ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Factors of Mental Well-Being Violation among High School Teachers
Author: Rogach, Olga V.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Influences,Well Being,Secondary School Teachers,Higher Education,Foreign Countries,Factor Analysis,College Faculty,Mental Health,Teacher Burnout,Questionnaires

Social factors are considered which affect the mental well-being of high school teachers. The impact of such factors as the organization of scientific and research activity, working conditions, career and professional growth opportunities, the wage system, and the organization of a workplace are analyzed. The survey was conducted among the professors and teachers of leading Russian universities (N = 295). The study used an adapted questionnaire of subjective assessment concerning the social-psychological context of a high school teacher work, developed by A. Mayer on the basis of the organizational condition study methods, work satisfaction and professional development. The received materials were supplemented and concretized in the course of the focus group study, which allowed to identify psychologically vulnerable groups of teachers. Confirmatory factor analysis of social conditions, in which the professional activity of pedagogical personnel was carried out, showed that the confidence in the long-term guarantees of labor activity and the stability of scientific research work indicators are the strongest predictors of the mental well-being among pedagogical personnel. The results of the study made it possible to identify the following factors among the social factors that have a special weight in the processes of a mental well-being disturbance among teachers: the transfer of scientific and pedagogical workers to an effective contract; the increase of their scientific and teaching activity pace, burdened by the unpredictability of management requests; the disadvantages of a training schedule drawing up, etc. They determined that a significant influence of the motivational profile shortcomings, singled out as the part of social factors, provokes the following violations of the mental well-being among teachers: the violation of the value unity in a team; a stable domination of negative emotions; alienation, hiding uncertainty in their abilities; the deformation of mutual assistance systemic nature; increased anxiety and proneness to a conflict among university teachers. These studies support the hypothesis that a high degree of teaching work intensity, a high emotional, psychological and sensory loads, which are the consequence of a number of social factors negative influence, make a significant impact on the psychological-emotional state of high school teachers, including professional burnout.
Scenarios for Chemistry Teacher Training and Practice in Romania in 2030: Views of Chemistry Students
Author: Timofte, Roxana S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Teacher Education,Foreign Countries,Student Attitudes,Science Teachers,Writing Strategies,Teaching Methods,Migration,Consumer Education,Sustainable Development,Statistical Analysis

Four scenarios regarding Chemistry teacher training and practice in Romania in 2030 were developed by using the 2x2 matrix design for scenario writing. The two driving forces taken in account for the design of scenarios were migration and consumerism. In two of the proposed scenarios teachers are trained to teach socioscientific courses at class. One aim of this study was to collect Chemistry students' views on the developed scenarios for Chemistry teacher training and practice in Romania in 2030. From the N = 111 students tested, 51.35% of students selected the most auspicious scenario as the scenario for teacher training and practice in 2030, a scenario which did not include teaching socioscientific courses at class. This result was confirmed to be statistically significant by the Kruskal-Wallis test (p &lt; 0.01) and the Mann-Whitney U test (p &lt; 0.01). This made us wonder if the students are aware of the consequences in time of migration and consumerism and if a more comprehensive study was necessary, to identify the predictors for their selection of scenarios.
Synthesizing the Practice of SCMC-Based Telecollaboration: A Scoping Review
Author: Akiyama, Yuka
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Computer Mediated Communication,Second Language Learning,Second Language Instruction,Higher Education,Teaching Methods,Educational Research,Participant Characteristics,Foreign Countries,Language Teachers,Literature Reviews

Telecollaboration is a type of online learning arrangement between geographically distant participants for the development of language and intercultural competence. After two decades of research, it is an apt time to engage in a systematic review of previous studies in the form of a scoping review in order to illuminate the pedagogical practices commonly used in telecollaboration. The study synthesized 55 distinct telecollaboration projects that took place in university foreign-language classes and utilized synchronous computer-mediated communication (SCMC) tools to answer (1) What are the typical arrangements of SCMC-based telecollaboration (e.g., participants, project set-ups, and interaction set-ups)? and (2) How have SCMC-based telecollaboration projects changed over the last two decades? We identified six commonly adopted arrangements of SCMC-based telecollaboration. We also found that, while certain pedagogical practices in telecollaboration have matured, the field is undergoing reconceptualization and expansion with the advancement of technology and diversification of participants. We conclude the article with suggestions regarding reporting practices in telecollaboration research, thereby enabling more rigorous synthesis in the future.
Social Communication as the Means of Preschool Children Education: Research and Development Opportunities
Author: Antopolskaya, Tatyana A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Preschool Children,Educational Environment,Control Groups,Experimental Groups,Preschool Education,Interpersonal Communication,Emotional Intelligence,Socialization

The article reveals the problem of developing the ability of preschool children to socialize. It covers the theoretical aspects of the issue and draws attention to the association between the social communication of preschool children and their ability to interact and intercommunicate as well as the development of their social and emotional intelligence, motivation, etc. The article describes methods and methodology for the study of four components of the process of social communication among preschool children such as socio-intellectual, activitypractical, motivational-axiological and emotional. The article considers the following sections of the program which allows forming effective social communications in preschool children: &quot;Socialization. Life skills&quot;. There are represented the results of the experimental research of social communications among preschool children in different educational environments (school, kindergarten, developing center of additional education). The dynamics of the development of the capacity of preschool children for social communications and the changes in their social and communicative personal qualities in the process of experimental work are shown. The article deals with the discussion issues of the creation of conditions for the development of effective social communications in children. The author substantiates the necessity of creating a developing educational environment for teaching preschool children, the use of the project method, the interdependent form of play activity in group work with preschool children, analysis and evaluation of this process by teachers and psychologists. It is also noted that developing centers for additional education of children have opportunities for the implementation of this process.
Research into the Play Competences of Children of Senior Pre-School Age
Author: Vinogradova, Irina A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Play,Preschool Children,Child Development,Skill Development,Competence,Observation,Role Playing,Foreign Countries,Motivation,Cognitive Processes,Child Behavior,Communication Skills,Emotional Development,Rating Scales,Qualitative Research,Statistical Analysis,Gender Differences

Relevance of the research: This is determined by an obligation to search for opportunities that can potentially make use of play activities observed during the development of play competencies in pre-school children. The purpose of the study: Its purpose is to identify the features of game playing competencies at pre-school age, to determine the dynamics of development of their abilities at senior pre-school age, and to explore variations in the gaming abilities of the children. Methods of research: The principal method in the study of this problem is the included observation. This approach has enabled a comprehensive analysis of the play competences of children of senior pre-school age. Results of the research: The authors present the specifics of the development of play skills in senior pre-school children. They also verify the features of play competencies in groups of girls and boys, as well as identify the structural organization of the play abilities in the senior pre-school age. Practical significance: The materials of the article can be of practical use for pre-school organizations and establishments, as an aid for training and improving the professional qualifications of teachers of pre-school organizations, plus in the practice of family education.
Technology-Mediated Second Language Vocabulary Development: A Review of Trends in Research Methodology
Author: Elgort, Irina
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Second Language Learning,Second Language Instruction,Teaching Methods,Educational Research,Educational Technology,Computer Assisted Instruction,Language Proficiency,Language Fluency,Preferences,Information Retrieval,Search Strategies,Literature Reviews

Technology-mediated vocabulary development (TMVD) in a second language (L2) covers a wide range of instructional and learning treatments, contexts, and technologies and is situated in a broader field of second language vocabulary learning. Vocabulary knowledge is a complex, multidimensional construct that has been interpreted and categorized in second language research in many different ways. This review identifies methodological practices in research into L2 TMVD and provides a synthesis of learning and instructional approaches, aspects of vocabulary knowledge being investigated, and measures of vocabulary development used in this research. A sample of 82 primary studies from 2010 to 2017 was selected and coded for target methodological features. The results of the review show that TMVD research has achieved a certain degree of methodological maturity, while a number of issues have also been identified. These issues include: the practice of comparing technology-mediated instruction with &quot;traditional&quot; instruction without technology, insufficient reporting of participants' L2 proficiency, and a dearth of treatments targeting fluency development. The review also showed a preference for evaluating the knowledge of individual vocabulary items rather than the development of the L2 lexicon, and insufficient use of online and implicit measures of vocabulary knowledge. Recommendations for future TMVD research are provided.
Looking for a Needle in a Haystack: CALL and Advanced Language Proficiency
Author: Burtson, Jack
Date: 2018-00-00
Type: Journal Articles
Subjects: Meta Analysis,Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Educational Technology,Outcomes of Education,Language Proficiency,Difficulty Level,Periodicals,Teaching Methods,Educational History,Evaluation Criteria,Guidelines,Educational Research,Language Skills,Literature Reviews

The goal of this meta-analysis is to evaluate how instructional technology has impacted advanced second language (AL2) development. Although numerous metaanalyses have been conducted within the CALL literature over the past two decades, they primarily focus upon learning outcomes and related effect sizes. None focus on advanced learning per se. Where AL2 is even mentioned, which is only rarely, little or no attention is paid to critical research parameters within the studies that are analyzed. Most notably, in summarizing learning outcomes, the linguistic competence of learners claimed to be at advanced level is simply taken at face value. So, too, no consideration is given to the difficulty level of tasks undertaken by students or their appropriateness to students' claimed proficiency. It is the intent of this general overview of the contribution of CALL to AL2 to address these issues through a comprehensive analysis of the publications in four prominent CALL journals (CALICO, CALL, Language Learning &amp; Technology, and ReCALL) over some 30 years. In so doing, the Performance Descriptors (PD) and NCSSFL-Can-Do Statements (CDS) of the American Council on the Teaching of Foreign Languages (ACTFL) are adopted as external criteria for establishing student competence level, task difficulty, and appropriateness. This study concludes that not only are CALL AL2 studies extremely limited in number and focus, but also that they suffer from serious design flaws that call into question a great portion of the claims made regarding the contribution of instructional technology to the furthering of advanced-level foreign language competence.
Perceptions of L1 Glossed Feedback in Automated Writing Evaluation: A Case Study
Author: Wilken, Jayme Lynn
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Evaluation,Feedback (Response),Case Studies,Student Surveys,Semi Structured Interviews,Video Technology,English (Second Language),Native Language,Second Language Programs,Language of Instruction,Test Scoring Machines,Classroom Techniques,Intensive Language Courses,Questionnaires,College Second Language Programs,Task Analysis,Student Satisfaction,Personal Autonomy,Foreign Countries,College Students

Learner perceptions toward and utilization of L1 glossed feedback in an automated writing evaluation (AWE) program were investigated in an Intensive English Program (IEP) class. This small case study focused on two Chinese students who responded to weekly surveys, semi-structured interviews, and screen capture videos of their revisions over a four-week period. In weeks 1 and 3, the students received English-only feedback (L2), and in weeks 2 and 4, the students also received feedback in their native language (L1). The data were recorded, transcribed, and coded. Because the L1 has been shown to be helpful in students' learning, it was hoped that the L1 glossed feedback in AWE would prove helpful as well. The participants felt a need for the glosses but also expressed reservations about relying on the L1. While the participants' revision behaviors sometimes differed, both showed a positive attitude toward the L1 glossed feedback, toward increased noticing of errors, and toward their autonomy while using AWE.
Developing a Theoretical Framework to Inform the Design of a Teacher Professional Development Program to Enable Foundation to Year 2 Teachers of Mathematics to Build on Indigenous and Low-SES Students&apos; Cultural Capital
Author: Anderson, Robyn
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Improvement,Mathematics Teachers,Indigenous Populations,Low Income Groups,Cultural Capital,Indigenous Knowledge,Mathematics Instruction,Foreign Countries,Underachievement,Holistic Approach,Interviews,Teacher Surveys,Questionnaires,Journal Writing,Elementary School Mathematics

This paper reports on the early stages of the conceptualisation and implementation of the Accelerated Inclusive Mathematics-Early Understandings (AIM EU) project, a project whose major goals are to advance theory and practice in the improvement of Foundation to Year 2 (F-2) teachers' capacity to teach mathematics and through this to enhance F-2 Indigenous and low-SES students' levels of engagement and learning of mathematics. A design-research methodology was used to achieve the advancement of theory and practice. The major outcome of the research is a revised theoretical framework to inform the design and implementation of culturally relevant mathematics pedagogy for F-2 Indigenous and low-SES students.
The Effectiveness of the Chemistry Problem Based Learning (PBL) via FB among Pre-University Students
Author: Sunar, Mohd Shahir Mohamed
Date: 2017-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Teaching Methods,Problem Based Learning,Social Media,Statistical Analysis,Cognitive Style,Learning Strategies,Interaction,Science Tests,Science Achievement,Educational Technology,Technology Uses in Education,Reading,Writing (Composition),Foreign Countries,Blended Learning,College Preparation,Program Effectiveness,Hypothesis Testing,Pretests Posttests,Secondary Education,Postsecondary Education

The impact of social media, such as Facebook in various fields including education is undeniable. The main objective of this study is to examine the effect of the interaction between students' learning styles and learning approaches on their achievements in the chemistry subject using the Problem-Based Learning (PBL) method through Facebook. The sample of this study consisted of 120 MARA College students, who were randomly selected to undergo PBL treatment via Facebook for nine weeks. This quantitative study used the 4×2 factorial experimental design. The main variables were the students' learning styles (visual, aural, reading-writing, and kinaesthetic) and learning approaches (surface learning and deep learning) as well as the interaction between both on their achievement in the final examination for chemistry subject. The two-Way ANOVA test results showed that the main effect of students' learning styles on their achievement in chemistry was significant across students' learning approach using PBL via Facebook. Furthermore, the Post-Hoc test had found that the mean for the reading-writing style of learning was significantly better than for other learning styles. Similarly, the main effect of learning approaches was also found to be significant across students' learning styles. It was found that the mean value for the deep learning approach was significantly higher than the mean value for the surface learning approach using the PBL method via Facebook. However, the effect of the interaction between these two independent variables (learning styles and learning approaches) on students' achievement was not significant.
How Do the Teachers Define Social Studies Course?
Author: Topçu, Ersin
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Studies,Foreign Countries,Questionnaires,Semi Structured Interviews,Mixed Methods Research,History Instruction,Geography,Citizenship Education,Democracy,Secondary School Teachers

In this research, the aim is to determine what the social studies teachers think about the interdisciplinary structure of the social studies course and the educational situation. Likert type questionnaire and semi-structured interview form were used as data collection tools. The questionnaire was applied to 150 teachers working in 58 secondary schools in 27 provinces in Turkey. The form was applied to 10 teachers from the same group. The data was interpreted by descriptive analysis. When the results were evaluated, it was determined that the teachers had some problems arising from the multidisciplinary nature of the course and thought that the interdisciplinary connections between different disciplines could not be done well. There is no consensus among the teachers about the nature of the social studies course, and some teachers especially think that history and geography should be given as separate courses.
Possibility of Identifying the Logical-Mathematical Giftedness with Students of Lower Primary School Grades through Evaluations
Author: Milic, Sanja
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,Academically Gifted,Mathematics Instruction,Talent Identification,Foreign Countries,Elementary School Teachers,Logical Thinking,Mathematical Logic,Teaching Methods,Questionnaires,Interviews,Parents,Statistical Analysis

The objective of this work is examination of co-ordinance amongst assessments of logical-mathematical giftedness with young primary school students, made by four groups of evaluators: teachers, parents, coevals and self-evaluators. Teachers of 11 primary schools selected at the area of Republic Srpska were assigned to follow Instructions for Nomination and select most capable students of Years Three and Four, who would be directly involved in the research. An evaluation of logical-mathematical giftedness was performed on a sample of 151 named students, using an instrument created for the needs of this research. The results have shown a high level co-ordinance in evaluation of logical-mathematical giftedness between teachers and students and between parents and coevals, which leads to a conclusion that there is a scientific justification to innovate the teaching process while working with gifted students at primary schools, by applying a questionnaire developed for evaluation of logical-mathematical giftedness to be done by teachers, parents, students and coevals. This work allows a space for forming data bases on evaluations of students' abilities, in order to plan the next step which would be creating a predictive model based upon likelihood and expectations as to the possibility of identifying giftedness.
The Effects of Geographic Affiliation on Students&apos; Perceptions, Awareness, and Responses to the 2010 &quot;Deepwater Horizon&quot; Oil Spill
Author: Clary, Renee M.
Date: 2013-11-00
Type: Journal Articles
Subjects: Water Pollution,Fuels,Environmental Education,Earth Science,Inservice Teacher Education,Student Surveys,Demography,Geographic Location,Knowledge Level,Emotional Experience,Place of Residence,Attachment Behavior,Online Courses,Student Interests,Correlation,Student Attitudes,Multivariate Analysis,Graduate Students,Masters Programs,Mixed Methods Research

The 2010 &quot;Deepwater Horizon&quot; oil spill greatly affected the Gulf Coast, and the news media reported information to wide audiences. Students enrolled in an online Environmental Geoscience course in fall 2010 voluntarily participated in a Gulf oil spill survey. More than 92% of the students (N = 77; 83 total enrollment), who were primarily in-service teachers, participated. The 24-question survey probed students' demographics, current geographic locations, affinity with the Gulf, oil spill knowledge, and emotions resulting from the incident. We sought to determine whether students with Gulf Coast geographic affinity (one aspect of Gulf sense of place) would have stronger reactions, have greater knowledge, and exhibit more behavioral changes than their noncoast peers. Multivariate analysis of variance revealed students with a geographic association with the Gulf Coast had stronger interest and emotional responses than did noncoast students. However, students with a Gulf affiliation did not score statistically higher on their knowledge of the spill, exhibit significantly different behavioral changes, or have stronger plans to incorporate the spill within their K-12 classrooms. Student age had no significant effect on any category. We concluded that current events that tap into students' affiliations and senses of place may offer affective portals through which instruction can be optimized, but more research is needed to elucidate media effects and competing variables.