ethanporcaro/eric-fulltext-meta huggingface dataset:
Predicting Teamwork Performance in Collaborative Project-Based Learning
Author: Lin, Hoi Yan
Date: 2021-00-00
Type: Journal Articles
Subjects: Teamwork,Performance Factors,Cooperative Learning,Active Learning,Student Projects,Undergraduate Students,Prediction,Group Dynamics,Role Perception,Self Evaluation (Individuals),Models

&quot;Pulse of the Profession,&quot; published by Project Management Institutes (2017), reported that failed projects always lacked (a) clearly defined objectives to measure progress and (b) poor communication between team members. Minimizing communication costs and maximizing trust levels are essential to improve the efficiency of team performance. This study's objectives required including how to formulate the problem and design the theoretical framework. The approach used involved a five-step team formation model with related definitions, including initial team forming, depending on group size, team agreement, role assignment, and team performance. The Predicting Teamwork Performance (PTPA) system was developed to help identify the functional roles of each member automatically. Role assignment provided a strong positive effect on team projects, while the role identification mechanism can assign team members responsibilities for some role(s) to enable learning. Self-assessment was used to identify team members' strengths and weaknesses so that team leaders could easily recognize suitable types of roles for each member. Three primary team performance indicators--&quot;Good&quot;, &quot;Pass&quot; and &quot;Marginal&quot;--were reflected in the teamwork collaboration outcomes. The Predicting Teamwork Performance system reveals information about those outcomes through (1) individual performance indicator; (2) teamwork performance indicator; (3) personal skill sets results; (4) recommended skill sets improvements. The relationship between those indicators and practical roles was examined as analytical information for further project team formation.
How to Effectively and Efficiently Communicate Research Results? Experimental Study on the Influence of Interactivity and Presentation Form on Knowledge Transfer and Cognitive Activity
Author: Krämer, Andreas
Date: 2021-00-00
Type: Journal Articles
Subjects: Research,Information Dissemination,Audiences,Visual Aids,Computer Software,Teaching Methods,Interaction,Video Technology,Emotional Response,Learner Engagement,Student Interests,Educational Technology,Technology Uses in Education,Knowledge Level,Foreign Countries,Adults,COVID-19,Pandemics

When it comes to presenting research results, the usual approach is to use PowerPoint or similar slide applications, or to opt for alternative presentation tools. A central question is how well the knowledge is transferred and to what extent the target audience is addressed emotionally. Based on a 2*2 factorial design, the effects of presentation form (PowerPoint slide presentation vs. explainer video) and interaction (no interaction vs. interaction by means of additional questions on the topic) were investigated. Overall, the presentation factor is more important for learning success than the interaction factor and explainer videos perform significantly better than the PowerPoint presentation. This applies to the objective and subjective learning success, but also to the emotional appeal and the increase in engagement, interest and other cognitive activities. The effects of the interaction factor are relatively low, achieving minor improvements in combination with the PowerPoint presentation, while no statistically significant and relevant effects were found in combination with the explainer video.
Were Higher Education Institutions Communication Strategies Well Suited for the COVID-19 Pandemic?
Author: Calonge, David Santandreu
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Communication Strategies,COVID-19,Pandemics,Crisis Management,Emergency Programs,Stakeholders,College Students,Student Participation,Empathy,Trust (Psychology),Social Media,Access to Information,Accuracy,Educational Research

The immediacy of the COVID-19 pandemic highlighted the sheer importance of internal and external communication with stakeholders. Universities had to rapidly grasp an unfolding and fast-changing crisis, gauge their level of preparedness, review decision and implementation processes, devise strategies, and adapt communication approaches. This exploratory study conducts a literature review in order to identify relevant studies that address how higher education institutions communicated to their stakeholders during the COVID-19 pandemic. The review of the literature revealed that although many higher education institutions had disaster recovery plans in place, few were well-equipped for a disruption of global proportions. Using a grounded theory approach, five important themes emerged from the relevant studies.
The Relationship between Writing Anxiety and Writing Self-Efficacy of Students Learning Turkish as a Foreign Language
Author: Baskan, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Turkish,Second Language Instruction,Writing (Composition),Writing Skills,Anxiety,Self Efficacy,Foreign Students,College Students,Foreign Countries,Correlation,Gender Differences,Language Skills

The study aimed to determine the relationship between writing anxiety and writing self-efficacy of students learning Turkish as a foreign language. The study sample consisted of 247 international students at B1 and B2 levels at the Turkish Education Application and Research Center of a foundation university. &quot;The Writing Anxiety Scale for Learners of Turkish as a Foreign Language,&quot; developed by Sen and Boylu (2017), was used to determine students' writing anxiety. There were 13 items and two factors on the scale: &quot;Action-Oriented Anxiety&quot; and &quot;Environmental Oriented Anxiety.&quot; &quot;The Writing Self-Efficacy Scale for Turkish Students who Learn Turkish&quot; was developed by Büyükikiz (2012) to determine the students' writing self-efficacy. This two-factor scale had 16 items and explained 56.85% of the variance. The research was designed based on the relational screening model. SPSS 21.0 package programs were used to analyze the data. The study results indicated a significant positive relationship between writing anxiety and writing self-efficacy of students who learned Turkish as a foreign language. Besides, there was no significant difference between the Turkish learners' scores from the writing anxiety scale and their language level.
Proposal to Structure Social Studies Course According to Toulmin&apos;s Argumentation Model
Author: Altintas, Irem Namli
Date: 2021-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Social Studies,Teaching Methods,Critical Thinking,Thinking Skills,Models,Teacher Role,Classroom Environment,Evaluation Methods

Argumentation Method, which is based on data, claims, justifications, is used in education when it comes to scientific and controversial issues. The purpose of this research, is to demonstrate how argumentation method can be used in social studies courses and to guide social studies pedagogy. Examples of activities related to how argumentation can be used in social studies courses, and suggestions about the role of teachers in the teaching process are presented throughout the research. The research emphasizes forms of argumentation based on reason, particularly the analysis of cause and effect in the analysis of human actions. Using this socio-scientific framework as the basis for social studies classroom instruction allows for meaningful in-class discussions concerning individual and global problems. In this context, argumentation can be used in teaching Content-Based Critical Thinking. In evaluating the use of the argumentation model in social studies courses, this analysis examines three interrelated variables: &quot;goals,&quot; &quot;educational backgrounds&quot; and &quot;evaluation models.&quot;
Analysis of Critical Thinking Dispositions Regarding Teachers&apos; Schematic Representation of Resource Systems
Author: Tapan-Broutin, Menekse Seden
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Preservice Teachers,Teacher Education Programs,Mathematics Instruction,Mathematics Teachers,Teaching Methods,Textbook Evaluation,Case Studies,Undergraduate Students,Self Esteem,Ethics,Schemata (Cognition),Thinking Skills,Internet,Educational Resources,Student Attitudes,Information Sources,Correlation,Foreign Countries

Studies in recent years have focused heavily on teacher practice and analyzing textbooks and their contents. The schematic representation of the resource system can be used to analyze the composition of teachers' creation of the document. It is also thought to be an effective process for revealing their critical thinking dispositions. This study aims to determine whether teacher candidates reflect critical thinking dispositions to their schematic representation of the resource systems. The case study design, one of the qualitative research methods, was used in this study. The research was conducted with 26 third-year students from the mathematics department in the faculty of education. In this study, it has been revealed that teacher candidates reflect the resources and critical thinking dispositions they preferred in their schematic representations of resource systems. The five themes &quot;truth-seeking&quot;, &quot;open-minded&quot;, &quot;analytic&quot;, &quot;systematic&quot; and &quot;self-confidence&quot; were found in the schematic presentation of mathematics teacher candidates' critical thinking dispositions. Also, it was noted that mathematics teacher candidates were more oriented towards digital resources, especially internet resources. As a result, this study showed the resources that affect the professional development of teacher candidates and the relationships between these resources and their critical thinking orientations by the schematic representation of the resource system.
Challences Facing Tutors in the Teaching of Visual Arts Education in National Teacher Colleges in Uganda
Author: Ssegantebuka, Julius
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Art Education,Preservice Teachers,Art Teachers,Visual Arts,Barriers,College Faculty,Course Content,Educational Resources,Instructional Materials,Teaching Methods,Preservice Teacher Education,Curriculum,Student Attitudes,Teacher Attitudes

The study examined the challenges faced by tutors in the teaching of the visual arts education (VAE) in national teachers' colleges (NTCs) in Uganda. The study adopted a qualitative approach where tutors' and pre-service visual arts teachers' (PVATs) views about the challenges facing them in the teaching and learning in visual arts were expressed. Data were collected from two purposively selected NTCs, and ten tutors. Yet, the 48 second year PVATs who participated in this study, were randomly selected from the many who were available. The researchers used interviews, document reviews and focus group discussions to collect data. The findings show that the challenges facing tutors in the teaching of visual arts have a great impact on what PVATs learn. Some visual art disciplines have too much content to be covered within a short period of two years. There is a general lack of teaching resources, such as art materials, tools and equipment, textbooks, and inadequate teaching space. The researchers recommended the reduction of the content of some visual art disciplines to fit the available time; provide art materials, tools and equipment as well as adequate teaching space which would allow the use of more appropriate teaching methods which would avail tutors with the opportunity to perform to their expectations in visual arts teaching.
Investigating Relationship between Democratic Attitudes and Social Justice Beliefs of Pre-Service Teachers
Author: Kiliçoglu, Gökhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Social Justice,Beliefs,Democratic Values,Preservice Teacher Education,Preservice Teachers,College Seniors,Student Characteristics,Gender Differences,Age Differences,Family Income,Educational Attainment,Parent Background,Foreign Countries

The number of studies that evaluate and discuss the concepts of democracy and social justice in Turkey from the perspective teacher training, education policies and practices is extremely limited. Thus, the present study attempts to determine democratic attitudes and social justice beliefs of preservice teachers and whether these variables differ based on gender, age, family income level, and parental education level variables. The present study also aims to test the relation between the democratic attitudes and social justice beliefs of pre-service teachers using structural equation model. 483 pre-service teachers were included in the study sample. According to the study findings, it was concluded that democratic attitudes and social justice beliefs of pre-service teachers are medium level and these variables does not differ based on demographic variables. It was also identified that the democratic attitudes of pre-service teachers are significant determinant of their social justice beliefs. The concepts of democracy and social justice were discussed in depth as regards teacher education policies, programs and practices, and recommendations are provided for future implications.
Adjusting, Appeasing, and Rearranging: How Agriculture Teachers Reconcile the Demands of the Profession
Author: Traini, Haley Q.
Date: 2021-00-00
Type: Journal Articles
Subjects: Agricultural Education,Agriculture Teachers,Teacher Shortage,Teacher Competencies,Faculty Mobility,Secondary School Teachers,Teacher Responsibility,Teaching Conditions,Coping,Adjustment (to Environment)

A teacher shortage continues to plague the SBAE profession. While this shortage has been quantified and explored from the perspective of individual teachers, little research has taken a systemic approach to the problem of the SBAE teacher shortage. We posit the teacher shortage problem as inextricably linked to a convoluted job description and growing list of competencies required to be a successful agriculture teacher. The teachers in this qualitative study shared their navigation of the process of reconciliation within their landscapes of practice and regimes of competence. Using hermeneutic phenomenology, themes of adjusting, rearranging, and appeasing emerged as the key ways in which SBAE teachers reconciled the competing demands of the profession. We discuss these findings specific to these participants, but also in terms of implications and recommendations for the broader profession, administrators, alumni groups, researchers, and teacher educators, noting especially the need for change at the professional level to reduce the reconciliation load on practicing SBAE teachers.
A Regional Study of the Agricultural Mechanics Knowledge and Skills Needed by School-Based Agricultural Education Teachers
Author: Wells, Trent
Date: 2021-00-00
Type: Journal Articles
Subjects: Agricultural Education,Teacher Education Programs,Teacher Competencies,Knowledge Level,Job Skills,Agricultural Machinery,Agricultural Skills,Agriculture Teachers,Agricultural Engineering,Laboratories,Safety,Equipment,Secondary Education,Postsecondary Education

A priority of agricultural teacher education programs is to develop technically competent, prepared school-based agricultural education (SBAE) teachers. SBAE teachers should be knowledgeable in various agricultural subject matter, such as agricultural mechanics. Using Roberts and Ball's (2009) Content-based Model for Teaching Agriculture as the conceptual framework for our study, we used a three-round Delphi technique to identify the agricultural mechanics knowledge and skills SBAE teachers in Arkansas, Louisiana, Oklahoma, and Texas need to successfully teach agricultural mechanics courses. Spread across all four states, a panel of 47 SBAE teachers with expertise in agricultural mechanics contributed data for our study. Thirty-five teachers participated in all three rounds. After all three rounds were completed, 71 technical agricultural mechanics knowledge and skill items (e.g., circular saw use, computer numerical control [CNC] systems use, etc.) and 49 agricultural mechanics &quot;teacher skill&quot; / laboratory management knowledge and skill items (e.g., budget management, developing a student traffic control system, etc.) were identified. We recommend various efforts to help expand teachers' competence in these items should be undertaken within these states, including: (1) establishing and expanding partnerships with agricultural industry stakeholders to provide professional development opportunities for SBAE teachers, (2) realigning agricultural teacher education courses and experiences to better reflect teachers' agricultural mechanics knowledge and skill needs, and (3) facilitating opportunities for teachers to develop competence in agricultural mechanics through SBAE teacher-led training. To help provide systematic, consistent examination of teacher competence needs in agricultural mechanics, replication of our study should occur at regular intervals.
The Effect of Using Smart Boards in Science Lessons on Middle School Students&apos; Attitudes towards Smartboards and Reflective Thinking Skills
Author: Bayar, Mirac Furkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Science Education,Middle School Students,Student Attitudes,Reflection,Thinking Skills,Foreign Countries,Grade 6,Grade 7,Grade 8

The aim of this study is to determine the demographic variables that affect middle school students' attitudes towards smart board and their reflective thinking skills and the relationship between these two variables. For this purpose, relational survey model, one of the quantitative research approaches, was used. The sample of the study, in which the appropriate sampling method was used, consists of 348 students studying in three different middle schools in Yakutiye district of Erzurum. Demographic information questionnaire, &quot;Smart Board Attitude Scale&quot; and &quot;Reflective Thinking Scale&quot; were used as data collection tools in the study. According to the findings of the research, it was determined that the students' smart board attitudes and reflective thinking skills did not change in terms of gender.. On the other hand, students 'smart board attitude levels and reflective thinking skills do not differ significantly in terms of parents' educational status. Finally, a medium positive correlation was found between students' smart board attitude levels and reflective thinking skills.
Understanding De Certeau&apos;s Concepts of Strategy and Tactics in Relation to the Educational Policy Analysis
Author: Demirpolat, Aznavur
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Analysis,Social Systems,Social Change,Consumer Economics,Philosophy,Social Values,Teacher Attitudes,Student Attitudes,Decision Making,Consumer Education

Due to the Industrial Revolution in Britain, the spread of production and consumption paved the way for consumption, especially excessive and luxury consumption, ceasing to be the privilege of aristocrats and other upper social classes. With the development of modern capitalism, the bourgeoisie/middle classes, which started to rise in the West, especially in America and Europe alongside the aristocracy in many spaces, began to utilize consumption and objects of consumption as a manifestation of their own class differences and privileges just like the aristocracy did. Many nineteenth century sociologists, notably Weber, Simmel, and Veblen, approached this process &quot;positively&quot; with great hopes. However, by the twentieth century, French sociologists, especially Lefebvre and members of the Frankfurt School, were pessimistic to modern consumer society and consumer culture. This pessimistic approach, as can be seen in the example of the Frankfurt school, described the prevalence of mass production and consumption in the modern era as the &quot;end/death of the individual&quot;. Contrary to this pessimistic view, de Certeau proposes that consumers who are considered to be passive spontaneously transform any kind of products and production objects imposed on them by the dominant order and/or capitalist system into artistic forms by means of (different) ways of using and reproducing those objects in everyday life. Certeau elaborates the ways of action and production created by the consumer against the &quot;strategies&quot; of the system in daily life as &quot;tactics&quot; of the user/consumer. Therefore, this study aims to reveal Certeau's original approach to modern consumer society and to try to explore his views on this subject through his two basic concepts, namely &quot;strategy&quot; and &quot;tactics&quot;. This study also tries to illustrate that De Certeau's analysis of modern consumption culture and his concepts of strategy and tactics offer new perspectives to those who are working on education policies.
STEM-Based NOS Teaching on 7th Grade Students&apos; NOS Views
Author: Mesci, Günkut
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Scientific Principles,Scientific Literacy,Scientific Concepts,Concept Formation,Misconceptions,Middle School Students,Student Attitudes,Attitude Change,Grade 7,Preadolescents,Science Activities,Instructional Effectiveness,Foreign Countries

The aim of the study is to improve students' nature of science understandings while integrating nature of science aspects into appropriate science-technology-engineering-mathematics (STEM) activities. In this study, four STEM-based contextualized nature of science activities are developed during the 4 weeks study. The sample of this study consists of eighteen 7th grade students. The data are collected the views of nature of science questionnaires (VNOS-D), follow-up interviews, and classroom observations. All data are analyzed holistically to create a profile of students' views for the targeted aspects of nature of science with using content analysis. The analysis showed that 7th grade students have generally naive views of the targeted nature of science aspects before participating in the 4-week study. After STEM-based nature of science teaching, all students improved their views of nature of science. STEM-based explicit-reflective nature of science teaching may be an alternative approach to improve students' nature of science views, and it is recommended to use this approach in the future studies.
The COVID-19 Pandemic: Teacher Candidates&apos; Views Regarding the Virus and Vaccination Process
Author: Salman, Muhammed
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teachers,Student Attitudes,Immunization Programs,Foreign Countries,Health Promotion

In order for societies to normalize in educational, economic, social and mental health areas, the COVID-19 pandemic must be ended as soon as possible. Currently, the most critical factor in eliminating the pandemic seems to be the vaccine. Vaccination is one of the most successful public health interventions and is a cornerstone for communicable disease prevention. Both current teachers and teacher candidates should be competent in the field of health literacy as well as in the education and training process. In this study, we tried to reveal the views of teacher candidates regarding COVID-19 and its vaccines based on the studies reporting that anti-vaccination increased in individuals with more education. Six hundred thirty-eight teacher candidates participated in the study. The research data were collected through an 11-item questionnaire, and the data were analyzed using descriptive and cross-tabulation analyzes. Research findings mainly showed that vaccine acceptance was low, and most of the participants thought the virus is artificial. Another finding of the research revealed that most of the participants who complied with all the rules regarding COVID-19 did not get the virus; however, it was seen that nearly all of the participants who caught COVID-19 had an infected individual in their family. Given the importance of vaccination, measures should be taken for vaccination hesitation and rejection.