ethanporcaro/eric-fulltext-meta huggingface dataset:
Research of Correlation of Theoretical Knowledge and Psychomotor Skills of Pupils in Technical Education
Author: Žácok, Lubomír
Date: 2020-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Psychomotor Skills,Technical Education,Foreign Countries,Secondary School Students,Student Evaluation,Problem Solving,Grade 7

The authors of the scientific study examine the impact of the relationship of theoretical knowledge on practical skills in technical subjects at the lower secondary level of education in the Slovak Republic. After determining the research problem and hypotheses, they bring the processed results in the form of tables and figures. Quantitative results within the pedagogical experiment are supplemented by qualitative analysis. In a scientific study, we characterize a research sample and research methods. We focus on a detailed description of problem tasks that pupils have solved in pedagogical research. Pedagogical research was carried out in four regions in the Slovak Republic. At the end of the scientific study, the authors compare the results ascertained from previously published information in the field of science. We are based on modern approaches in pedagogy, which integrate the issue of assessing pupils psychomotor skills into the field of general education. The current objectives and tasks in subjects developing cognitive knowledge and psychomotor skills of pupils and specifically on the subject of technology, represent a body of knowledge and skill to be learned. In the information society, knowledge is growing in a geometric way, especially in the field of technical sciences. The knowledge that the pupil acquires at school will no longer be sufficient after solving the internship in solving the technical problems he will encounter. Scientific studies address this issue. We examine the influence of theory on the acquisition of practical skills. Both aspects are important in the development of the pupils' personality not only in the technical but also in the modern information society.
Exploring the Relationships between Possible Selves and Early Teacher Identity of Turkish Pre-Service Teachers
Author: Erdem, Cahit
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Self Concept,Professional Identity,Beginning Teachers,Preservice Teachers,College Freshmen,College Seniors,Fear,Expectation,Student Development,Gender Differences,Departments,Public Colleges,Foreign Countries

Pre-service teacher (PST) education at higher education institutions is pivotal to early teacher identity development. Possible selves theory presents a framework for understanding teacher professional identity, which is theoretically supported but not empirically tested sufficiently. This study set out to examine PSTs' early teacher identity in the Turkish context and the expected and feared possible selves of PSTs as predictors of early teacher identity through structural equation modeling based on empirical data from 350 freshmen and senior PSTs. The results suggest that PSTs' expected teacher possible selves have a medium level significant and positive effect on early teacher identity, while feared teacher possible selves have a low level significant and negative effect on early teacher identity. PSTs' early teacher identity and possible selves were found as very high, which is also examined in terms of gender, grade, and department variables. The results are discussed, and suggestions are offered for pre-service teacher education.
Compensating for Family Disadvantage: An Analysis of the Effects of Boarding School on Chinese Students&apos; Academic Achievement
Author: Tan, Minda
Date: 2020-00-00
Type: Journal Articles
Subjects: Boarding Schools,Academic Achievement,Rural Areas,Mathematics Tests,Grade 8,Disadvantaged,Family Characteristics,Equal Education,Educational Quality,Public Schools,Longitudinal Studies,Reading Achievement,Mathematics Achievement,Educational Benefits,Secondary School Students,Foreign Countries,Socioeconomic Status

China implemented a policy to improve education equity through investing in boarding programs of public schools in rural and less-developed areas. However, this policy has not been informed by empirical research in the Chinese context. By using the nationally representative longitudinal data, this study investigates whether and to what extent boarding schools compensate for children's family disadvantages in terms of mathematics and reading achievement. The findings, drawn from multilevel logistic regression and hierarchical models, indicate that students from low-SES [socioeconomic status] families or rural areas tend to board at schools. Boarding students performed better than day students in 8th-grade mathematics tests. Among students with essential needs, those residing at school during the week significantly benefitted in their school performance in both subjects. Overall, it appears that governmental investment in boarding programs can, to some extent, compensate for some family disadvantages.
Flipped Classroom Educational Model (2010-2019): A Bibliometric Study
Author: Julia, J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Bibliometrics,Models,Journal Articles,Periodicals,Databases,Computer Software,Classification,Metadata,Trend Analysis,Active Learning,Blended Learning,Information Retrieval,Authors,Cooperation,Institutional Cooperation,Flipped Classroom,Research Reports

Nowadays, teaching and learning activity employing the flipped classroom model has an important position in the process of providing education. This research aimed at identifying and analyzing articles examining the flipped classroom model that has been published in several reputable international journals issued in the 2010-2019 timeframe, which was conducted using bibliometric studies. The research was conducted using a 4-stages systematic mapping method: (1) searching for articles using the Publish or Perish application in the Scopus database, (2) classifying the articles for the bibliometric analysis, (3) checking and completing the metadata of those articles, and (4) conducting bibliometric analysis using VOSviewer application. The bibliometric analysis produced seven findings, as follows: (1) the trend of flipped classroom publications continued to increase from 2013-2019; (2) the ten most contributive journals has published 88 articles by 2019; (3) the ten most cited articles has produced 1,155 citations; (4) the three highest order of author keywords most widely used in flipped classroom articles were flipped classroom, active learning, and blended learning; (5) author collaboration with strong links only occurred in 21 authors through one document; (6) institutional collaboration with strong links formed through 28 collaborating institutions; and (7) state statistics were formed into three clusters and spread across various countries through contributions from authors who were in charge of 456 institutions. The flipped classroom model can be concluded as an educational model that is currently popular among researchers.
Perceptions of Teaching Safer Engineering Practices: Comparing the Influence of Professional Development Delivered by Technology and Engineering, and Science Educators
Author: Love, Tyler S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Engineering Education,Teacher Competencies,Safety,Teacher Attitudes,Faculty Development,STEM Education,Teaching Methods,Self Efficacy,Program Effectiveness,Teaching Experience,Equipment

The release of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013a) raised concerns regarding elementary school science educators' preparation to adequately teach engineering practices using potentially hazardous engineering tools and materials (Love, 2014, 2015b; NSTA, 2016; Roy, 2012, 2013, 2014a, 2014b, 2015). This study employed a concurrent quasi-mixed methods design (Teddlie &amp; Tashakkori, 2006) to examine the safety perceptions of 131 elementary teachers among four professional development (PD) implementation sites across a southern state. The PD was taught by science education experts at all sites except for one, which was collaboratively delivered by science, and technology and engineering (T&amp;E) education experts. The goal of this study was to compare the differences in safety perceptions among each PD site to examine if the collaborative delivery of PD by T&amp;E educators was associated with differences in participants' self-efficacy beliefs and expected outcomes toward safer use of engineering tools and materials in science instruction. Participants at the collaborative site reported significantly greater safety self-efficacy gains and a greater overall safety awareness than participants at the other sites. This study provides implications to enhance elementary teachers' awareness and self-efficacy toward safer use of engineering tools and materials within science curricula through collaborative preparation efforts with T&amp;E educators.
Learning to Use Digital Science Notebooks: A Teacher&apos;s Perceptions and Classroom Use
Author: Fulton, Lori
Date: 2017-00-00
Type: Journal Articles
Subjects: Notetaking,Handheld Devices,Preservice Teachers,Student Journals,STEM Education,Summer Programs,Educational Technology,Technology Uses in Education,Electronic Publishing,Elementary Education,Day Camp Programs,Inquiry,Hands on Science,Documentation

Note taking applications for tablet devices offer the potential for meaningful integration of science and technology through the use of digital notebooks. This case study examined one pre-service teacher candidate's thoughts on using a digital notebook during a STEM methods course and how she transferred this knowledge and practice to a summer STEM camp. Data included artifacts from the STEM course, video of a lesson, a follow-up questionnaire, and students' notebooks. Analysis indicated that the candidate had a positive view of a digital notebook based on her use in the STEM course, and that she successfully incorporated a digital notebook into her summer STEM camp. Students' notebook entries incorporated photos, drawings, and explanations that extended beyond what they were doing in science to what they were learning. While this study shows potential for meaningful integration of science and technology through the use of a digital notebook, additional research is needed to further understand the impact a move to digital notebooks could have on the teaching and learning of science.
The Freedom to Learn: Teaching Intellectual Freedom Principles Using the AASL Standards
Author: Gregory, Jamie
Date: 2020-00-00
Type: Journal Articles
Subjects: Intellectual Freedom,School Libraries,National Standards,Access to Information,Inquiry,Active Learning,Inclusion,Library Materials,Information Literacy

No matter how school library standards evolve to address changes in society and educational research, certain intellectual freedom principles remain constant, including the principle to protect all learners' rights to freely access and explore information and ideas. The American Association of School Librarians' (AASL's) &quot;National School Library Standards&quot; give school librarians an opportunity to re-envision how to embed the principles of intellectual freedom by identifying and posing &quot;authentic, real-world problems to spark learners' new knowledge pursuits through critical thinking and problem solving&quot; (2018, 107). AASL identifies six Common Beliefs as core to the school library profession. All six relate in some way to intellectual freedom, most overtly number five: &quot;Intellectual freedom is every learner's right&quot; (AASL 2018, 13). That core value has not changed because all learning has intellectual freedom as its root. In fact, a number of appendices in the National School Library Standards are dedicated to explicitly setting forth guidance to ensure learners' intellectual freedom in the school library. The purpose of the article is to provide examples for everyday application of those guidelines through the AASL Standards, focusing on the Inquire, Include, and Curate Shared Foundations.
Social Media and E-Portfolios: Impacting Design Students&apos; Motivation through Project-Based Learning
Author: Oh, Jae-Eun
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Teaching Methods,Design,Student Centered Learning,Student Projects,Active Learning,Student Motivation,Self Determination,Action Research,Instructional Effectiveness,Personal Autonomy,Portfolios (Background Materials),Self Efficacy,Student Attitudes,Learner Engagement,Journalism Education,Undergraduate Students,Information Technology,Foreign Countries,Journal Writing,Barriers

University-level classrooms have seen a massive transformation from instructor-led to student-centered education, with many courses adopting project-based learning as an effective learning approach. As students become key actors in leading their courses, it is necessary to have high-level intrinsic and extrinsic motivation. In the search to enhance student motivation using project-based learning, this article proposes a framework based on self-determination theory, including various indicators of the level of students' motivation for learning. In particular, the framework was applied to explore the effectiveness of employing social media, such as Facebook, to increase student motivation. The results of this study demonstrate the usefulness of employing social media to amplify students' will to learn. This article reports on the results of action research in creative media design courses where students were required to develop an e-portfolio through Facebook. Eleven indicators (autonomy, confidence, eagerness to learn, high performance, independence, enjoyment, self-efficacy, sense of achievement, sense of belonging, sense of engagement, and sympathy) were used to measure motivation. As a result, this study argues for the conditional use of social media in project-based learning classes.
Inquiry Instructional Practice in Middle School Science Classes: Applying Vroom&apos;s Valence-Instrumentality-Expectancy Theory of Motivation
Author: Alston, Daniel M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Instruction,Middle School Teachers,Secondary School Science,Expectation,Motivation,Inquiry,Teaching Methods,Teacher Attitudes,Beliefs,Knowledge Level,Theories,Science Teachers,Faculty Development,Student Responsibility,Learner Engagement,Teacher Role,Prior Learning

One could argue that attitudes, knowledge, beliefs, and differing definitions and perceptions can all affect science teachers' motivation to engage in inquiry practices. Better understanding what motivates science teachers' instructional behaviors can result in improved efforts by researchers to align their instruction with quality inquiry-based instruction. By improving the effectiveness of professional development (PD) programs, we can begin to decrease the disconnect between current teaching practice and the expectations stated in the &quot;Next Generation Science Standards&quot; (&quot;NGSS&quot;). This study seeks to determine whether Vroom's Valence-Instrumentality-Expectancy (VIE) Theory of Motivation can help explain science teachers' enactment of newly learned inquiry-based teaching practices. Specifically, the purpose of this study is to determine if Vroom's theory provides insight into teacher practice of inquiry instruction by examining teachers' ability beliefs, value of inquiry instruction, and instrumentality beliefs. Additionally, the authors were also interested to see if teachers' knowledge of inquiry instruction could be an important factor. The research questions for this study include: (1) which constructs within Vroom's VIE Theory of Motivation are related to teachers enacting quality inquiry-based instruction; and (2) how and to what extent can teachers' knowledge of inquiry instruction help explain teachers' enactment of inquiry?
A Comparison of Turkish and South Korean Preschool Children&apos;s Gender Self-Concepts
Author: Ramazan, Oya
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Self Concept,Gender Issues,Sex Role,Sexual Identity,Cross Cultural Studies,Sex Stereotypes

The aim of this study is to examine the self-concepts of preschool-age children in Turkish and South Korean cultures regarding gender identity and gender roles. The study was designed by a qualitative method, namely by a phenomenological research pattern. It was conducted with 80 preschool children who are between 36-72 months old, including 40 Turkish children and 40 South Korean children. As data collection tool, an interview form consisting of 11 semi-structured questions was used. Data were analyzed by using descriptive analysis technique. Results were divided up into two main themes, including &quot;gender constancy&quot; and &quot;perceptions related to one's own and opposite gender&quot;. It was found that the gender consistency of Turkish and South Korean children is at different levels. In both Turkish and South Korean cultures, more boys than girls and older children than younger children showed more rigidity of stereotypes related to their perception of what their own and opposite gender can and cannot do. Most of the children within this study saw themselves foremost as their gender, described in comparison to opposite gender, rather than as children, described in comparison to adults. It could be argued that the responses of children to the questions may lie in the patriarchal nature of Turkish and South Korean society.
A Study on Science Teaching Efficacy Beliefs during Pre-Service Elementary Training
Author: Fazio, Claudio
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Inquiry,Conventional Instruction,Teaching Methods,Workshops,Student Attitudes,Preferences,Science Instruction,Self Efficacy,Program Effectiveness,Attitude Change,Teaching Skills,Teacher Competencies

Two science teaching workshops for students of the elementary teacher education degree course at the University of Palermo, Italy are discussed, one based on inquiry-based methods and the other on &quot;traditional&quot; teaching methods. A questionnaire aimed to understand the teaching styles preferred by students, their reasons for learning/teaching science, and their beliefs about the difficulties a teacher faces when planning and trying out science teaching activities in the class were completed by the students before the first workshop, at its end, and the end of the second workshop. The answers given by the students were studied using cluster analysis methods. The results of the analysis of answers given to initial and intermediate questionnaires indicate that the students recognize the importance of teaching scientific subjects in elementary school. However, the self-perception of their abilities to effectively teach science is negative, both before and after attending the &quot;traditional&quot; type teaching workshop. After doing the inquiry-based teaching workshop and holding several days of a science fair, most of the students' negative beliefs have changed into positive ones. A better general understanding of the fundamental role played by the teacher in encouraging the natural curiosity of children and offering scientific activities based on everyday life experiences was observed.
Critical Discourse Analysis of Elementary School Teachers&apos; Writership Identities
Author: Tavsanli, Ömer Faruk
Date: 2020-09-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Writing Attitudes,Professional Identity,Role Models,Writing Skills,Skill Development,Literacy,Influence of Technology,Urban Schools,Foreign Countries,Persuasive Discourse,Self Efficacy

This study aimed to identify elementary school teachers' perceptions of their writing experiences and examine the factors forming their writership identities by analyzing their perceptions. This study is a phenomenological study conducted with six elementary school teachers. Data were collected through a semi-structured interview form. The data were analyzed based on Gee's (2010) theory of discourse. The results showed that the teachers described writing as an essential skill used for transferring emotions and thoughts. They stated that language skills were interrelated and that there was a need to have a certain set of skills to be able to write. The development of technology had reduced the need for classical writing, and social prejudices had reduced the teachers' willingness to write. The teachers consider themselves neither very successful nor very unsuccessful writers but a medium level in general. They were happy when writing, even though they did not like expressing their feelings. They thought that writing successfully had a profound effect on academic achievement and that the largest share in educating individuals to be good writers was in teachers' hands.
Intercultural Communicative Competence in Teacher Education: Cultural Simulation Insights from Hawai&apos;i
Author: Padua, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Education,Intercultural Communication,Communicative Competence (Languages),Cultural Awareness,Simulation,Case Studies,Student Attitudes,Undergraduate Students,Preservice Teachers,Teacher Educators,Multicultural Education,Teaching Methods,Cultural Differences,English Language Learners,Hawaiians,Social Bias,Racial Bias

This article discusses how cultural simulations promote teacher candidate cultural competence. The case study uses intercultural communicative competence to examine written reflections and focus group interviews of 21 undergraduate teacher candidates in Hawai'i who engaged in cultural simulation visits on the island of O'ahu. Findings reveal that cultural simulations allowed teacher candidates to develop intercultural competency in knowledge, know-how, and being. Implications include how cultural simulations may promote teacher candidates' intercultural competence and offer recommendations on how teacher educators may consist of cultural simulations in multicultural teacher education.
Elementary Teachers&apos; Engineering Design Activities from a State without Engineering Standards
Author: Stohlmann, Micah
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Engineering Education,Faculty Development,State Standards,Science Instruction,Teaching Methods,Design,Teacher Attitudes,Course Content,Educational Quality,Teamwork,STEM Education,School Districts

Engineering education can be a wonderful mechanism for students to apply mathematics and science in authentic real world settings; however, less than half of U.S. states have engineering requirements in their mathematics and science standards. The many positives of engineering education can be used to help teachers see the benefits of integrating engineering. This article explores engineering activities written by elementary teachers both before and after a year-long professional development focused on STEM education. The teachers did not have any required engineering state standards, but increased their knowledge about engineering education, and saw the benefit of this approach. The activities were evaluated based on a framework for quality K-12 engineering education. The teachers improved in their inclusion of the engineering design process, and in their understanding of design constraints. The teachers' activities could still be improved though with respect to incorporating redesign and the explicit integration of mathematics and science.