ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Qualification, Experience, Capability Beliefs and Professional Development: Do They Predict Teacher Adoption of 21st Century Pedagogies?
Author: Omare, Elijah
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Qualifications,Teaching Experience,Self Efficacy,Teacher Attitudes,Teacher Competencies,Pedagogical Content Knowledge,Professional Development,Secondary School Science,Science Teachers,21st Century Skills,Educational Innovation,Predictor Variables,Adoption (Ideas),Foreign Countries

The primary objective of the study is to unravel the role played by selected teacher variables in adoption of 21st century pedagogies in Kisii County, Kenya. We hypothesized that there is no statistically significant relationship between the teacher characteristics and adoption of 21st century pedagogies. Convergent parallel mixed method design was employed in this research. A randomized sample of science teachers (n=184) was used to avail required data. Ordinal logistic regression was used to establish to what extent the teacher variables predicted teacher adoption of 21st century pedagogies. The final model statistically significantly predicted the dependent variable over and above the intercept-only model. We conclude that the teacher characteristics investigated do inform teacher adoption of 21st century pedagogies. Policy implications suggest that the Ministry of Education should strive to ensure quality pre-service teacher education, engender teacher motivation to better teacher beliefs/attitudes and also invest in teacher professional development-all which we consider fundamental determinants of teacher adoption of 21st century pedagogies.
The Adaptation of Teacher Enthusiasm Scale into Turkish Language: Validity and Reliability Study
Author: Kasalak, Gamze
Date: 2020-00-00
Type: Journal Articles
Subjects: Turkish,Teacher Attitudes,Validity,Reliability,Positive Attitudes,Teacher Motivation,Psychometrics,Foreign Countries,Rating Scales,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Factor Analysis,Translation

The present study aims to adapt the &quot;Teacher Enthusiasm Scale&quot; developed by Kunter, Frenzel, Nagy, Baumert and Pekrun (2011) to Turkish and carry out validity and reliability analyses for the Turkish version of the scale. Study group 1 consisted of teachers working in the province of Antalya in the 2019-2020 academic year. Linguistic equivalence studies were carried out to determine the consistency between the Turkish version of the scale and the English version. Study group 2 involved 529 teachers working in various provinces of Turkey in the 2019-2020 academic year. Based on the findings obtained, it can be suggested that the Teacher Enthusiasm Scale is an appropriate data collection tool to evaluate teaching enthusiasm and subject enthusiasm based on teachers' perceptions. Within the scope of this research, the concept of teacher enthusiasm was introduced to the national literature, and validity and reliability analyses of a scale that can be used to evaluate teachers' perceived enthusiasm for teaching and the subject were carried out through the adaptation of the scale into Turkish. These findings indicate that the psychometric properties of the Turkish version of the Teacher Enthusiasm Scale are appropriate.
Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies
Author: Ghazi-Saidi, Ladan
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,School Closing,Online Courses,Distance Education,College Faculty,Teaching Experience,Adjustment (to Environment),Teacher Attitudes,College Students,Student Attitudes,Anxiety,Student Experience,Technological Literacy,Blended Learning,Asynchronous Communication,Synchronous Communication,Preservice Teacher Education,Health Promotion,Communication Disorders,Family (Sociological Unit),Public Policy

In response to the COVID-19 pandemic, our institution, like others in higher education, suspended face- to-face classes and offered remote learning as an alternative. We report five cases of undergraduate and graduate courses that transitioned from a face-to-face to a remote mode. Each case will provide a detailed description of how the course was moved to an online mode, how the course was managed, the instructors' previous experience in online teaching, their self-reflection on the process of transitioning to remote learning and their recommendations for a more successful experience in a similar potential scenario in the future. Further, we report the students' perspectives based on their responses to an online survey. The combined results of the cases reported in this study reflect the resilience on both sides. A sudden shutdown of the university along with disease- related fears caused anxiety both for the students and instructors regardless of previous experience in online education. However, having online material pre-pandemic, possessing the technical skills, and previous online teaching or learning experience as well as having the infrastructure in place, facilitated the smooth navigation of the courses. The mode of delivery of the course (synchronous, asynchronous or blended) did not have an effect on students' satisfaction.
Pedagogical Considerations of E-Learning in Education for Development in the Face of COVID-19
Author: Ananga, Patricia
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Global Approach,Teaching Methods,Learning Processes,Electronic Learning,Supply and Demand,Barriers,Learning Theories,Instructional Effectiveness,Higher Education,Online Courses,Integrated Learning Systems

Education undergoes changes in globalization which makes it necessary to link people's lives towards development through teaching and learning. This paper explores the pedagogical issues of e-learning in education for development. With the growth of technologies and the fast pace at which Internet usage is spreading worldwide, there is a change in education demand and supply. Demographic changes resulting in increased populations in some contexts pose challenges for Higher Education (HE) regarding the demand for and supply of education especially amidst the global challenge of COVID-19. HE institutions are exploring and adopting instructional modes to manage the changing demands of education as they deal with various challenges especially, with COVID-19. E-learning is one of such modes. This study reviewed literature on the concept pedagogy, the concept of e-learning, theories of learning and their implications to e-learning, contributions of e-learning in education and a discussion around them. It revealed that the contribution of e-learning is a spotlight on learners' needs as they are the focus of all educational processes. The review finally concludes that e-learning should become an option for higher education delivery and recommended the need for instructors to be committed and motivated for effective instructional delivery.
The Interplay between Academic Motivation and Academic Achievement of Teacher Trainees
Author: Karabiyik, Ceyhun
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Motivation,Academic Achievement,Preservice Teachers,Measures (Individuals),Foreign Countries,Student Motivation,Gender Differences,Predictor Variables

The aim of this study was to research the relationship between academic motivation and academic achievement. In this regard, the Academic Motivation Scale (Vallerand et al, 1992) and a student background questionnaire were administered to 195 Turkish teacher trainees of English at a foundation university in Ankara, Turkey. Descriptive results showed that prospective teachers were mainly extrinsically motivated, followed by intrinsic motivation. Moreover, they rated quite low on amotivation scores. Significant gender differences were revealed in introjected regulation and intrinsic motivation for accomplishment with prospective female teachers reporting significantly higher levels on both. A negative correlation was found between GPA and amotivation and a positive one between GPA and intrinsic motivation for knowledge. Furthermore, the multiple regression analysis uncovered amotivation as the only predictor of GPA.
Transitioning from Face-to-Face to Remote Learning: Students&apos; Attitudes and Perceptions of Using Zoom during COVID-19 Pandemic
Author: Serhan, Derar
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Electronic Learning,Educational Technology,Student Attitudes,Teleconferencing,College Students,Learner Engagement,Conventional Instruction,Instructional Effectiveness

Due to the COVID-19 pandemic and during the middle of the spring 2020 semester, many universities were forced to move from face-to-face (FTF) in-classroom to remote instruction. Many institutions used Zoom as their delivery platform. The purpose of this study was to investigate students' attitudes towards the use of Zoom in remote learning, and their perceptions of its effects on their learning and engagement in comparison to FTF learning. Thirty-one university students participated in this study. Data were collected using a 5-point Likert-type survey. The results indicated that students had a negative attitude toward the use of Zoom and perceived it as having a negative effect on their learning experience and their motivation to learn. Students listed flexibility as a main advantage to using Zoom for learning.
The Predictiveness of Students&apos; Attitude and Motivation on Their Achievement in ESP Classes: The Mediating Role of Anxiety
Author: Özer, Selda
Date: 2020-00-00
Type: Journal Articles
Subjects: Positive Attitudes,Negative Attitudes,Student Motivation,Academic Achievement,Vocational English (Second Language),Second Language Learning,Tourism,Anxiety,Public Colleges,Undergraduate Students,Predictor Variables,Foreign Countries,Communication (Thought Transfer),Measures (Individuals),Likert Scales

The study investigated the mediating role of anxiety in the predictiveness of students' attitude and motivation on their achievements in English for Specific Purposes (ESP) classes. A total of number of 424 students at the Faculty of Tourism in a state university in Turkey participated in the study in the Spring Semester of 2017-2018 academic year. The participants were selected randomly on voluntary basis. The data were collected using attitude, motivation and anxiety scales. The participants declared their success scores in the Vocational English Course (an ESP class). The data were analysed using the IBM SPSS 20 with Hayes (2013)'s PROCESS macro. Bootstrapped confidence intervals were used to examine the indirect effect of anxiety on the effect of attitude and motivation on achievement. The results revealed that there was a significant positive relationship between attitude and motivation, between attitude and achievement, and between motivation and achievement. A significant negative relationship was found between anxiety and attitude, motivation and achievement. The results also revealed that attitude predicted achievement positively and anxiety negatively; and that anxiety predicted achievement negatively. Anxiety partially mediated the predictiveness of attitude on achievement. The study found out that motivation predicted achievement positively and anxiety negatively. Anxiety partially mediated the predictiveness of motivation on achievement. Overall, in order to increase achievement, attitude and motivation levels of students should be increased and anxiety levels should be reduced as much as possible.
Strategies to Solve Communication Barriers between Parents and Teachers of Visually Impaired Learners in Pakistan
Author: Malik, Shazia
Date: 2020-00-00
Type: Journal Articles
Subjects: Communication Problems,Problem Solving,Barriers,Parent Teacher Conferences,Parent Participation,Students with Disabilities,Secondary School Students,Visual Impairments,Public Schools,Visually Impaired Mobility,Daily Living Skills,Diaries,Teacher Attitudes,Parent Attitudes,Foreign Countries

This research seeks to identify strategies to solve communication barriers between parents and teachers of visually impaired learners (VIL) in Pakistan. The design of the study is qualitative case study research design. Five parents and five teachers of VIL were selected as the sample for this study from two government secondary level institutes of visually impaired students in Lahore Pakistan. The researcher adopted the purposive sampling technique in selecting ten respondents. Interview guide was prepared based on the objectives and research question of the study. Content validity of interview guide was validated by two qualitative experts with their teaching experience. Data were collected through semi-structured interviews with the help of an interview guide. Collected data were analyzed with cross case analysis. The findings of the study indicated that daily diaries as a way of communication, increasing parent-teacher interaction, provision of parental assistance and parent-teacher meetings are the strategies to solve communication barriers between parents and teachers of VIL in Pakistan. Based on the findings, some recommendations were made which include that parents should take the responsibility to show their involvement in the school of their VIL that can create communication with teachers.
Effective Variables That Predict 5th Grade Turkish Students&apos; Success in Listening Comprehension of Turkish Language
Author: Aslanoglu, Aslihan Erman
Date: 2020-00-00
Type: Journal Articles
Subjects: Predictor Variables,Grade 5,Elementary School Students,Private Schools,Listening Comprehension,Turkish,Native Language Instruction,Gender Differences,Reading Comprehension,Reading Habits,Books,Homework,Notetaking,Foreign Countries,Time Factors (Learning)

The aim of this quantitative study was to scrutinize the significance levels in logistic regression model used for classifying Turkish listening comprehension success (successful/unsuccessful) of the 5th grade Turkish students taking compulsory Turkish language course. The study was conducted with 286 students at 5th grade in six different private schools in Ankara, Turkey in 2017-2018 school year. In the study, Reading and Listening Comprehension Test and Student Information Questionnaire were utilized as the data collection tools. The study was based on the relational screening model. For the data analysis the Logistic Regression analysis was used. As a result of the analysis, in terms of the probability of predicting whether Turkish students were successful in Turkish listening comprehension or not; it was observed that the variables such as gender, success in reading, time-frequency allocated to in-class and out-of-class activities, note-taking while listening, listening homework, and how many books each student has were significantly effective.
Evaluation of English Language Teaching Undergraduate Programs in Terms of Document Analysis
Author: Seçer, Sule Yüksel Ertugrul
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Second Language Programs,Program Evaluation,Second Language Instruction,English (Second Language),Undergraduate Study,Practicums,Private Colleges,Educational Opportunities

The purpose of this paper is to evaluate English Language Teaching (hereafter, ELT) undergraduate programs in Turkey. In the scope of the evaluation study, the ELT undergraduate programs of six universities-three state, three private-in Istanbul are selected via convenient sampling method. The qualitative study is based on document analysis through which the data is collected, sorted out and analyzed in five main categories. All the available documents are analyzed in five main components of the program which are the students, the lecturers, the courses, the practicum, and the educational opportunities. All the available documents are collected from the open-access web-cites of the programs and the administrative offices and lecturers in the departments. The strengths and the weaknesses of each program are determined and comparatively analyzed in terms of state and private universities. According to the findings obtained from comparative document analysis, the perception levels of the students and the professional and constitutional experience of academicians are determined to be the strengths of state university ELT undergraduate programs whereas the number of students, enrolled in the programs, the contribution of the academicians to the field of educational research, the teaching practice courses, the practicum, and the seminars, conferences and events as educational opportunities are the strengths of private university ELT undergraduate programs. Evaluating the current state of the ELT undergraduate programs in terms of the strengths and weaknesses, the present study hopefully contributes to program development in the field of EFL teacher education.
Examination of Prospective Science Teachers&apos; Achievement on Basic Geography Topics and Effectiveness of Poster-Based Teaching for Learning These Topics
Author: Dogan, Alev
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Geography Instruction,Science Instruction,Primary Education,Teaching Methods,Visual Aids,Instructional Effectiveness,Departments,Knowledge Level,Difficulty Level,Gender Differences,Public Colleges,Foreign Countries

There were two major purposes in this study and it was conducted in two stages according to these purposes. The purpose of the first stage was to examine prospective teachers' (geography, primary school and science) knowledge level about geography topics and to study department, gender and department x gender interaction effects on their knowledge level. The purpose of the second stage was to investigate the effectiveness of the teaching method based on the poster to learn the geography topics. The first stage used an ex post facto design. Sample of this stage consisted of 164 prospective teachers. Data of both the stages were collected with Geography Achievement Test (GAT, alpha = 0.81). Two-Way Independent-Samples ANOVA was applied to assess the effects of department, gender and the department x gender interaction. The results indicated that there was statistically significant difference between the departments' mean scores on GAT and department x gender interaction effects were not significant. The second stage used a one-group pretest-posttest design in order to investigate the effectiveness of the teaching method based on the poster to learn/teach the geography/science topics. Sample of this stage consisted of 47 prospective science teachers. The null hypothesis that there will be no statistically significant differences between the treatment group's mean scores of pretest and posttest on GAT was tested using One-Way Repeated-Measures ANOVA. In summarize, the prospective teachers' achievement level of the geography/science topics in the context of GAT was inadequate and the treatment was effective to learn/teach the geography topics. Teachers and curriculum development experts should favour the teaching method based on the poster for a successful geography/science education.
Evaluation of Project-Based Learning Process of Gifted Children via Reflective Journals
Author: Girgin, Derya
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Academically Gifted,Children,Student Journals,Reflection,Metacognition,Writing Skills,Thinking Skills,Interdisciplinary Approach,Females,Student Experience,Self Evaluation (Individuals),Foreign Countries,Science Education,Art Education

The project-based learning approach is a learning model that encourages the active participation of gifted students, supports high-level cognitive activities, requires a wide range of tools and resources, consider academic and social skills together and emphasizes the use of technology. technology. This study is based on the learning experiences of gifted children designed with project-based approach. The study employed a holistic single-case embedded design, one of the qualitative research designs. The study group of the research consists of four gifted students in a Science and Art Center in the South Marmara Region. Criterion sampling, one of the purposeful sampling types, was used to determine the study group. Learning experiences of the gifted children through project-based learning approach were determined via reflective journals. The data in the reflective journals written by gifted students were given with direct quotations within the framework of the main theme and sub-themes, and inferences and interpretations were made. It was found out that gifted children have an advanced level reflective writing ability. It was also observed that participants grounded their projects with real-life problems and made inter-disciplinary connections in their reflections. Besides, bearing the character traits of gifted children, the participants effectively used higher-level thinking skills ad cognitive strategies.
Middle School Students&apos; Graph Skills and Affective States about Graphs
Author: Bursal, Murat
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Grade 7,Grade 8,Graphs,Self Efficacy,Gender Differences,Positive Attitudes,Foreign Countries,Achievement Tests,Science Achievement,Mathematics Tests,International Assessment,Mathematics Achievement,Science Tests,Multiple Literacies

This survey design study was designed to test whether the graph skills and affective states of middle school students about graphs differ by their gender, grade level, and graph types (line, bar, and pie). The data collection instruments consisted of two scales developed by the authors and a Graph Skills Test, which consisted of graph questions from the previous TIMSS and PISA exams. Based on the findings, while middle school students were found to succeed at reading the data level graph questions, they were found to struggle in questions requiring higher graph skills, such as graph interpretation and graph construction. As for the affective states investigated, participants were found to hold high self-efficacy beliefs and positive attitudes toward graphs. No significant difference among the dependent variables (graph skills, self-efficacy beliefs about graphs, attitudes toward graphs, and graph literacy perceptions) was found by gender; however, grade level and graph type variables were found to impact students' graph skills, graph attitudes, and personal graph literacy perceptions. Middle school students with less school experience with graphs (seventh graders) were found to hold more positive attitudes toward graphs than the eighth graders. On the contrary, eighth graders were found to perform better at graph questions requiring interpretations of the graph data. Also, participants in all subgroups were found to hold significantly higher personal graph literacy perceptions for the bar graphs, than the line graphs and pie charts. Based on the findings of the study, while middle school students were found to hold positive affective states about graphs, they were found to lack advanced graph skills. In agreement with the previous literature, it is recommended that graph literacy should become a dedicated part of the school curriculum.