ethanporcaro/eric-fulltext-meta huggingface dataset:
Some Personal and Professional Variables as Identifiers of Teachers&apos; Lifelong Learning Tendencies and Professional Burnout
Author: Yildiz-Durak, Hatice
Date: 2020-00-00
Type: Journal Articles
Subjects: Predictor Variables,Teacher Characteristics,Lifelong Learning,Teacher Burnout,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Burnout,Measures (Individuals),Teacher Motivation,Teaching Conditions,Foreign Countries

In this study, it is aimed to determine teachers' lifelong learning (LLL) tendencies. It is also aimed to reveal the variables that are associated to the LLL tendencies and to predict its levels. This research, which was a relational model, was utilised in spring term of 2017-2018 academic year. The participants of the study consisted of 199 teachers working at various school levels associated with the Ministry of National Education. According to the results of the study, it was found that demographic, occupational variables and the burnout in the multiple linear regression analysis were significant predictors of LLL tendency. When the variables are considered one by one, it is concluded that the predictors of teachers' LLL tendencies are age, occupational seniority and burnout.
Collaborative Reflection on Shared Journal Writing to Foster EFL Teacher CPD
Author: Elhussain, Summaya
Date: 2020-00-00
Type: Journal Articles
Subjects: English Teachers,English (Second Language),Professional Continuing Education,Reflective Teaching,Foreign Countries,Electronic Learning,Teacher Improvement,Communities of Practice,Diaries,Collegiality,College Faculty,Teacher Collaboration,Teacher Attitudes,Faculty Development

Despite the importance of Continuous Professional Development in the EFL context, a limited research has been done on EFL teachers' collaborative reflection on teaching. This study aims to investigate the effectiveness of teachers' reflection that is fostered and enhanced by the collaborative written exploration of practice using an online-shared teacher journal in a Saudi tertiary context. To achieve this, the study adopted three theoretical foundations: the characteristics of the online teacher professional development, Vygotsky's zone of proximal development and the constructivist theory of learning. The level of reflection in the teachers' journal is analysed by using the discourse semantics approach, namely, systemic functional linguistics. Besides, a semi-structured interview is used to collect the qualitative data. They strongly suggest that maintaining an online-shared teachers' journal will support and augment teachers' reflection, enhance knowledge and improve teaching performance.
A Comparative Analysis of the 4th- and 5th-Grade Social Studies Curriculum According to Revised Bloom&apos;s Taxonomy
Author: Koc, E. Seda
Date: 2020-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Grade 4,Grade 5,Social Studies,Taxonomy,Foreign Countries,Educational Objectives,Knowledge Level

This study, in which the distribution of the attainments of Turkey, Singapore, Hong Kong and Canada (Ontario) social studies curricula was aimed to be analysed according to the revised Bloom's taxonomy, was designed with qualitative research. A document analysis technique, which is one of the qualitative research data collection techniques, was used in the research. The data source of the research consisted of the social studies curricula of the mentioned countries, and the frequency and percentage calculation was used to show the taxonomic distributions of attainments. According to the findings obtained in the study, it was determined that the majority of the attainments in all of the social studies curricula examined in the study were commonly at the conceptual knowledge dimension and understand cognitive process. It was also found out that the social studies curriculum of Canada and Singapore was the curricula with the highest level of objectives for the higher levels.
Cohen&apos;s Criteria for Interpreting Practical Significance Indicators: A Critical Study
Author: AlWahaibi, Ibrahim Said Humaid
Date: 2020-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Statistical Significance,Equations (Mathematics),Computation,Accuracy,Data Interpretation

The present study aimed at clarifying the various shortcomings of the Cohen's criteria for the interpretation of the values of the practical significance indicators. The hypothetical data were used for two experimental and control groups and calculating the paired-samples t-test. To clarify the inadequacy of Cohen's criteria in interpreting practical significance indicators, it was compared with another criterion which is Black's Modified Gain Ratio. Through the compatibility of mathematical equations to calculate the practical significance and the values of the interpretations of the correlation coefficient, the present study suggested that a criterion for the practical significance should be as follows: small when the values of the index (d) are less than (0.631), medium when the values are between 0.631 and 1.50 and large when the values are equal to or greater than (1.51). The study showed the justifications that distinguish this criterion from the Cohen criterion.
How Social Network Applications Enhancing Team Project Collaborations at Home
Author: Vanichvatana, Sonthya
Date: 2020-00-00
Type: Journal Articles
Subjects: Teamwork,Student Projects,Student Attitudes,Private Colleges,Business Administration Education,Synchronous Communication,Foreign Countries,Family Environment,Virtual Classrooms,Barriers,Affordances,Undergraduate Students,Grade Point Average,Universities,Social Media,Cooperation

Team project collaboration is an important teaching and learning activity. Informal learning spaces are required to support such outside classrooms learning activity. There are increasing numbers of students who use virtual space platforms and social network applications (SNA) to support team project works at home. The objectives of this study were to understand how students used SNA to support team project works at home, how they learn about SNA, students' views of pro and con of SNA, and how much students need any supports from higher education institutions on this matter. This research used business students of a Bangkok private university as a case study. The results showed that though numerous advantages of SNA, students still valued face-to-face meetings in many phases of a team project. Students with higher cumulative grade point averages reflected higher proportions of needs for universities to teach them how to use SNA for team project collaboration at home than the lower cumulative grade point average students.
Development of Teacher-Parent Communication Competence Scale (TPCCS)
Author: Ozcinar, Zehra
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Parent Teacher Cooperation,Grade 4,Grade 5,Elementary School Students,Foreign Countries,Elementary School Teachers,Communication Strategies,Test Reliability,Test Validity,Communication Skills,Teacher Competencies

The purpose of this study was to develop teacher-parent communication competence scale in order to measure the communication competences utilized by teachers while communicating with the parents of their students. In the development phase of the scale, an item pool was generated and draft form was designed which were later subjected to expert opinion for content and face validity. The finalized scale was administered to 196 teachers teaching fourth and fifth grade students, and explanatory factor analysis was performed. As a result of these procedures, 4 factors including 33 items in total were generated in the &quot;teacher-parent communication competence scale&quot;. Apart from these, the reliability coefficients (Cronbach's [alpha]) of all scales and their sub-dimensions, factor-based differentiation operations, matter-remaining and matter-total correlations were calculated. After all these validity and reliability processes, it was concluded that the scale is valid in determining teacher-parent communication competences.
Obstacles of Implementing Educational Techniques in Special Education Centres from Autism Teachers&apos; Perspective
Author: Sabayleh, Obaid Abdelkarim
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Students with Disabilities,Teacher Attitudes,Autism,Pervasive Developmental Disorders,Special Schools,Teaching Methods,Barriers,Technology Integration,Special Education,Special Education Teachers,Teacher Competencies,Technological Literacy,Educational Resources,Student Needs,Educational Needs,Administrator Role,Educational Finance,Computer Software

This study aimed at identifying the obstacles of implementing learning technologies from the perspective of the teachers at autism centres in Amman. To achieve the objectives of the study, the researchers adopted a descriptive research method and used the survey as a tool of the study. The sample that was selected randomly consisted of 270 teachers from the autism centres in Amman. The study found that there were significant obstacles facing teachers at the autism centres in Amman in implementing learning technologies, the obstacle fields ranked as follows: learning technology, autism centre, autistic students and teachers, respectively. The study recommended: providing a special laboratory for learning technology resources room in centres, provide a special financial budget for autism centres and that the administrator of the autism centres must encourage the teachers to use learning technologies in teaching.
Impact of Speed Reading Training on Reading Speeds and Comprehension Skills of Secondary School Students
Author: Durukan, Erhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Speed Reading,Reading Instruction,Reading Rate,Reading Comprehension,Secondary School Students,Foreign Countries,Grade 8,Pretests Posttests

The aim of this research is to study the impact of speed reading training on reading speeds and comprehension skills of secondary school students. The research has been conducted on 40 students receiving education at the level of secondary school 8th grade in Trabzon province. Experimental pattern with single group pretest-posttest was applied in the study. First of all, reading speeds and comprehension levels of the students were determined during the research, and then 20 hours of speed reading training was provided to the students every other day for 5 days. Before applying the last test after the training, 2 weeks of time was given to the students in order to repeat the exercises. Reading speed and comprehension levels of the students were detected with two separate texts and reading comprehension questions related to these texts at the start and finish of the process. Data were analysed with dependent/independent groups t-test and Pearson correlation coefficient on SPSS 20.
High School Students&apos; Higher Education Expectation: A Scale Development Study
Author: Cetin, Yavuz
Date: 2020-00-00
Type: Journal Articles
Subjects: Adolescents,Expectation,Test Construction,Higher Education,Goal Orientation,Psychometrics,High School Seniors,Foreign Countries,Student Attitudes,Construct Validity,Career Choice,Test Reliability,Educational Attitudes

The aim of this study is to develop a valid and a reliable scale to determine the expectations of high school students from higher education. The population of the study consisted of 315 high school students in the 2018-2019 academic years. To test the construct validity of the scale, exploratory factor analysis and confirmatory factor analysis were used. The original five-point Likert scale composed of 22 items with five subdimensions. The results showed that the internal consistency coefficient of the scale was calculated as 0.84. The scale factor load values ranged between 0.58 and 0.81, and the rotated factor load values ranged between 0.46 and 0.81 and explained 59.1% of the total variance of the scale. The higher education expectation scale can be used not only to evaluate the students' future and professional expectations in terms of subjective norms but also goal setting and need for the analysis of the program development studies.
Family Environment and Emotional Quotient in Primary School 3rd Grade Students
Author: Kucukkaragoz, Hadiye
Date: 2020-00-00
Type: Journal Articles
Subjects: Family Environment,Emotional Intelligence,Elementary School Students,Grade 3,Family Influence,Foreign Countries,Family Income,Educational Attainment,Parent Background,Family Size,Employed Parents,Occupations,Preschool Education,Gender Differences,Socioeconomic Status,Mothers,Fathers

In this research, Emotional Quotient (EQ) levels of 3rd grade primary school students are investigated with respect to a number of psycho-social variables. The EQ level is examined according to the income status of the family, education level and professions of parents and etc. Whether its environment makes a significant difference on eq when these variables are limited is examined. Target population of the study consists of 3rd grade primary school students who are registered to five middle socio-economic status schools in the city center and two townships' schools in the countryside within Izmir city borders in the 2015-2016 academic term. Sample group consists of randomly selected 167 students who are 3rd graders studying in the same classes in mentioned schools. Research is designed in relational screening model. In this research, personal information form and EQ scale for children both developed by researcher are used as data collection tools. For the statistical analysis of the collected data, independent samples t test, one-way analysis of variance, Kruskal Wallis, Mann Whitney U tests are used. According to the search results, EQ levels of 3rd grade students vary significantly with respect to family income, mother's and father's profession, mother's and father's educational level, household size and preschool experience. There are significant differences according to family income levels, mothers' professions and education levels, fathers' professions and education levels, the number of members of the students' families and whether students continue their pre-school education. The results are discussed on the basis of the literature and suggestions are presented.
Difficulties in Teaching Senior High School General Mathematics: Basis for Training Design
Author: Refugio, Craig N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Secondary School Mathematics,Grade 11,High School Teachers,Teaching Methods,Teacher Competencies,Time Management,Peer Influence,Coping,Faculty Development,Foreign Countries,Barriers,Mathematical Concepts,Concept Formation,Competence,Problem Solving

The study investigated the difficulties encountered by Grade 11 teachers in teaching Senior High School General Mathematics, the reasons for the problems, and the strategies employed by teachers in overcoming the challenges with an end view of developing training design. The sequential explanatory mixed methods design was used in the study with the aid of a questionnaire checklist and an interview to validate the answers generated by the questionnaires. The study revealed that the challenges in teaching emerged due to time constraints and mastery issues of contents. Though teachers were pedagogically and technologically equipped to teach the course, however, some have poor time management and link to peers to share the best strategies to cope with the problems. Hence, training, as well as seminars and workshops for the unmastered competencies/contents and the competencies with no strategies applied to deal with the difficulties in teaching, are to be provided to Grade 11 General Mathematics teachers by implementing the training design developed by the researchers.
Interdisciplinary Themes and Metacognition in the First-Year Writing Classroom
Author: Nielsen, Danielle
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Thematic Approach,Metacognition,College Freshmen,Freshman Composition,Teaching Methods,Self Esteem,Reflection,Research Skills,Transfer of Training,Student Attitudes

Looking to the possibility that interdisciplinary, thematic courses can build student confidence in the writing process, this essay argues that a first-year writing course that combines close attention to rhetorical skills, readings about an interdisciplinary field, and a carefully scaffolded assignment sequence enhances the potential transfer of rhetorical skills through student attention to boundary practices, the ability to analyze multiple rhetorical situations and discourse communities, and the opportunity to engage in sustained research and writing.
The Science of Writing: Experimenting with Peer Review at a STEM University
Author: Mitchell, Taylor Joy
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Evaluation,STEM Education,Aviation Education,College Students,Teaching Methods,Scoring Rubrics,Program Evaluation,Models,Feedback (Response)

Based on perceived student resistance to peer review, we conducted a study to lessen this resistance and demystify the writing process for STEM students. While many composition theorists advocate for peer review in the classroom, its application at a STEM institution remains underexamined. To foster student engagement with peer review, we implemented a variety of strategies, most notably assessment, peer review templates, and cross-class peer reviews. We found these strategies resulted in greater engagement and confidence in the peer review process, as well as a recognition that it's an essential component of writing.
Investigation of Primary School Teachers&apos; Opinion about Revised 3rd Grade Science Curriculum in Turkey
Author: Karakuyu, Yunus
Date: 2020-04-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Curriculum Development,Elementary School Science,Foreign Countries,Grade 3,Grade 4,Public Schools,Curriculum Evaluation,Relevance (Education),Student Centered Curriculum

One of the aims of science curriculum is to understand technology that is used in all areas of daily life. Thus, science curriculum should be revised in a feasible and dynamic manner for the quality. The purpose of the study is to investigate primary school teachers' opinions about renewed 3rd grade science curriculum. The sample of the study consisted of 160 4th grade primary school teachers working in public primary schools during 2014 and 2015 academic years. This is a descriptive research design. The data obtained from the surveys were analyzed by using frequencies, percentage, mean and standard deviation. T-test and One-way Anova were used for parametric variables. Findings of the study showed that teachers maintained that the content of the revised 3rd grade science curriculum was adequate and taking science course to the 3rd grade course was the correct decision.
How Do Games Affect the Writing Skills of Young EFL Learners?
Author: Sevik, Mustafa
Date: 2020-04-00
Type: Journal Articles
Subjects: Writing Skills,English (Second Language),Second Language Learning,Elementary School Students,Grade 3,Games,Foreign Countries,Verbal Communication,Vocabulary,Skill Development

English and Turkish languages have different orthographies. The orthography of English is considered relatively deep since many English letters can correspond to more than one sound; many sounds can be represented by more than one letter and English has a number of consonant digraphs/clusters such as th, sh, ch, and ck to represent a single sound. Whereas, the Turkish orthography presents a good example of the total shallow orthography as each letter represents only one phoneme and each phoneme is represented by only one letter. This difference can be problematic for Turkish EFL learners during the writing activity. Therefore, the primary aim of this experimental study was to explore the effects of games on the development of the writing skills of primary school EFL learners. 42 primary school EFL students voluntarily participated in the study and they were grouped as control and experimental. The experimentation took 9 weeks and in the last week of the study both groups were given a dictation exercise to find out if any differences existed. The results demonstrated that games positively affect primary school EFL learners' writing skills and therefore it was recommended that games should be used during the teaching of writing skills in primary school EFL contexts.
Perceptions of K-12 Online Teaching Endorsement Program Effectiveness in Georgia: A Case Study
Author: Pourreau, Leslie
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Teacher Attitudes,Beliefs,Online Courses,Educational Technology,Barriers,Technological Literacy,Faculty Development,Misconceptions,Knowledge Level,State Standards,Program Effectiveness,Teacher Educators,Principals,Teacher Competencies

This qualitative case study examined professional educators' beliefs and perceptions about K-12 online teaching endorsement (OTE) practices in the State of Georgia. The authors collected data from six one-on-one semi-structured interviews and the Georgia OTE Program standards (505-3-0.95) as set forth by the Georgia Professional Standards Commission. Analysis showed that the issues and concerns participants shared about current K-12 OTE preparation practices reflected real problems and challenges related to a lack of customized virtual instructor training, educator perceptions or misconceptions about online instruction and technology knowledge, and virtual setting imperfections. Findings highlighted issues with current Georgia K-12 OTE standards that teacher educators and virtual education practitioners perceive as training issues and barriers to success for virtual instructors.
Parents&apos; Perceptions of Influence of Violent Cartoons on Primary School Pupils&apos; Social Behaviors
Author: Sopekan, Sarah
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Social Behavior,Violence,Cartoons,Mass Media Effects,Parent Attitudes,Social Influences,Aggression,Child Behavior,Foreign Countries,Social Values,Television Viewing

Children have very sensitive minds that are shaped mostly by the environment where they grow up. These include their day by day experiences of which their parents play a significant role. It has been found globally that cartoons affect children's behavior. However, in Nigerian context, the nature of cartoon influence on children is not known, and also it has not been determined if parents are aware of this influence. This study examined the influence of cartoons on Nigerian children's social behavior from the perspective of parents. A survey research design was adopted for the study and data were collected from 100 parents through questionnaire. Frequency counts and percentages were used for data analysis. The findings showed that most children watched cartoons on daily and weekly basis; most of the children watched violent cartoons where there were lots of fights, hero was violent, characters shouted and abused one another. Parents perceptions on influence of violent cartoon on children behavior was found to be neutral. It is recommended that training programs should be organized for parents and guardians by the government and organizations on the influence of media on children social behavior and development. Parents should examine the contents of cartoons they provide for their children to ensure that they do not have elements of violence that can affect the children negatively. Parents should intentionally censor the cartoons that their children are exposed to, in terms of age appropriateness and portrayal of violent behavior to be able to prevent the negative influences such cartoons might have on children. Parents and guardians should educate their children on acceptable family and societal values. Entertainment industries should provide policies that will educate parents on what to look out for in violent cartoons.