ethanporcaro/eric-fulltext-meta huggingface dataset:
Contemporary Teachers&apos; Action Research - Basis for the Development of Reflective Practice in Education
Author: Zajic, Jelena Osmanovic
Date: 2020-00-00
Type: Journal Articles
Subjects: Action Research,Reflective Teaching,Factor Analysis,Likert Scales,Teaching Methods,Problem Solving,Teacher Attitudes,Educational Improvement,Teaching Experience,Educational Change,Foreign Countries,Role

A reflective practitioner is an active individual who explores the possibilities of solving problems in practice and who is characterised by being reflectively open to reexamining their own opinion. The authors of this paper start from the premise that the process of education, however consistent and well-founded it may be, is exposed to constant inspection and improvement. The aim of this research is to identify the teachers' skills needed for conducting action researches. This goal is accomplished by examining the possibility of connecting action researches with teachers' reflective practice. The methods used are the descriptive method, scaling technique and the Likert-type scale (AIRP). This scale examines the teachers' skills for conducting action researches and is based on five factors extracted by the factor analysis: &quot;diagnostic skills,&quot; &quot;attitudes towards action researches,&quot; &quot;data collecting skills,&quot; &quot;practical skills&quot; and &quot;skills needed for conducting action researches.&quot; This study involved 305 respondents from the territory of the Republic of Serbia. The obtained results show statistically significant differences between the teachers with long teaching experience and those with a few years of teaching experience, p&lt;0.05. This research represents an attempt to change the current practice at the micro level with the purpose of initiating qualitative changes and improving teaching practice by means of action researches. Therefore, it will be possible to induce changes at the meso and macro level of the system of education.
Using Service-Learning to Promote Transdisciplinary Collaborations among Undergraduate and Graduate Students
Author: Schuetze, Pamela
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Interdisciplinary Approach,Interprofessional Relationship,Teamwork,Cooperative Learning,Graduate Students,Undergraduate Students,Psychology,Special Education,Speech Language Pathology,Child Care Centers,Residential Institutions,Homeless People,Preschool Children,Poverty,Screening Tests,Program Effectiveness,Public Colleges,Urban Areas

Services to children are often provided through a transdisciplinary model, particularly when students are receiving special education services and supports. Given the individual and diverse needs of these children, professionals often work collaboratively in evaluating students, interpreting results, and making recommendations for appropriate services. Professionals are expected to have prior knowledge regarding the expertise of their trans-disciplinary peers. However, they may have never been presented with this opportunity during their preparation in higher education. Therefore, a project was designed to address this deficiency at two very different locations: a university campus-based child care center, and a residential facility supporting homeless women and young children experiencing poverty. Participants were 109 undergraduate psychology students in an advanced developmental psychology class, 93 exceptional education graduate students, and 24 undergraduate speech/language pathology students. In groups consisting of students from each discipline, students completed developmental screenings on 2-3 children ranging from 1 month to 5 years of age. Results of a pre-posttest evaluation indicated that students were significantly more comfortable working in transdisciplinary collaborative groups and more interested in working in transdisciplinary groups in a future professional capacity after completing this service-learning project.
The Effect of COVID-19 on Pre-Service Teachers&apos; Lifelong Learning Tendencies
Author: Yurtçu, Meltem
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teachers,Lifelong Learning,Foreign Countries,Learning Processes,Student Attitudes,School Role,Technology Uses in Education,Self Efficacy,Language Skills

Lifelong learning has an important place in many discussions about education. Lifelong learning is seen as a supporter of education in order to meet the needs of individuals regarding their interests, curiosities and abilities, and to contribute to the development of individuals socially and professionally. In order to provide these supports, the support of formal and non-formal education institutions and all in service and out of service activities are evaluated within this scope. Individuals who want to be involved in the lifelong learning process may face difficulties. Although these problems differ in the process, the biggest problem affecting the access of the student the formal education is the Covid-19 epidemic today. In this process, individuals have gained many new habits besides being affected psychologically, and they have to increase their efforts a little more. Although lifelong learning has a very comprehensive content, one of its main purposes is the personal development of students who continue the formal undergraduate program at the university. Besides the steps that the students follow their development in the normal process, it is a matter of curiosity how they followed their own development in the COVID-19 epidemic process. With this study, it was aimed to investigate the effects of coronavirus (COVID-19), which is the biggest problem of today and which worries the whole world including our country, on lifelong learning tendencies. Qualitative research methods will be used in this research. The participants are undergraduate students studying at the Faculty of Education. Semi-structured interview forms to be directed by researchers with 10 students. In this study, which aims to obtain in-depth information, content analysis will be used in the process of analyzing the responses received from ten students.
Supporting Persistence and Identity Development during Applied Learning Experiences
Author: Singer-Freeman, Karen
Date: 2019-00-00
Type: Journal Articles
Subjects: Identification (Psychology),Individual Development,Experiential Learning,Portfolios (Background Materials),Electronic Publishing,Intervention,Mentors,Academic Advising,Academic Persistence,Family Involvement,Professional Development,Summer Programs,Undergraduate Students,Student Research,Cooperative Learning

Supportive programming is frequently designed to increase reflection and amplify the effects of applied learning experiences. We have developed a supportive curriculum that integrates ePortfolio practice, brief psychological interventions, advising, mentoring, family engagement, and professional development into a highly successful summer research experience for undergraduates. We describe our program and discuss evidence-based methods of supporting the development of a growth mindset, academic identity, scholarly community, and future planning as a means of increasing academic self-efficacy and persistence in students. Throughout this discussion we report on early indications that the modifications have met our goals. We conclude by considering principles that might guide design of supportive programming for other applied learning experiences.
Community Work-Study as a High Impact Practice: Designing a Work-Based, Community-Engaged Experiential Learning Opportunity to Increase Access for Under-Resourced College Students
Author: Studer, Morgan
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Work Study Programs,Experiential Learning,Access to Education,Disadvantaged,College Students,Educational Benefits,Civics

For many institutions of higher education, naming and elevating a set of &quot;High Impact [Educational] Practices&quot; (HIPs) has become one of the key strategies to engage students in deeper disciplinary learning, personal growth, and success in college and beyond. This essay considers what might be involved in reframing Community Work-Study (CWS) as a potential HIP -- not only a form of financial aid or student employment but also an educational opportunity that can, if designed accordingly, advance civic and career development and the transformative learning of HIPs. A subset of Federal Work Study, CWS provides the opportunity for eligible students to work in meaningful jobs that not only give them applied learning experiences but also contribute to meeting community-identified goals. After a brief background on federal and community work study, this essay examines four dimensions of learning, designing Community Work-Study as a form of community engagement and experiential learning, and implications for future practice and design. The underlying goal of this essay is to posit, explore, and call for further development of &quot;Community Engaged Work Study&quot;: CWS designed as a HIP that incorporates the best practices of civic learning and experiential learning.
Use of Marketing and Gamification to Promote Participation in Extracurricular Experiences Focused on Transferable Skill Development
Author: Huffman, Carmen L.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Programs,Skill Development,Transfer of Training,Professionalism,Cultural Awareness,Teamwork,Marketing,Game Based Learning,College Students,Student Participation,Extracurricular Activities,Student Motivation,Program Effectiveness,Attendance

The DegreePlus program at Western Carolina University is a newly developed initiative to help students develop transferable skills, including professionalism, cultural responsiveness, leadership and teamwork, by attendance at specific extracurricular events. The program was first implemented in the 2017-2018 academic year as a pilot with Honors College students, conditionally admitted students and students in specific living-learning communities. Participation by these student groups was encouraged through targeted marketing, transition courses, required attendance at DegreePlus events, and gamification. This research addresses how these methods impacted student participation. We concluded that requiring early participation influenced some students to continue their involvement in DegreePlus, and gamification helped students get interested in the program, but students also recognized the intrinsic value of the program and planned to continue their involvement. Targeted marketing helped to increase awareness and understanding of the program and how it works.
The Effect of Secondary School Administrators&apos; Social Justice Leadership Behaviors on the Level of Teachers&apos; Organizational Fit
Author: Nartgun, Senay Sezgin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,School Administration,Administrators,Leadership Styles,Social Justice,Secondary School Teachers,Teacher Administrator Relationship,Organizational Culture

This study aims to examine the structural relationship of social justice leadership with the person-organization fit. One of the methods applied to test the relational situations is the structural equation modeling. In addition, the sample consists of 318 secondary school teachers found by the simple random method. In the study, the Personal Information Form has been developed by the researchers, and the Social Justice Leadership Scale and the Person-Organization Fit Scale have been used to collect data. The Cronbach Alpha value of the Social Justice Leadership Scale has been found as 98 for all items, and the value of the Person-Organization Scale has been found as 93. In analysis of the data, the programs called IBM SPSS 25 and AMOS 24 have been used. First of all, the extreme data analysis has been made, and the distribution of normality has been tested. In conclusion, it has been found that critical consciousness, stakeholder support, participation and distributive justice dimensions predict the organizational fit positively and moderately, and that the model formed is acceptable.
The Effects of Pre-Service Teachers&apos; Extracurricular Study Habits and Emotion Regulation on Lifelong Learning Tendencies in COVID-19 Process
Author: Orhan-Karsak, H. Gülhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Study Habits,Emotional Response,Self Control,Lifelong Learning,COVID-19,Pandemics,Foreign Countries,Multiple Regression Analysis,Predictor Variables

The Coronavirus (COVID-19 epidemic) affects the education process negatively, like many other sectors. This situation leads to differentiation of extracurricular study habits primarily because of the fact that individuals have difficulties in emotion regulation, away from the school environment and many activities. In addition to these situations, being away from many applied courses as a student of education faculty may cause them to take a different attitude towards lifelong learning tendencies in their development process. In this study, the effect of pre-service teachers' extracurricular study habits and the emotion regulation strategies on lifelong learning tendencies which will contribute them becoming a useful teacher by developing themselves is examined in COVID-19 process. In this context, a scale prepared in three different Likert formats was applied to undergraduate students studying at the Faculty of Education at X University. These scales are &quot;Lifelong Learning Tendency Scale&quot; developed by Coskun (2009), &quot;Emotion Regulation Scale&quot;, which was first developed by Gross and John (2003) and later adapted to Turkish by Yurtseven (2008), and &quot;Extracurricular Study Habits Scale&quot; developed by Ermeydan (2019). After obtaining the data, multiple regression analysis was performed to examine the relationship between the pre-service teachers' studying habits and emotion regulation strategies and their effect on lifelong learning tendencies. The results obtained were discussed in the light of the literature.
The Effects of Leisure Time Satisfaction Levels of Healthcare Workers on Job Motivations during COVID-19 Pandemic
Author: Dal, Suzan
Date: 2021-00-00
Type: Journal Articles
Subjects: Leisure Time,Satisfaction,Motivation,Work Attitudes,Health Personnel,Health Occupations,Hospitals,Adults,Participant Characteristics,Work Experience,Pandemics,COVID-19,Correlation,Stress Management,Foreign Countries

The study investigated the effect of leisure time satisfaction levels of healthcare workers on their job motivations during COVID-19 pandemic. 147 healthcare workers (mean age, 34.13±9.24 years; 57.8% (n=85) women and 42.2% (n=62) men) from a Turkish public hospitals who worked in pandemic hospitals in Istanbul during the COVID-19 global epidemic, were participated in the study voluntarily. Questionnaire method was used in conducting this study. The questionnaire consisted of three parts such as demographic information form, leisure time satisfaction scale and job motivation scale. SPSS v.21.0 (SPSS Inc., Chicago, Illinois, USA) statistical program was used to analyze the data. Frequency, T-Test, Anova, Regression and Correlation Analyzes were performed. Results show that the satisfaction of healthcare workers from their leisure time affected their job motivation positively, while leisure time satisfaction and job motivation differed by demographic variables.
The Effect of the Integration of Science and Mathematics on Critical Thinking and Scientific Process Skills of the Gifted Students
Author: Bulut, Ahsen Seda Kiliç
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Education,Mathematics Education,Interdisciplinary Approach,Integrated Activities,Critical Thinking,Thinking Skills,Science Process Skills,Skill Development,Academically Gifted,Middle School Students,Grade 6,Instructional Effectiveness,Gender Differences,Parent Background,Educational Attainment,Foreign Countries,Gifted Education

In this study, the influences of the activities that are prepared with the integration of science and mathematics on the critical thinking and scientific process skills of gifted middle school 6th grade students are investigated. In the study which is performed through the quantitative research method, single group pre- and post-test experimental design is used. In this respect, this is the first study that analyzes critical thinking and scientific process abilities of gifted people by experimental design, using the integration of science and mathematics, in Turkey. The study is performed with 6th grade students studying at a Science and Art Center in Central Anatolia in 2013-14 academic year. During the study that lasts almost 9 weeks, activities prepared through the integration of science and mathematics are applied to the students. Cornell Critical Thinking Scale Level X and Scientific process skills Test are employed used as pre- and post-test. Data are analyzed via a statistical software. In conclusion, it is explored that the activities which are prepared through the integration of science and mathematics have positive effects on critical thinking and scientific process skills of gifted students and within this scope some advices are presented for performers and researchers.
Influence of Discrimination in the Field of TESOL: Perspectives of Mexican EFL Teachers
Author: Garcia Ponce, Edgar Emmanuell
Date: 2020-00-00
Type: Journal Articles
Subjects: Mexicans,English (Second Language),Second Language Learning,Second Language Instruction,Native Speakers,Language Teachers,Teacher Attitudes,Social Discrimination,Self Concept,Teacher Salaries,Career Change,Work Attitudes,Psychological Patterns,Foreign Countries

In the last few decades, several studies have documented the discrimination that teachers face in the field of Teaching English for Speakers of Other Languages (TESOL). To date, these studies have shown that discrimination tends to be motivated by issues concerning the native- versus non-native language status of these professionals. Moreover, recent studies have suggested that discrimination in TESOL is intricate involving factors which are associated with the language status of teachers, their pronunciation, gender, race, sexual preference, age, among others. However, despite the fact that there is research discourse which has revealed the struggles of these professionals, no research discourse, to my knowledge, has documented the extent to which this phenomenon impacts on the professionals' feelings, perceptions of the profession, and decision making. In response to this, the present study was conducted to understand the influence of discrimination in the field of TESOL in Mexico from perspectives of 78 Mexican English as a foreign language (EFL) teachers. Through an online questionnaire, the teachers were asked to describe the instances in which they felt discriminated, and how these influenced their feelings, perceptions concerning their profession and decision making. The results show that the discrimination practices impact in complex ways, showing a negative influence on the professionals' feelings, perceptions of the profession, and decisions regarding their current profession. The findings of this study call for more effective strategies in order to stop the discriminatory acts that English language teachers commonly face.
EFL Students&apos; Perceptions on Gender Stereotypes through Their Narratives
Author: Vásquez-Guarnizo, Jhonatan
Date: 2020-00-00
Type: Journal Articles
Subjects: Sex Stereotypes,Student Attitudes,Second Language Learning,Second Language Instruction,College Second Language Programs,Foreign Countries,Undergraduate Students,Personal Narratives,English (Second Language),Art,Films,Photography,Sex Role,Gender Differences,Social Change,State Universities,Gender Bias,Teaching Methods

This research study was conducted with twelve students from the Modern/Foreign Languages program at Universidad Pedagógica y Tecnológica de Colombia. It was aimed at unveiling EFL students' perceptions on Gender Stereotypes through their narratives in three different moments. Focus group interviews, field notes, and students' artifacts were used as data collection instruments. Data was analyzed under an interactional analysis proposed by Riessman (2005). Findings showed that students' lived experiences on this issue have permeated over the time the way they see their present and future; and their perceptions on gender stereotypes differ from their past generations as they consider themselves as a new generation who does not see any distinction among genders.
Educational Objectives Help or Hindrance? A Reflection against the Position of Eisner
Author: Abraha, Mollaw
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Objectives,Educational Benefits,Educational Practices,Curriculum Development,Standards,Educational Principles

Although educational objectives have played critical roles in facilitating instructional activities easily, Elliot W. Eisner argued against this by saying that the pre-intended objectives have hindered the practitioners' instructional initiatives. Not only Eisner but also other re-conceptualists and conceptual empiricists viewed the objectives negatively. In one way, they may be right in which the procedural approach may not seem to allow curriculum makers to exercise curricular issues holistically. On the other way, it is difficult to manage the broad curricular issues in a real environment since running the teaching-learning activities is problematic if the instruction is boundless. Though both the conceptual empiricists and re-conceptualists have criticized the traditional approaches of curriculum, they couldn't show their ways of exercising curriculum practically in the real world, i.e., their ideas simply remain on the paper. Still now, conceptions of the traditionalists are influential around the world early from kindergarten up to the higher education level than the opponents' impractical propaganda. Therefore, educational objectives remain helpful rather than impediment not only for this century but also for the coming centuries.
Association of Teacher Feedback with Scholastic Attainment at Secondary Level in Pakistan
Author: Javed, Tariq
Date: 2020-12-00
Type: Journal Articles
Subjects: Feedback (Response),Correlation,Academic Achievement,High School Students,High School Teachers,Teacher Student Relationship,Grade 10,Gender Differences,School Size,Nonverbal Communication,Verbal Communication,Written Language,Summative Evaluation,Formative Evaluation,Developing Nations,Foreign Countries

In this article we report on the association between teacher feedback and scholastic attainment at Secondary School Certificate (SSC) level in Pakistan. The study was conducted with data collected from Pakistani secondary school teachers and students through a survey study using multistage sampling. The objectives of the study were (1) to explore the possible differences in the effect of feedback by male and female teachers on the academic achievement of students in large, medium, and small secondary schools; (2) to compute the relationship of teacher feedback on the scholastic accomplishment at secondary level. The research instrument (questionnaire) with 14 closed-ended statements was developed, validated through experts in the field of education, and internal consistency of the tool was measured using the Statistical Package for Social Sciences (SPSS) -- the calculated Cronbach Alpha was 0.814. Two hypotheses for the study were formulated and tested by using non-parametric statistical tests in order to achieve the objectives of the study. The results show that teachers' feedback during the teaching-learning process has a positive association with academic achievement of students. Furthermore, formative feedback, diagnostic feedback, gestural feedback, immediate feedback and feedback on classroom discussion are used to overcome the behavioural and learning issues of low and high achievers. The findings of the study suggest that variety in teacher feedback techniques during the teaching-learning process should be promoted to enhance the quality of students' academic achievement.