ethanporcaro/eric-fulltext-meta huggingface dataset:
The Reading Teachers: Reading Strategies Employed in Teaching Reading in Grade School
Author: Dolba, Sammy Q.
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Teachers,Reading Instruction,Reading Strategies,Reading Rate,Difficulty Level,Reading Comprehension,Grade 5,Elementary School Teachers

This research aims to determine the teachers' reading style, determine their reading speed, and determine which reading methods are the teachers' strengths and weaknesses utilizing a thorough evaluation of reading techniques from Hawker Brownlow Education. Using pre-determined reading materials. Using Google Forms, this study utilized the comprehensive assessment of reading strategies from Hawker Brownlow Education. This material is composed of four series of tests, with different reading passages using the same 12 reading strategies. Results were interpreted using descriptive methods to find out which strategy the participants could be weak in. It is found that readers can effectively comprehend when they use the following strategies namely, finding word meaning in context, understanding sequence, and making predictions. Therefore, the four series of assessments, show that there are varied ways of comprehending a material that might directly influence the duration and time limit allocated in reading and answering the material, the recurring events of the same material used, and the scheduling of reading comprehension tests. The study allows educators and teachers to specify their activities in order to strengthen the weak points of the reading teachers identified from the samples. Through this, educational planners can create more skills-targeted training based on the results of the study.
The Effect of Self-Construal, Hopeful Thinking and Problem-Solving on Life Satisfaction in Teacher Candidates
Author: Turk-Kurtca, Tugba
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Positive Attitudes,Problem Solving,Life Satisfaction,Preservice Teachers,Self Concept,Predictor Variables,Measures (Individuals),Foreign Countries

Increasing life satisfaction has become a quite topical subject today with the effect of positive psychology trend. Psychological studies try to determine the factors which are related to life satisfaction. This study aims to examine the effect of self-construal, hopeful thinking and problem solving on life satisfaction. To that end, multiple regression analysis was performed to determine the variables that predict life satisfaction. Then, stepwise regression analysis was performed with variables that predict life satisfaction. When the regression coefficients for predictor variables of research findings, R[superscript 2] and F values were examined, in predicting life satisfaction, it is seen that agency thinking is the first, autonomous self in the second, relational self in the third, autonomous relational self in the fourth, and problem solving in the fifth rank effective.
The Relationship between Teaching-Learning Approaches and Academic Self-Efficacy of Physical Education Candidate Teachers
Author: Certel, Zehra
Date: 2015-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Teaching Methods,Physical Education Teachers,Athletics,Correlation,Learning Strategies,Constructivism (Learning),Predictor Variables,Foreign Countries,Conventional Instruction,Social Status,Skills

The purpose of this study is to investigate the correlation between pre-service teachers' teaching-learning approaches and their academic self-efficacy. For this purpose, &quot;correlations survey method&quot; was adopted in this study in order to find answers to the research questions. The sample of the study was students (n=329) attending Physical Education and Sports Teacher Education Departments. The data were collected by &quot;Teaching-Learning Approaches Questionnaire (Aypar, 2011)&quot; and &quot;Academic Self-Efficacy Scale (Ekici, 2012)&quot;. According to Pearson's moment correlation analysis, it was found out that there was a positive significant correlation between pre-service teachers' teaching-learning conception and their academic self-efficacy. On the other hand, according to the results of the regression analysis, it was found out that pre-service teachers' constructivist perception predicted their student academic self-efficacy significantly.
Building and Developing Core Teaching Skills via Reflective Micro-Teaching
Author: El-Koumy, Abdel Salam A.
Date: 2022-12-00
Type: Books
Subjects: Teaching Skills,Skill Development,Reflective Teaching,Microteaching,Preservice Teachers,Preservice Teacher Education,Technology Integration,Video Technology,Educational Benefits

Teaching is a complex profession; and therefore, micro-teaching is needed to scale down its complexity to train pre-service teachers for future real teaching. However, micro-teaching experiences without reflection are insufficient for building or developing professional teaching skills. Therefore, this book aims at building and developing essential teaching skills through reflective micro-teaching in which teacher trainees, individually and collectively, reflect on their own micro-teaching practices with the assistance of reflection forms in controlled teaching environments. The book consists of three chapters. The first chapter covers the conceptual and theoretical framework of reflective micro-teaching. The second chapter deals with video-mediated microteaching as a stimulus for reflection. The third chapter includes the conceptual and theoretical framework of the core teaching skills and provides reflection forms that help teacher trainees to reflect on their own and one another's micro-teaching practices, for building and developing these core skills. The book contains eight tables and a list of 256 references. [This book was published by Waad for Publication &amp; Distribution.]
The Relation between Organizational Prestige and Social Role Identity
Author: Hatipoglu, Gizem
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Institutional Characteristics,Reputation,Secondary Schools,Secondary School Teachers,Teacher Attitudes,Foreign Countries,Role,High Schools,Self Concept

The aim of this research is to examine the relationship between organizational prestige and social role identity according to teachers' opinions. The relational screening model, one of the quantitative methods, was used in the study. The sample of the research consists of 526 teachers working in public and private secondary education institutions in the central districts of Izmir Province in Turkey and selected through a stratified sample. The data of the research were collected with Organizational Prestige and Social Role Identity scales. Descriptive analysis was performed on the collected data. Correlation test was used to determine the relationship between organizational Prestige and social role identity. According to the findings of the research, there is a significant difference in the opinions of teachers working in secondary education about organizational prestige according to the variables of the number of students and the type of high school of the school. There is a significant difference in teachers' views on cosmopolitan identity and local identity dimensions of social role identity according to school type and seniority variables. When the correlation relationship between organizational prestige and social role identity is examined, there is a positive weak relationship between organizational prestige and cosmopolitan sub- dimension and local sub-dimension of social role identity. While the level of teachers' views on organizational prestige are increasing, their levels of views on social role identity are also increasing. It has been confirmed because of the research that organizational prestige has a positive effect on social role identity. [This paper was published in: &quot;EJERCongress 2022 Conference Proceedings,&quot; Ani Publishing, 2022, pp. 130-151.]
Trending Up: A Cross-Cohort Exploration of STEM Career and Technical Education Participation by Low-Income Students
Author: Plasman, Jay Stratte
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,Vocational Education,Low Income Students,Access to Education,Job Skills,Student Participation,Equal Education,Federal Legislation,Gender Differences,Students with Disabilities,Course Selection (Students),High School Students,Student Characteristics,Institutional Characteristics,Instructional Program Divisions

The ink from the reauthorization of the Perkins Act -- the federal policy governing career and technical education (CTE) -- in the summer of 2018 is still fresh. This much-needed update builds upon some of the major tenets of the 2006 version, including emphases on increasing the participation of low-income students in CTE and encouraging CTE coursework that focuses on building math and science skills while also providing technical skills for participation in high-skill, high-demand careers. Using two nationally representative datasets, in between which the 2006 Perkins Act was reauthorized, we explore whether there were any observable differences in participation in these math and science based CTE courses by low-income students over time. Implications are discussed. [The article was published in &quot;Journal of Education for Students Placed at Risk&quot; (EJ1256486).]
The Relationship between Mathematics Anxiety and Mathematics Achievement: Meta Analysis Study
Author: Ulum, Hakan
Date: 2022-12-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Mathematics Achievement,Correlation,Effect Size,Foreign Countries,Elementary Education,Secondary Education,Grades (Scholastic)

The overarching goal of this research is to synthesize previous studies on the relationship between mathematics anxiety in primary school and academic success in mathematics course. The studies that were included in the synthesis were evaluated based on a variety of criteria. As a direct consequence of the searching, a total of 21 studies were incorporated into the investigation. Calculating what is known as &quot;inter-coder reliability&quot; was one of the methods used in the study to guarantee the accuracy of the coding protocol. After performing the necessary calculations, it was determined that a reliability of 0.74 was adequate. The reliability of the research, the potential for bias in publication, and the methods used to evaluate the quality of primary studies. There was no evidence of bias. The findings of the meta-analysis indicate that there is an inverse correlation between math anxiety and math achievement, which corresponds to a moderate effect size. The size of this effect was determined by the number of studies included in the analysis. According to the random effects model, the effect size that was determined to have been produced by 21 separate studies was found to be -0.42. The measurement tool that was used for the region, the type of study, the education level, and the achievement score were all taken into account during the analyses of moderator variables. It was determined that the moderators, with the exception of the regional moderator, did not produce a statistically significant change in the magnitude of the effect. [Paper presented at the International Primary Teacher Education Symposium (20th, 2022).]
Effect of Age, Gender and Discipline on E-Learning Readiness of Faculty Members of Higher Education Institutions
Author: Lakshmi, Y. Vijaya
Date: 2021-05-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Electronic Learning,Readiness,College Faculty,Teacher Characteristics,Age Differences,Gender Differences,Intellectual Disciplines,Predictor Variables,Foreign Countries

The COVID-19 pandemic is redefining the practices of higher education in an unprecedented way. E-learning can guarantee the right to higher education during the pandemic to the students of higher education and hence its adoption in teaching learning is now inevitable. The readiness of higher education faculty members towards E-learning is explored in this paper. The paper also presents about the impact of demographic factors (Age, Gender and Discipline) as predictors variables and the influence of their interaction on the criterion variable i.e., E-learning readiness. A self-developed inventory was used to collect the data about E-learning readiness of faculty members. Seven research hypotheses were framed and tested using 4 X 2 X 3 Factorial Design ANOVA. The findings revealed that there is a need to improve the E-learning readiness of faculty members of higher education. Also, it was discovered that there is no significant difference in the mean scores of E-learning readiness of faculty members with respect to their Age, Gender and Discipline to which they belong. Further it is also observed that the second order interaction effect among the Age, Gender and Discipline has a significant influence on E-learning readiness of faculty members of higher education.
An Evaluation of the Literacy-Infused Science Using Technology Innovation Opportunity (LISTO): i3 Evaluation (Valid 45) Addendum Report
Author: Wolf, Rebecca
Date: 2022-12-00
Type: Reports - Research
Subjects: Program Evaluation,Science Teachers,Science Education,Intervention,Validity,Educational Legislation,Elementary Secondary Education,Federal Legislation,Science Achievement,Learner Engagement,Instructional Improvement,Program Effectiveness,Scientific Literacy,Curriculum Evaluation

The purpose of Project LISTO is to support the instructional capacity of science educators and to validate innovative practices and strategies via previously developed interventions that address literacy-infused science and technology integration with standards-aligned curriculum. The evaluation of LISTO involved a multisite cluster randomized trial (CRT) designed to meet the Every Student Succeeds Act (ESSA) Tier 2 standards for &quot;moderate&quot; evidence, as well as the What Works Clearinghouse (WWC) standards &quot;with reservations.&quot; The study estimated program impacts on both student and teacher outcomes and documented the fidelity of implementation and educators' perceptions of program quality. LISTO (Valid 45), and the corresponding VPD, VMC, and curricula resources did not lead to improved student achievement in science or reading for students consented to participate in the study. There was a negative impact on students' science achievement in each of the study years, except for Year 3, when science achievement data was not collected. These quantitative findings conflicted with qualitative data collected from LISTO teachers, who indicated that the program led to improvements in both science vocabulary and engagement and self-efficacy in science for students. LISTO teachers also indicated that the program had benefited their struggling readers, but there was no observed program impact on student reading achievement in any study year. While LISTO may have yielded some benefits for students, these benefits were not well captured on the standardized tests or survey instruments employed. LISTO had positive effects on teacher practices for a subsample of teachers, specifically on increased delivery of research-based instruction to teach science content as rated on a rubric by external reviewers. There were no differences in two other teacher outcomes, however, focused on the share of instructional time spent teaching new science content while performing various activities. The LISTO teachers who participated in the program reported that the Virtual Professional Development (VPD) and Virtual Mentoring and Coaching (VMC) were well-received by teachers. In sum, LISTO appeared to improve instructional practices for a sample of teachers who implemented the program for two years with complete data. Encouragingly, treatment teachers' overall positive reactions to the program suggest its potential to improve student affect and learning, but more extensive implementation experience by teachers and multi-year exposure by students starting in earlier grades may be needed to yield measurable benefits.
Supervision Practices in Doctoral Education: What Are the Concerns and How Can We Improve?
Author: Gogia, Nancy
Date: 2020-00-00
Type: Journal Articles
Subjects: Supervision,Doctoral Programs,Doctoral Students,Supervisor Supervisee Relationship,Student Research,Expectation,Educational Practices,Theses

Pursuing doctoral degree is a prestigious achievement to a doctoral student and it encompasses contribution of new knowledge to the discipline. Research conducted at this level is the most sustained and the most demanding for both doctoral student and doctoral supervisor. The supervisory practices adopted by the doctoral supervisor and the relationship between the student and supervisor plays a pivotal role in enhancing the quality of the research work done at doctoral level. A common fact about doctoral supervision is that it is seen as a privatized space or a &quot;black box&quot;. With the growing volume of doctoral education all over the world, it is essential to break this black box and turn on lights in this private space. The present paper unveils about doctoral supervision, challenges and ways to address them. It also discusses about the areas which needs to be explored further in this direction.
Examination of Instructional Emotions of Science Teachers
Author: Sidekli, Esma Zehra
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Psychological Patterns,Teacher Characteristics,Middle School Teachers,Foreign Countries,Teacher Attitudes,Positive Attitudes,Gender Differences,Age Differences,Teaching Experience,School Location,Socioeconomic Status

Emotion is an important factor that affects people's lives in many areas including their productivity at work. For this reason, teacher emotions, defined as emotional states related to the learning activities in educational settings, are very important in the classroom environment. In this study, the relationships of science teachers' emotions with demographic and school variables were examined. 185 science teachers at public and private middle schools in Mugla Province participated in the research in the fall semester of 2019-2020. In the study, data were collected using the Personal Information Form and the Teachers' Instructional Emotions Scale. In descriptive analyzes, mean and standard deviation were used whereas non-parametric Mann Whitney U and Kruskal Wallis H tests were used to determine the relational findings since the data did not show normal distribution. It was found that science teachers' positive emotions of pride, pleasure, and hope had a higher mean value than negative emotions of anger, anxiety, and frustration. Relational analysis revealed that there was significant difference between science teachers' instructional emotions in terms of gender, age, professional experience, school location and the socio-economic status of the school. There was no significant difference in the weekly course hours, weekend course hours and class size variables.
Oral Corrective Feedback Techniques: An Investigation of EFL Teachers&apos; Beliefs and Practices in Sultanate of Oman in Post-Basic Schools
Author: Fouad, Abid Mohamad
Date: 2022-00-00
Type: Dissertations/Theses
Subjects: Foreign Countries,Oral Language,Feedback (Response),Error Correction,Language Teachers,Second Language Instruction,English (Second Language),Teacher Attitudes,Beliefs,Instructional Effectiveness

The focus of this study is to explore EFL teachers' beliefs and perceptions when they use oral corrective feedback (OCF) techniques in post-basic schools in Oman. The study addressed some aspects of OCF, such as its importance, types, the ideal time for its provision, and its effectiveness in improving learners' uptake. Data collected for this study included a questionnaire with 42 teachers from 7 regions in Oman and semi-structured interviews with five experienced teachers in Salalah post-basic school. Findings showed that teachers highly valued the efficacy of OCF and expressed positive attitudes towards using it in their classrooms. Interestingly, their beliefs favored more implicit feedback types such as elicitation and repetition which are not highly valued in observational studies about OCF in different contexts. Furthermore, recasts and explicit corrections, which are two explicit OCF highly valued techniques that are used extensively in many observational studies, were one of the least preferred according to teachers' beliefs in Oman. An explanation for teachers in Oman's preference for implicit OCF might be attributed to their wide range of teaching experiences which led them to manipulate their OCF techniques to suit their student's different proficiency levels. The findings of the study were analyzed quantitively and qualitatively to find congruence and incongruences between teachers' beliefs in Oman concerning OCF and teachers' beliefs in other contexts. In addition, they are interpreted according to contextual factors and teachers' experiences. Regarding teachers' beliefs about the timing of OCF provision, teachers were divided between immediate and delayed feedback however, they inclined more toward delayed feedback due to the disruption of immediate feedback on the flow of their student's oral production. The findings of this study provide evidence that teachers' preference for implicit is beneficial for their learner's interlanguage development and support improving their uptake. These findings could also be a valuable reference for teachers in Oman to reflect on their beliefs and practices to evaluate how they use OCF techniques in their classrooms. They also could be helpful to novice teachers in Oman who have little knowledge about OCF techniques and seek to vary their techniques with their learners' different proficiency levels. Thus, instead of depending on one or two OCF techniques, those teachers could choose between the wide range of OCF used in this study to find the most suitable ones which could support their learners in different teaching contexts with varied learning proficiency.
A Correlational Study on Enjoyment and Anxiety in a Foreign Language Learning Context
Author: Denkci Akkas, Ferdane
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Correlation,Learner Engagement,Psychological Patterns,Anxiety,Second Language Learning,English (Second Language),Foreign Countries,Learning Processes,Communication (Thought Transfer),Likert Scales,Measures (Individuals),College Students,Fear

Emotions are of vital importance in the foreign language learning process. However, while anxiety is one of the most commonly studied affective variables in the foreign language research context, positive emotions have recently become a trendy research topic among English as a foreign language (EFL) researchers. In addition, foreign language anxiety (FLA) and foreign language enjoyment (FLE) are related emotions that might coexist in individuals, while the number of studies in the Turkish EFL context is too limited to draw a conclusion. This study aims to investigate whether there is a relationship between enjoyment and anxiety in the Turkish EFL learning context. In this correlational study, the Foreign Language Classroom Anxiety Scale (FLCAS) and the Foreign Language Enjoyment Scale (FLES) were administered to 242 English as a foreign language (EFL) learners. The correlational data were obtained to see the relationship between FLA and FLE. The results showed that there is a significant negative correlation between FLE and FLA. [This paper was published in: International LET-IN Conference Proceedings, 2022, pp. 306-314.]