ethanporcaro/eric-fulltext-meta huggingface dataset:
The Technological-Pedagogical Knowledge for In-Service Teachers in Primary Education: A Systematic Literature Review
Author: Paidican, Miguel Angel
Date: 2022-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Elementary School Teachers,Literature Reviews,Teacher Education,Bibliometrics,Teacher Attitudes

This article presents the results of a scientific literature analysis based on Kitchenham's (2004) proposal, regarding the technological-pedagogical knowledge of the content under the TPACK model. Research studies containing data-driven information in primary education were revised. The selection of the 622 articles was conducted in Scopus, WoS (Web of Science), ERIC (Educational Resources Information Center), and Google Scholar databases; considering the period from which this model was initially described to May 2019. The following criteria were also observed: open access sources, referring to social sciences, and full text available. To conclude, there is limited scientific production regarding TPACK model in primary education, with 3,05% of the articles reviewed in this systematic literature review. An increase in using the TPACK model in terms of teacher knowledge and enriched environments with information and communication technology has also been observed. Participation of other members of the school community as students, parents and managers is also recommended.
Vietnamese Teachers&apos; Acceptance to Use E-Assessment Tools in Teaching: An Empirical Study Using PLS-SEM
Author: Tang, Thuy Thi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Computer Attitudes,Technology Integration,Intention,Computer Assisted Testing,Student Evaluation,Computer Literacy,Self Efficacy,Usability,Teacher Behavior,Elementary School Teachers,Secondary School Teachers

The purpose of this study is to examine factors that influence teachers' intentions to use technology in assessments using the technology acceptance model (TAM) as a framework. An online survey was utilized to collect data, and 360 teachers participated in the survey. This study used partial least squares-structural equation modelling (PLS-SEM) to test the hypotheses to verify the effects of variables on teachers' intention of e-assessment use. The model consists of four constructs: computer self-efficacy (CE), perceived ease of use (PEOU), perceived usefulness (PU), and frequent use of e-assessment tools (FoUAT). The findings revealed a significant influence path from CE to PEOU, FoUAT, and behavior intention. In addition, PEOU is a critical factor that positively impacts both PU and teachers' behavior intentions. In contrast to our expectation, frequency of use was statistically insignificant and had no impact on teachers' intention to use (IU) e-assessment tools. The total of these four variables corresponded to 71.4% of the variance of user intention. These results confirm that TAM is an effective model to explain teachers' technology acceptance to use e-assessment tools for their teaching.
Re-Thinking Multigrade Classrooms as an Alternative Educational Environment
Author: Kardas Isler, Nergiz
Date: 2022-00-00
Type: Journal Articles
Subjects: Multigraded Classes,Nontraditional Education,Educational Environment,Foreign Countries,Classroom Design,Teacher Education,Teaching Methods,Elementary School Teachers,Preservice Teachers,Student Attitudes

The same content and learning environments offered to students from different cultural backgrounds in schools, as well as the lack of diversity, fail to address different learning needs, isolate learners from the society. For this reason, there has always been a search for alternative education models. Mixed age groups are taught together in multigrade classes, which is a primary school practice in Turkey that arises from necessity. Thus, the positive effects of this practice can be benefited from considering the multigrade class practice as an alternative education environment for teachers. This study aims to present suggestions to the educators to help them carry out their multigrade classroom activities more effectively and to draw attention to the advantages of the multigrade classroom practices. 14 pre-service teachers took part in the study as participants. The data were obtained through semi-structured interviews held in 2020-2021 academic year. The results of this study emerged in two different categories as physical arrangements and practice-based arrangements. The participants presented suggestions both for the inside and outside the classroom, and for the decoration and materials and instructional process, the institutional functioning of the school, and the type of communication in the classroom.
The Dream School: Exploring Children&apos;s Views about Schools
Author: Ince, Nuri Baris
Date: 2022-00-00
Type: Journal Articles
Subjects: Kindergarten,Elementary School Students,Preschool Children,Student Attitudes,Educational Environment,Institutional Characteristics,Foreign Countries,Grade 1,Grade 2,Grade 3,Grade 4,Social Influences,Emotional Response,Creativity

Children should have a say in matters that concern them such as the characteristics of their learning environments, and their imaginations can be used when designing these environments. This study aimed at revealing the dream school characteristics of children attending kindergarten classes and primary school, and was designed as a case study. The study group consisted of 5 to 10 years old children from three schools with different socio-economic status. In the data collection process, semistructured interviews were conducted with the children about the characteristics of their dream school. In addition to this, they were requested to draw pictures of these schools and a second interview was held for these drawings. Findings showed that children had fantastic and creative dreams as well as dreams about the socio-emotional and physical environments of the schools. These findings were presented comparatively according to school level. Taking these findings into account, the characteristics of the dream school are important in terms of changing and transforming the ongoing school systems. This way, the basis for creating learning environments designed according to children's interests and needs will be provided and the children will feel better and feel that they belong to these environments.
Meaningful Integration in Professional Communities: Examining User Behaviors in Catalyst
Author: Knight, Stephanie W. P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Communities of Practice,Faculty Development,Data Analysis,Portfolios (Background Materials),Language Teachers,Faculty Mobility,Second Language Learning,Second Language Instruction,Behavior Patterns,Group Membership,Computer Mediated Communication,Goal Orientation,Social Networks,Evidence,Reflection,Teacher Attitudes,Profiles,Sociocultural Patterns,Correlation,Cognitive Development,Teacher Effectiveness,Asynchronous Communication

Online platforms have the potential to address the issue of world language teacher attrition by building professional learning communities. However, autonomous engagement is not guaranteed by the mere existence of said tools. In this article, we report findings from Catalyst user data analysis. Catalyst is an online professional development social portfolio that connects users to other professionals (in groups and as individuals). Specifically, we examine user behavior patterns in six areas--Group Membership, Goals, Evidence, Connections, Reflections, and Comments. Each feature was chosen because of its potential usefulness in facilitating meaningful and integrative participation in online professional platforms. Results reveal three behavior profiles: 1-Testers, 2-Dabblers, and 3-Embracers. Each profile exhibits unique behaviors of engagement with the portfolio. Users who did not join any group were much more likely to show the lowest level of activity (i.e., Testers), while those who were part of a group and had more connections (i.e., Embracers) demonstrated the highest level of activity. These results support the theoretical foundation for sociocultural approaches to professional learning for teachers (e.g., Kabilan et al., 2011; Kabilan &amp; Kahn, 2012; Kitade, 2014) and highlight the critical, and mutually reciprocal, relationship between social engagement and cognitive development.
Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model
Author: Kim, Young-Suk Grace
Date: 2022-00-00
Type: Journal Articles
Subjects: Literacy,Models,Reading Skills,Writing Skills,Literacy Education,Spelling,Handwriting,Executive Function,Memory,Attention Control,Attention Deficit Hyperactivity Disorder,Learning Disabilities,Reading Processes,Writing Processes,Dyslexia,Students with Disabilities,Language Impairments

This article presents the application of the interactive dynamic literacy (IDL) model (Kim, 2020b) toward understanding difficulties in learning to read and write. According to the IDL model, reading and writing are part of communicative acts that draw on largely shared processes and skills as well as unique processes and skills. As such, reading and writing are dissociable but interdependent systems that have hierarchical, interactive, and dynamic relations. These key tenets of the IDL model are applied to the disruption of reading and writing development to explain co-occurrence of reading-writing difficulties using a single framework. The following hypotheses are presented: (a) co-occurrence between word reading and spelling and handwriting difficulties; (b) co-occurrence of dyslexia with written composition difficulties; (c) co-occurrence between reading comprehension and written composition difficulties; (d) co-occurrence of language difficulties with reading difficulties and writing difficulties; (e) co-occurrence of reading, writing, and language difficulties with weak domain-general skills or executive functions such as working memory and attentional control (including attention-deficit/ hyperactivity disorder [ADHD]); and (f) multiple pathways for reading and writing difficulties. Implications are discussed. [For the corresponding grantee submission, see ED618728.]
Investigation of Primary Teacher Candidates&apos; Curiosity in Mathematics in Terms of Various Variables
Author: Ulum, Hakan
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Achievement,Elementary School Teachers,Student Attitudes,Preservice Teachers,Teacher Education Programs,Teacher Attitudes,Measures (Individuals),Mathematics,Interests,Gender Differences,Foreign Countries

Curiosity is essential to scientific discovery and innovation, and more universally, it is a natural and unavoidable characteristic of children. It is shown as a process in which efforts are made to fill the knowledge gap. It is an important element of learning and it increases math achievement. This research reveals the level of curiosity in candidate primary mathematics teachers and discusses the precautions to be taken through various variables. A descriptive survey model was used in this study. This research was carried out during the 2022-2023 academic year. The study group of the research consists of 262 candidate primary school teachers studying at state universities located in the south of Turkey. In the research, &quot;Mathematical Curiosity Scale for Classroom Teachers and Teacher Candidates&quot; and &quot;Personal Information Form&quot; were used as data collection tools. In the study, primary school teacher candidates' gender, type of the high school they graduated from, positive and negative experiences about mathematics throughout their education life, and their level of mathematics curiosity and liking mathematics teachers were examined. According to the research results, primary school teacher candidates have a high level of curiosity about mathematics. Besides, sex generally does not affect curiosity in mathematics. Candidate primary school teachers who have negative experience with mathematics are less curious about mathematics. Primary school teacher candidates who like mathematics teachers are more curious about mathematics.
A Question-Based Framework for Co-Constructing Supervision in Clinically Based Teacher Preparation
Author: Rutten, Logan
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teacher Education,Supervision,Supervisory Methods,Student Teacher Supervisors,College School Cooperation,Partnerships in Education,Meetings

The field of teacher education has embraced robust models of clinically based teacher preparation. In part because these models rely upon school-university partnerships for which shared missions are an essential component, they also demand increasingly complex, co-constructed conceptions of supervision to support teacher candidates' learning during clinical practice. However, even as the need for supervision has grown, good supervision is seldom clearly defined. Many supervisors begin supervising largely underprepared for the complexity of their work in clinical settings. In response to these challenges, this paper proposes a framework for co-constructing supervision consisting of four key components--conceptions, models, tasks, and techniques--that could simultaneously inform supervision scholarship and offer a practical tool for building shared understandings of supervision in clinically based teacher preparation contexts.
A Study on Scale Adaptation to Determine Classroom Learning Environment Perceptions
Author: Akkaya, Gamze
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Classroom Environment,Student Attitudes,Factor Analysis,Foreign Countries,Turkish,Test Validity,Test Reliability,Secondary School Students

This study aimed to perform a scale adaptation to determine students' perceptions of a classroom learning environment. The sample of the study consisted of 337 students for exploratory factor analysis and 1,639 students for confirmatory factor analysis. The scale known as My Class Activity adapted in this study was developed by Gentry and Gable (2001). The adapted scale is a five-point Likert-type scale consisting of four factors (interest, choice, challenge, and enjoyment). The scale was previously adapted to Turkish culture by Deniz and Saranli (2017), and in this study, we readapted the scale to Turkish culture. Exploratory factor analysis and reliability analysis of the data obtained from the scales were completed with SPSS software and confirmatory factor analysis with AMOS. As a result of the analyses of the adapted scale, it was decided to remove the challenge dimension. After the validity and reliability studies obtained from the three-factor (interest, choice, enjoyment) structure of the scale, it was concluded that the scale could be used in Turkish culture.
Designing a Scale for Measuring Multicultural Self-Efficacy of High School Students
Author: Yosef
Date: 2022-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Reliability,High School Students,Foreign Countries,Measures (Individuals),Self Efficacy,Student Evaluation,School Counseling,Student Attitudes,Counselor Educators,Construct Validity,Item Analysis

Assessing students' multicultural self-efficacy was a challenging duty for high school counselors, particularly in conjunction with the understanding function of school counseling. The main objective of this development research was to design and validate a scale for measuring the multicultural self-efficacy of high school students. The 851 public high school students from seven regions of Indonesia participated as respondents. After reviewing pertaining literature, the study set 40 preliminary items about cultural insight, communication, cultural value, cultural awareness, and flexibility. A school counselor educator and a high school counselor experienced in the field examined its construct validity and suggested improving item clarity. The revised scale had sequential testing to determine its practicality, validity, and reliability values, namely the practicality test, the pilot test, and the main test. The results showed that 36 of 40 items met the validity and reliability criteria. In addition, most respondents were in significant agreement about the scale practicality. This evidence indicated that this assessment instrument was suitable for measuring the multicultural self-efficacy of high school students.
Students&apos; Views Studying in Arabic Preparatory Class on Distance Education during the COVID-19 Pandemic
Author: Sanverdi, Halil Ibrahim
Date: 2022-00-00
Type: Journal Articles
Subjects: Arabic,COVID-19,Pandemics,Second Language Instruction,Distance Education,School Closing,Online Courses,Undergraduate Students,Student Attitudes,Barriers,Foreign Countries,Program Effectiveness

Countries have taken some urgent decisions in order not to experience an irreparable loss in the field of education due to the COVID-19 pandemic that affected the world as of the end of 2019. In this process, the distance education decision was among the measures taken for the students to get through the education period with the least damage and without loss of time. Distance education tools, which were previously used at a limited level in many areas, have become widespread and used at all levels of education processes. In Turkey, distance education tools were used in all stages of education in this process and universities had to expand this education tool that they were familiar with. Due to the COVID-19 pandemic, the 2020-2021 academic year was carried out almost entirely with distance education tools. Due to the decision taken by the Higher Education Council (CoHE) and universities during the pandemic process, there were also students who had to take their foreign language learning with distance education tools. In this study, it is aimed to reveal the situation faced by students who had to take one year preparatory education through online programs before starting the Arabic Language Education undergraduate program. In this process, open-ended questions were asked with a semi-structured interview form to the students who continued their education. The answers given by the students to the questions posed were evaluated with descriptive analysis. While there are students who find distance education positive due to situations such as listening to lessons in a comfortable environment at home, being with the family, there are those who evaluate this process negatively due to situations such as the ineffectiveness of the lessons, the internet shortage, and the inability to take the exams in a reliable environment. Students stated that they generally see this education process negatively and that they don't want to learn a foreign language with distance education tools if an option is offered.
Development of the Physical Activity Plan for Physical Education Instruction in Public Senior High Schools: An Exploratory Sequential Mixed Method Inquiry
Author: Perez, Rexomar D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Physical Activities,Physical Education,High School Students,Public Schools,Foreign Countries,Life Style,Physical Fitness,Health Promotion,Wellness,High School Teachers,Planning,Teacher Attitudes

Physical education (PE) develops students' motor skills, knowledge, and behaviors for active living. As such, individuals need to participate in various physical activities (PA) which contribute to a healthy lifestyle. But many PE programs fail to bring the actual value of a lifetime PA and fitness. Therefore, there should be extended scientific research that promotes participation level as a health intervention that will promote health and wellness. Through this, an exploratory-sequential mixed method inquiry was utilized to gather insights of senior high school PE teachers towards the development of physical activity plan (PAP). Likewise, the remaining senior high school PE teachers in the province assessed the degree of alignment of the PAP in the most essential learning competencies in PE, and the degree of the practical application of the developed PAP in PE instruction. The qualitative results summarized the general ideas of PE teachers regarding the PAP. They have specific suggestions on what topics, PA, and classroom assessment tools should be included in the plan related to the competencies in PE 1, PE 2, PE 3, and PE 4. As such, a series of performance rubrics have been attached to the plan. Moreover, the quantitative results revealed that the developed PAP has a high degree of alignment with the current competencies in the senior high school PE curriculum. Likewise, the developed PAP has a high degree of practical application in PE instruction. Integrating the data in the two phases of the data collection, showed that the developed PAP can be implemented in the senior high school PE curriculum. As such, the PAP may be utilized as the baseline for PE teachers for implementation. Moreover, future researchers may address the limitations of the conducted study.
Systematic Study of Student&apos;s Perception towards Math through Teacher-Related Dimensions: A Case of COTs in Oman
Author: Al Jabri, Amina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Mathematics Instruction,College Students,Teacher Characteristics,College Faculty,Mathematics Teachers,Teaching Skills,Instructional Materials

Numerical explorations are accomplished to investigate the influence of student's perception towards Math which advances into academic dismissal in the preliminary level of higher education. The population under study are the students of seven Colleges of Technology across Oman. Data analyses were done using descriptive statistics of frequency counts and percentages obtained from the research questionnaire, while the hypothesis was tested using the statistical tools at 0.05 level of significance. This study examines the student's perception correlated with teacher-related factors. The structural equation modelling (SEM) is grounded on the three teacher-related dimensions that influence the student's perception towards Math namely 4 attributes relating to personality traits of lecturers, 6 attributes for teaching skills of the lecturer, and 2 attributes for instructional material used by the lecturers to impart the Basic Math needs for higher education. This analysis shows an overall reliability analysis for teacher-related dimensions to be 0.943 by applying Cronbach's alpha reliability test, and the SEM tool kit analysis of the model confirmed the hypothesis of the latent variables and the theoretical authenticity of the explored factors. The conclusions of this study might be useful to substantiate the importance of student evaluation on teachers done every semester and would be a component in reducing the dismissal of students at the initial stage of higher education in Oman.