ethanporcaro/eric-fulltext-meta huggingface dataset:
The Mediating Role of Self-Esteem in Understanding Relationship between Teachers&apos; Job Satisfaction and Life Satisfaction
Author: Sarpkaya, Ayse
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Esteem,Job Satisfaction,Teacher Attitudes,Life Satisfaction,Elementary School Teachers,Foreign Countries,Correlation

The aim of the research is to test the mediating role of self-esteem between job satisfaction and life satisfaction among the primary school teachers who works in schools in Adana City (Southeast Mediterranean region in Turkey). The model type of the research is relational research model. In this research we analyze the casual mediating relation in job satisfaction and life satisfaction and self-esteem. The research group consist of 527 primary school teachers in Adana. In this research, Minnesota Job Satisfaction Scale (adapted by Oran 1989), Life Satisfaction Scale (adapted by Köker 1991), Rossenberg Self-Esteem Scale (adapted by Çuhadaroglu, 1986) are used. In addition, to this the personal data form which is developed by the researcher is used. Firstly, the result of the research entered data in SPSS 22 program. Secondly, focused on theoretical properties of Structural Equal Modeling (SEM) in AMOS 22 program. As a result of the research there is a signification and positive relation between life satisfaction and job satisfaction in teachers. In this relationship partly mediator role of self-esteem is established.
Mobile Language Learning Innovation Inspired by Migrants
Author: Kukulska-Hulme, Agnes
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Second Language Learning,Teaching Methods,Educational Technology,Technology Uses in Education,Educational Innovation,Immigrants,Informal Education

Migrants arriving in a country are not always welcome. Similarly, the arrival of new technologies can be perceived as a blot on the familiar landscape of established educational practices. This paper seeks a productive synergy between migrants' educational requirements with respect to learning the language of their host society; their valuable and unique human experiences and talents; and innovative learning designs that harness the ubiquity of smartphones and other mobile technologies. The present-day mass mobility and migration of individuals and groups of people sows the seeds of new ideas, generating novel approaches to language teaching and learning supported by personal technologies. There is a substantial body of evidence from research and practice for the effectiveness and appeal of mobile language learning in various educational settings, however, a specific focus on migrant learners is a more recent development. The paper provides an analysis of innovative mobile language learning projects and applications designed for migrants. It is argued that innovations resulting from a concern with supporting migrant learners can also benefit other mobile populations, such as students and business people, through the introduction of more adaptable ways of fostering and organizing learning.
Promoting Student Support in Open and Distance Learning Using Information and Communication Technologies
Author: Mayanja, Jamiah
Date: 2019-00-00
Type: Journal Articles
Subjects: Open Education,Distance Education,Information Technology,Integrated Learning Systems,College Students,Foreign Countries,Developing Nations,Computer Oriented Programs,School Registration,Student Satisfaction,School Holding Power,Student Personnel Services,Electronic Learning

The study investigated the use of ICTs in student support in Open and Distance learning (ODL) at Makerere University. The study adopted a survey design with 327 ODL students, and the data from participants was collected using self-administered questionnaires and individual interviews. The results showed that Makerere University has enhanced student support through the introduction of the learning management systems, web-based applications, registration and accessing results to ensure students' satisfaction and retention in ODL system. However, limited electronic support is extended to ODL students through e-mails, mobile phones, social media applications, radio and television. The study concludes with recommendations to policy makers at Makerere University. Although this study was based in Uganda, the findings may be of relevance to institutions in other developing countries.
Using Mobile-Based Social Media to Facilitate Interaction and Build Communities through the Lens of Ubuntu in Distance Education
Author: Makoe, Mpine
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Interaction,African Culture,Distance Education,English (Second Language),Vocabulary Development,Foreign Countries,Telecommunications,Handheld Devices,Cultural Influences,Humanism

This paper examines how WhatsApp can be used to build learning communities and facilitate interaction, through the lens of Ubuntu -- an African concept of humanness, which means that an individual person owes his or her existence to the existence of others. The Afrocentric concept of Ubuntu and interaction work concomitantly towards the realisation of vocabulary teaching and learning within distance education. Through this study, students were encouraged to work together through a mobile-based social network to learn English vocabulary. Ubuntu was used as a framework to analyse the WhatsApp chats to find salient themes relating to building communities and enhancing interaction. The key elements of Ubuntu grounded the findings and demonstrated how technology can be used to bridge the interaction distance and how Ubuntu principles are articulated in the communities of learning. This paper illustrates how Ubuntu is manifested in a local context, with principles that can be applied globally to enhance collaboration.
Creating Open Online Courses with Learner Representative Partners to Widen Participation in Higher Education
Author: Coughlan, Tim
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Partnerships in Education,Participation,Access to Education,Open Educational Resources,Disproportionate Representation,Educational Cooperation,Organizations (Groups),Teacher Education,Health Education,Qualifications,Entrepreneurship,Nontraditional Students,Open Universities,Voluntary Agencies,Caregiver Training,Relevance (Education),Education Work Relationship,Foreign Countries

Open online courses could provide stepping stones for audiences that are underrepresented in higher education (HE). However, there are concerns that these instead proliferate forms of exclusion and do not address known difficulties for widening participation. We explore how organisations that represent the perspectives of particular underserved audiences for HE can act as 'Learner Representative Partners' to support the creation of appropriate courses and to highlight practices that exclude. Six course development processes where a university worked with different partners are analysed using interviews, documentation of resource use, and data on learner behaviour. The analysis utilises previously identified challenges to widening participation and collaborative course creation. Getting partners to directly engage in authoring the course was particularly beneficial but all partners prompted critical thought and greater understanding of the intended audiences. We suggest principles to support such partnerships effectively. These include adapting to a variable capacity of partners to contribute, to encourage reuse or creation of resources by partners, and to facilitate partners to feel confident in expressing their views.
Early Years of the &quot;Journal of Learning for Development&quot;: A Combination of Bibliometrics and Thematic Analysis
Author: Mishra, Sanjaya
Date: 2019-00-00
Type: Journal Articles
Subjects: Periodicals,Authors,Journal Articles,Research Methodology,Citations (References),Educational Innovation,Economic Development,Social Change,Gender Differences,Foreign Countries,Access to Information,Social Sciences,Geographic Regions

The paper analyses the contributions to &quot;Journal of Learning for Development&quot; (&quot;JL4D&quot;) from volume one to five using bibliometrics and content analysis techniques. Analysing the 91 papers in various categories of &quot;JL4D,&quot; the paper identifies authorship pattern, topics covered, research methods used, types of documents used in citations, core journals and the median age of citations to &quot;JL4D.&quot; The finding of the study reveals that &quot;JL4D&quot; has created a niche for itself as a specialised research journal focusing on innovations in learning contributing to development.
Using Student Perceptions of Collaborative Mapping to Facilitate Interdisciplinary Learning
Author: Everett, Michele C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Interdisciplinary Approach,Concept Mapping,Instructional Effectiveness,Educational Strategies,Introductory Courses,College Students,Cooperative Learning,Public Colleges,Liberal Arts,Problem Based Learning,Exhibits,Social Problems,Learning Strategies

This article reports on a study that investigated student perceptions of the effectiveness of collaborative mapping as a teaching strategy to facilitate interdisciplinary learning. Forty-five students enrolled in an introduction to interdisciplinary studies course participated in the study. Qualitative data, collaborative maps and student evaluations were analyzed using content and thematic analysis. Findings provide new understandings about using student perceptions of learning experiences to inform classroom practice. These understandings have implications for addressing the increasing pressure to demonstrate teaching effectiveness and learning outcomes in higher education.
Examination of Pre-Service Mathematics Teachers&apos; Mental Constructions of Function Transformation
Author: Boz-Yaman, Burçak
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Education,Mathematics Teachers,Transformations (Mathematics),Mathematical Concepts,Teaching Methods,Middle School Mathematics,Foreign Countries,Females

Learning and teaching function transformation has a significant place since it provides new opportunities for learners to use, reflect and discover knowledge related to the concept of function. This study's main goals related to the importance of learning function transformation are to examine pre-service mathematics teachers' (PMTs) mental constructions of function transformation from APOS theory perspective and identify their concept images and concept definitions of function transformations. Two frameworks, APOS theory and concept images and concept definitions, were considered in this study. The qualitative study adopted case study design. The participants were three female PMTs. Clinical interview methodology was used to collect the main data. Data were analyzed based on the APOS framework, and the descriptive analysis method was used in the process. The results of the study present PMTs' mental constructions as well as to their concept images or definitions of function transformation. In this study it is found that PMTs had limited knowledge regarding function transformation, but their mental constructions were changed throughout the process and they partially overcame their difficulties related to the families of functions and related function concept images and definitions.
The Foundation of the Romany Students&apos; Algebra Knowledge through Text-Based Problems
Author: Máté, Ileana
Date: 2019-00-00
Type: Journal Articles
Subjects: Minority Group Students,Foreign Countries,Algebra,Teaching Methods,Word Problems (Mathematics),Mathematics Instruction,Grade 7,Mathematical Logic,Cooperative Learning,Problem Solving

The purpose of my research is to find a method by which the acquisition of the abstract algebraical thinking can be made efficient in the case of Romany students coming from a socially underprivileged background, through text-based problems. I teach in School no. 1 of Diosig, in Romania, where the rate of Romany minority is of 23%, while more than a half of the children studying in Hungarian at school come from Romany families. The research was conducted in this school. The essence of this method is that I do not teach the algebraic operations, the algebraic method of solving text-based problems, which is to be acquired in the seventh grade, the way the Romanian educational system requires, that is to start from theoretical bases, but I build every item to be learnt around text-based problems. We revised the basic operations by text-based problems, then we introduced the notion of variable through games similarly formulated by texts and calculated the substitute values. They deduced and learnt the reduction of the variables through text-based problems, as well, by an inductive sequence.
Examination of Students&apos; and Their Parents&apos; Experiences of Out-of-School Science Experimentation within the Context of Parents&apos; Roles
Author: Es, Hüseyin
Date: 2019-00-00
Type: Journal Articles
Subjects: Parents,Parent Student Relationship,Parent Role,Parent Attitudes,Student Attitudes,Student Experience,Science Experiments,Science Instruction,Science Process Skills,Junior High School Students,Science Activities,Mentors,Parent Participation,After School Programs,Foreign Countries

The aim of the study was to examine parents' and their children's experiences of science experimentation in terms of parents' roles, science process skills assessed during the experiment and academic successes regarding science lessons. Realization of science activities by students and their parents is at the centre of this study. That is why its study group was constituted from 13 junior high school students and their parents who became participants on voluntary basis. Various data collecting tools such as questionnaire forms, observation forms and video records were used in order to obtain data diversity in this study. Parents participating in this study were mainly assumed three roles as assistant, learner and mentor during the science experimentation process. The most frequent role exhibited by participating parents was assistant role with frequency of five. Learner and mentor roles exhibited by parents had equal frequency of three. Co-participant and observer roles were exhibited only by 1 parent each. The mentor parents in the study knew or estimated how to conduct the experiment but they did not tell or explain how to do the experiment directly to the students. Instead, mentor parents guided the students positively to find out how to conduct the experiment. The co-participant parent studied just like a student during the experimentation process. It has been found out that parents' respective roles might be related to their educational backgrounds. It has also been confirmed that observer, learner and assistant parents were primary, secondary or high school graduates; there was only one assistant parent who had an associate degree.
Investigation of Elementary Pre-Service Teachers&apos; Arithmetical Operation Skills
Author: Temur, Ozlem Dogan
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary Education,Arithmetic,Mathematics Teachers,Elementary School Teachers,Foreign Countries,Mathematics Skills

In this research, it has been intended to describe pre-service elementary teachers' arithmetical operation skills by handling in learning environments. Case study method was accepted in the research. 80 pre-service elementary teachers studying at a state university in Turkey constituted the study group. The data were obtained through asking four questions to pre-service teachers and collecting answers in writing. When analyzing the data, the error types of pre-service teachers were determined, and the interviews were analyzed through content analysis. It has been pointed out that the pre-service teachers make frequent errors in the arithmetical operation process as a conclusion of the research. These errors intensify in multiplication and division. As a matter of fact, it has been figured out that there were some pre-service teachers who did not make any operations in multiplication and division. In the interviews, the pre-service teachers grounded their errors upon elementary education. They stated that they made continuous errors as they did not have a good elementary education and they did simple errors depending on four operations in the university entrance exam. Once again, two pre-service teachers who did not make any errors grounded this upon good elementary and middle school education.
Prospective Mathematics Teachers&apos; Technology Usages: A Case for Dynamic Geometry Software
Author: Özçakir, Bilal
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Educational Technology,Technology Uses in Education,Computer Software,Geometry,Pedagogical Content Knowledge,Technological Literacy,Foreign Countries

The purpose of the study is to introduce dynamic geometry software to prospective mathematics teachers and investigate their usage processes of technology on a geometric task. The participants of the study were three prospective mathematics teachers purposefully selected from 52 sophomores by their technological pedagogical content knowledge scores. A geometry task was given to each participant and their progresses on three dynamic geometry software were observed regarding their reasons for selection and usage. According to results, it was raised that technological pedagogical content knowledge of prospective teachers have great influences on purposes of using drag and measurement features of dynamic geometry software. The participants reached appropriate generalization using Geometry Expressions with its symbolic nature thus they stated it as easy to use while testing constructions or exploring geometrical constructs.
Pupil-Generated Questions in a Collaborative Open Inquiry
Author: Pöntinen, Susanna
Date: 2019-00-00
Type: Journal Articles
Subjects: Inquiry,Questioning Techniques,Learning Processes,Early Adolescents,Cooperative Learning,Active Learning,Science Instruction,Self Management,Teamwork,Authentic Learning,Space Sciences,Rural Schools,Foreign Countries,Physics,Elementary School Students,Computer Software

Formulating questions is an integral part of pupils' learning process and scientific inquiry. Investigating pupil-generated questions in a collaborative science learning setting, combining self-regulation theory and phases of inquiry, can extend the previous research into pupils' questions.This study considered questions from pupils (n = 24, aged 11-12) as types of interaction to share and reflect on both their own and others' ideas during a collaborative open inquiry. The study was qualitative in nature. The data was collected by making video recordings of pupils' team discussions during the study process in 12 science lessons. A content analysis demonstrates that through their questions, the pupils were actively involved in guiding their work from various points of views. These results suggest that fifth graders can successfully conduct a complex open inquiry in teams. Consequently, this study underlines that allowing pupils to work at their own pace, and to take responsibility for their learning, opportunities can arise for pupils to pose questions and regulate their learning through questions.
The Salutogenic Management of Pedagogic Frailty: A Case of Educational Theory Development Using Concept Mapping
Author: Kinchin, Ian M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Theories,Concept Mapping,Teacher Attitudes,Role Perception,Resilience (Psychology),College Faculty,Stress Management,Teaching Conditions,Universities,College Administration,Faculty College Relationship,Wellness

This paper explores the development of educational theory (pedagogic frailty) that has emerged through the application of concept maps to understand teachers' conceptions of their roles within the complex higher education environment. Within this conceptual paper, pedagogic frailty is reinterpreted using the lens offered by the concept of salutogenesis to place the model in a more positive frame that can offer greater utility for university managers. This development parallels changes in the consideration of mental health literacy (MHL) across university campuses and avoids misapplication of a deficit model to the professional enhancement of teaching quality. For a detailed explication of this wider perspective of pedagogic health literacy (PHL), the connections with related and supporting concepts need to be explained. These include 'assets', 'wellness' and a 'sense of coherence'. Links between these concepts are introduced here. This reframing of the model has used concept mapping to explore the relationship between two complex ideas--pedagogic frailty and salutogenesis. It emphasizes pedagogic health as a continuum operating between frailty and resilience. Brief implications for academic development are included.
Insights into Components of Prospective Science Teachers&apos; Mental Models and Their Preferred Visual Representations of Atoms
Author: Derman, Aysegül
Date: 2019-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Preservice Teachers,Science Teachers,Preferences,Nuclear Physics,Student Teacher Attitudes,Freehand Drawing,Illustrations,Textbook Content,Foreign Countries,Secondary School Science

This study focused on determining the elements of mental models of atomic structure and views on visual representations of models of atomic structure in two sub-cohorts of student teachers studying at a university in Turkey. In total, 141 student teachers participated in this study. In the first cohort, the focus was on 73 freshman science student teachers' drawings of mental models of atomic structure. The analysis showed a wide variety of individual aspects in the students' minds when asked to sketch the structure of atoms. The majority of students preferred to draw two-dimensional structures, neglecting the atom's space-filling character. Concerning the details of atomic structure, the majority of students emphasized only the most essential components of atoms, namely protons, neutrons, and electrons. It was quickly recognizable that these elements were arranged according to different analogies or representations of historical models, particularly related to Bohr's atomic theory and different representations thereof. Overall, the different visual representations of atomic models the students see in school, almost exclusively serve as the basis for their ideas about atomic structure. Current atomic theory, like quantum mechanical models, are generally not used when students are asked for a &quot;contemporary&quot; model of atoms. Rather it seems that concreteness and functionality are the primary factors leading to the selection of an atomic model when requested. This study is supplemented by data collected from the second cohort of 68 prospective teachers consisting of a diverse group of students ranging from freshman to senior level. The students in this cohort were asked for their preferred illustrations of atoms in textbooks. Open-ended questions about atoms led to further insights. The analysis of the prospective teachers' drawings indicated that a more careful approach to teaching is necessary to clarify the relationships between different models of atomic structure and to allow students to understand what an appropriate and contemporary understanding of atomic structure should encompass.