Some amplified challenges in the new norm include unreliable internet connectivity, access to ICT infrastructure, and preparedness for online pedagogy. Other difficulties include online delivery of science, technology, mathematics, practicals, and quality assurance. Thus, inequalities have been magnified between learners, institutions, and countries in response to the COVID-19 pandemic. Through a desktop review, this paper explores possible influences of the pandemic on the future of higher education. The study ultimately contends progressive uptake of blended learning as the new frontier in higher education. Institutions require capacity building on online pedagogy, greater investment in ICT infrastructure, and a holistic e-learning quality assurance framework that infuses achievement of desired learning outcomes with Maslow's Hierarchy of needs. A paradigm shift is expected towards the entrepreneurial university, institutional mergers, and strategic planning that incorporates disaster management.
Perception of Preschool Children about Environmental Pollution
Author: Duran, Meltem
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Pollution,Preschool Education,Age Differences,Prevention,Conservation (Environment),Information Sources,Knowledge Level,Childrens Attitudes,Freehand Drawing,Foreign Countries

The purpose of this study is to determine the perceptions of preschool children on environmental pollution. A qualitative research method was employed in the current research. The data of the study were collected by semi-structured interview and drawing techniques and the obtained data were analyzed with a descriptive analysis method. The sample consisted of 67 children between 3 and 6 years of age, attending the kindergarten of different schools located in Giresun city center. It was observed that the 3-year-old group emphasized germs and 4 and 6-year old groups emphasized air and sea pollution. When asked about the prevention of environmental pollution, the younger age groups generally stated as &quot;we should throw the garbage into the trashcan&quot;, and the group of 6-year-olds stated as &quot;we should not cut the trees&quot;. In terms of information sources, the 3- year-old group usually stated their mother, while the groups of 4, 5, and 6-year-olds stated both their mothers and fathers. The children had difficulty in expressing the factors that cause air pollution verbally in the interviews, but in their drawings, they were able to reveal their air pollution perceptions more easily and concretely.
Bloom&apos;s Taxonomy: Reforming Pedagogy through Assessment
Author: Chandio, Muhammad Tufail
Date: 2021-06-00
Type: Journal Articles
Subjects: Taxonomy,Educational Change,Critical Thinking,Memorization,Rote Learning,Second Language Learning,Second Language Instruction,English (Second Language),Secondary School Students,Foreign Countries,Teaching Methods,Learning Processes,Summative Evaluation,Boards of Education,Grade 7,Formative Evaluation,Thinking Skills

The study analyses the scope and role of Bloom's Taxonomy (1956) in reforming teaching-learning practices in the classroom by employing a systematic balance of questions from both the lower and higher domains of learning in the summative assessment. Thus, this study analyses the annual question papers designed by the Boards of Intermediate and Secondary Education (BISE) Karachi, Hyderabad, Sukkur, and Mirpurkhas for the subject of English grade XII from the year 2014 to 2018. It employs Bloom's Taxonomy to analyze and categorize each item included in these annual question papers to ascertain the higher and lower domains of learning. At Sindh province level, it has been found that 74% of questions refer to the lower domains whereas only 26% are used for higher domains. Given the formative assessment practices, teachers and students remain focused only on the lower domains, but by altering the course, the pedagogical practices and teaching-learning process in Sindh province can remarkably be reformed and transformed from sheer memorization and rote-learning to critical thinking, solution-making, knowledge-building process, and analytical skills.
The Effect of Common Knowledge Construction Model-Based Instruction on 5th Grade Students&apos; Conceptual Understanding of Biodiversity
Author: Haydari, Veysel
Date: 2021-00-00
Type: Journal Articles
Subjects: Biodiversity,Grade 5,Middle School Students,Concept Formation,Females,Science Instruction,Teaching Models,Instructional Effectiveness,Academic Achievement,Foreign Countries,Misconceptions,Learning Activities

The aim of this study is to investigate the effect of the Common Knowledge Construction Model (CKCM) based instruction on 5th grade students' conceptual understanding of the &quot;biodiversity&quot; topic. The study is conducted with 74 fifth grade female students at middle school in the district of Usküdar, Istanbul. Semi-experimental method is used. In this model, two experimental groups (Experiment 1 and Experiment 2) and a control group are randomly selected among 5th grade students. In the experiment group 1, teaching is carried out with CKCM, in the experiment group 2, CKCM supported out-of-school learning environments, and in the control group, instruction is carried out in accordance with the curriculum of Turkey. Experimental group 1 includes 24 students, 2 involves 25 students, and control group consist of 25 students. The data is collected through Biodiversity Conceptual Understanding Test (BCUT). Analyzing of BCUT data that require two-tier classification, the answers of the first tier of each question are provided by tabulating the percentages of the reasons chosen for these answers (the second tier). Which alternative concepts were chosen mostly and which ones were changed analyzed as percentage. The data collected from the students' responses to the two-tier BCUT are statistically analyzed with the help of SPSS 18.0TM. Kruskal Wallis H-Test and Wilcoxon paired pairs test are employed to analyze the data. In addition, Tamhane's T2 test is employed from post hoc tests to determine the direction of the difference of biodiversity post-test scores. While most of the alternative concepts are remediated in experiment 1 and experiment 2 groups, in the control group it revealed that alternative concepts mostly continued. Result of the study show that CKCM is more effective in remediating alternative concepts than curriculum of the ministry of education. On the other hand, CKCM is more than curriculum of the ministry of education in terms of conceptual understanding of biodiversity. Teaching CKCM supported out-of-school learning environments do not differ in BCUT from the academic achievement only with CKCM teaching. When the post-test academic achievement of the groups is taken into consideration, a significant difference is observed between the experimental groups and the control group in favor of the experimental groups.
Effect of Reconstruction Activities on English Writing Skills Mechanical Accuracy I (Punctuations) and Mechanical Accuracy II (Spellings)
Author: Rauf, Abdul
Date: 2021-06-00
Type: Journal Articles
Subjects: Teaching Methods,Punctuation,Intervention,Spelling,English (Second Language),Second Language Learning,Second Language Instruction,Writing Skills,Grade 11,High School Students,Comparative Analysis,Pretests Posttests,Males,Foreign Countries,Accuracy,Writing Tests

The present study was conducted to find out the effect of reconstruction activities on grade XI students' English writing skills which included mechanical accuracy I (punctuations) and mechanical accuracy II (spellings). The study was carried out employing a pre-test post-test experimental control group design. A government degree college for boys from district Lahore was selected conveniently for intervention. Sixty students of grade XI were randomized into two equal groups. Students of the experimental group were taught for sixteen weeks continuously. Students' English writing skills were measured through a supply-type English writing skills test. Data were analyzed through paired and independent samples t-tests. Results revealed that reconstruction activities had a statistically significant effect on students' English writing skills. English teachers of grade XI are recommended to practice reconstruction activities for teaching and developing students' English writing skills (punctuations and spellings). Students are recommended to experience reconstruction activities to develop their English writing skills: Punctuations and spellings.
Evaluation of the Professional Competency of University Faculty Members as Perceived by Higher Education Students
Author: Ibad, Fareeda
Date: 2021-06-00
Type: Journal Articles
Subjects: Educational Quality,Teacher Competencies,College Faculty,Graduate Students,Undergraduate Students,Student Evaluation of Teacher Performance,Teacher Effectiveness,Professionalism,Teacher Characteristics,Teaching Experience,Expertise,Communication Skills,Foreign Countries

This study considered the importance of professionalism in university faculty performance since effective learning has its basis in superior instructional and professional competence of teachers. The purpose of the study was to suggest a hybrid model of faculty effectiveness evaluation based on the perceptions of higher education students regarding their faculty's quality of teaching. The research focused on involving higher education students in determining the effective characteristics of their teachers in order to provide a justification for developing effective operational systems for teacher evaluation in Pakistan. The study used a mixed methods research design comprising both quantitative and qualitative methods for the purpose of data collection and analysis. To address the research problem, the researcher chose to base the theoretical framework for the research on Marsh's (1982) research and development of the Student Evaluation of Educational Quality (SEEQ) questionnaire. The data was gleaned from using both questionnaires. All constructs' reliability was above the criteria suggested by different scholars rendering the SEEQ questionnaire as reliable for the study. The quantitative findings provided valuable insight towards developing a model for teacher evaluation. The qualitative findings revealed that students' qualitative judgment, must be made a compulsory measure in order for higher education institutions to be effective academically and administratively.
An Investigation of Secondary School Students&apos; Anxiety and Motivation Levels towards Science Course in Terms of Some Variables
Author: Caymaz, Belkiz
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Anxiety,Student Motivation,Science Instruction,Secondary School Science,Correlation,Gender Differences,Instructional Program Divisions,Parent Background,Educational Attainment,Grade 5,Grade 6,Grade 7,Grade 8

This work aims at studying the anxiety and motivation levels of secondary school students towards science course depending on gender, class levels, and their parents' level of education. In addition, it was aimed to examine the relationship between students' anxiety, motivation, and academic achievement towards science course. The study relies on a relational scannig model within the context of the general scannig model. The research sample consist of 629 students who continue their education at public secondary school in Kastamonu Province, Turkey, in the 2019-2020 academic year. Anxiety Scale for Science Course, Motivation Scale for Science Learning, Personal Information Form, and science grade for the end of the first semester were used as data collection tools in the research. The data obtained from the research were analyzed using the SPSS 22 program. As a result of this study, it is found out that the secondary school students' science anxiety levels were incredibly low but, their motivation levels towards science course were high. Also, it was observed that there was a significant relationship between students' science anxiety, science motivation and academic achievement. As to gender, it was determined that there was no significant difference between students' anxiety towards science course, and a significant difference between motivation towards science course. In addition, it was determined that students' anxiety and motivation towards science course differ significantly depending on class levels and their parents' level of education. [The study was presented orally in the 1st International Congress of Pedagogical Research (ICOPR-2020), June 24-26, 2020, Duzce, Turkey.]
Impact of Accreditation on Improvement of the Teacher Education Programs/Institutions in Pakistan
Author: Perveen, Uzma
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Accreditation (Institutions),Educational Improvement,Teacher Education Programs,Stakeholders,Likert Scales,College Faculty,Teacher Attitudes,Teacher Educators,Evaluators,Program Evaluation,Correlation

In Pakistan, an accreditation system has been introduced to accredit teacher education programs and initiatives are being taken to begin the registration, licensing, and certification process of teachers. The Higher Education Commission (HEC) Pakistan has declared the accreditation of teacher education programs mandatory. All the institutions offering any graduate-level teacher education programs are required to get the accreditation of their programs. The National Accreditation Council for Teacher Education (NACTE) has accredited around 450 programs of more than 180 public and private sector teacher education institutions, which include colleges and universities, offering teacher education all over Pakistan. The current research is descriptive, which focused on providing an accurate description of the impact of teacher education programs, and the institutions equipped with the facility. This method was preferred as the study primarily sought to describe and understand the stakeholders' response to the impact of accreditation on the institution and program improvement, rather than ascertaining any cause-and-effect relationship. The criterion for sample selection was based on the participation of the faculty concerned, the head of department (HOD), and the external evaluators in the accreditation process of the programs, offered by the institutions. A five-point Likert scale was developed to collect data from the stakeholders (HOD, teacher educators, and external evaluators). The use of mean, SD, provided the basis for calculation, application, and interpretation of t-test and ANOVA. The results show that majority of participants were of the view that the accreditation process has a high impact on the improvement of teacher education programs.
Investigation of the Relationship between Pre-Service Teachers&apos; Learning Styles and Their Critical Thinking Disposition
Author: Yeler, Mustafa
Date: 2021-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Cognitive Style,Critical Thinking,Correlation,Foreign Countries,Individual Characteristics,Age Differences,Gender Differences,High Schools,Institutional Characteristics,Intellectual Disciplines

This study investigates the relationship between pre-service teachers' learning styles (LS) and their critical thinking disposition (CTD). The study was carried out with the participation of 358 candidate teachers--243 female and 115 males--who study in different programs in the Faculty of Education at Burdur Mehmet Akif Ersoy University, Turkey. Grasha-Reichmann Learning Style Scales (1974) and Critical Thinking Disposition Scales by Semerci (2016) were used as data collecting tools. The obtained data were analyzed using parametric tests t-test, ANOVA, Pearson correlation, two-way ANOVA, and regression. In all analyses, p&lt;0.05 significance level was identified. It was found that there was a significant relationship at a moderate level between the LS and the critical thinking tendencies of the candidate teachers. Depending on the variables such as age, gender, the type of high school, and departments, a moderate relationship was found between LS and critical thinking tendencies. While the common impact of age and LS; gender and LS; the high school type and LS were not significant, the common impact of department and LS were found to be significant at a moderate level. On the other hand, when the departments, high school types, and LS are considered together, it is found that each binary variable can explain approximately 25% of critical thinking dispositions. In the light shed by these results, it is suggested that the LS and critical thinking tendencies must be considered together in teaching-learning processes designed for candidate teachers
Assessment of Item and Test Parameters: Cosine Similarity Approach
Author: Chakrabartty, Satyendra Nath
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Items,Difficulty Level,Scores,Test Reliability,Test Theory,Measurement Techniques

The paper proposes new measures of difficulty and discriminating values of binary items and test consisting of such items and find their relationships including estimation of test error variance and thereby the test reliability, as per definition using cosine similarities. The measures use entire data. Difficulty value of test and item is defined as function of cosine of the angle between the observed score vector and the maximum possible score vector. Discriminating value of test and an item are taken as coefficient of variation (CV) of test score and item score respectively. Each ranges between 0 and 1 like difficulty value of test and an item. With increase in number of correct answer to an item, item difficulty curve increases and item discriminating curve decreases. The point of intersection of the two curves can be used for item deletion along with other criteria. Cronbach alpha was expressed and computed in terms of discriminating value of test and item. Relationship derived between test discriminating value and test reliability as per theoretical definition. Empirical verifications of proposed measures were undertaken. Future studies suggested to enter text.