ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Studies Student Teachers&apos; Views on &quot;School Experience Course&quot;
Author: Kaymak, Burcu
Date: 2020-07-00
Type: Journal Articles
Subjects: Student Teachers,Student Attitudes,Social Studies,Student Experience,Teaching Experience,Student Teaching,Foreign Countries,Career Readiness,Program Administration,Cooperating Teachers

This study sought to determine the opinions of prospective teachers studying in the last year of the social studies undergraduate program about the school experience. More specifically, it was aimed to determine the views of social studies preservice teachers concerning the necessity of the school experience course, the contribution of the course to them, their experiences in the process of the course, and their views towards the stakeholders of the practice. For this purpose, a total of 56 student teachers, 19 females and 37 males in their 4th year of social studies education, who attended the education faculty of a public university in the 2019-2020 academic year participated in the research. The data were collected through interviews which were analyzed following a basic qualitative analysis method, using content analysis while evaluating its questions. In general, it has been observed that social studies student teachers have expectations regarding the following subjects. The study found out that the student and student teachers' experiences regarding themselves were among the positive attributes of the internship. The positive/negative reflections of the student teachers regarding the duties and responsibilities of the stakeholders have also been mentioned in the study. Based on the acquired data, this study recommends that the student teachers of social studies receive the attention they deserve during their internships; the Ministry of Education must inform and regularly inspect training schools and also use internship guides prepared specifically for social studies teaching to improve the efficacy of the internship.
Current Educational Practices from Multicultural Perspectives in Oromia Secondary Schools: Opportunities and Challenges
Author: Tezera, Debela
Date: 2020-07-00
Type: Journal Articles
Subjects: Educational Practices,Multicultural Education,Secondary School Students,Secondary School Teachers,Ethnocentrism,Administrator Attitudes,Principals,Teacher Attitudes,Student Attitudes,Specialists,Social Bias,Political Attitudes,Negative Attitudes,Positive Attitudes,Consciousness Raising,Diversity,Prosocial Behavior,Foreign Countries

The purpose of this study is to examine the current educational practices from multicultural perspective in secondary schools of Eastern Wollega Zone, Oromia, Ethiopia. To realize this, survey method was adopted to collect data from 5 experts, 10 principals, 51 teachers, and 102 students. The students were select randomly by using simple random sampling techniques while experts, principals, and teachers were selected by the availability sampling method. Questionnaires and interviews were used for data collections. The collected data were analyzed by frequencies, percentages, and narration of words. The findings revealed that respondents were highly aware of multicultural education. However, it was not implemented into educational practices. Furthermore, lack of skills, knowledge, negative attitude, and discrimination based on prejudices, ethnocentrism, politics, and religion were the main challenges. The study confirmed that establishing clubs could boost multicultural education awareness and positive attitude. It could also raise the students, teachers, and the society's awareness about multicultural education. Teachers should encourage students in practicing tolerance and respecting differences. Furthermore, school principals and Oromia Education Bureau should create different mechanisms for nurturing multicultural education and creating a means to minimize discrimination. Finally, the study indicates the need for preparing teachers, students, and the school community to build unity within diversity and tolerance in the schools.
English as a Foreign Language (EFL) Learners&apos; Perceptions on the Effectiveness of the Internet to Enhance Their Learning
Author: Al-Muwallad, Ziad Abdulrahman
Date: 2020-07-00
Type: Journal Articles
Subjects: Males,College Preparation,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Internet,Student Attitudes,Reading Instruction,Teaching Methods,Reading Comprehension,Knowledge Level,Barriers,Scheduling,Technological Literacy,Computer Games,Social Networks,Vocabulary Development,Instructional Effectiveness

This study attempted to investigate the vital role of the internet in enhancing the learning of reading. In addition, the study aimed to measure the students' attitudes towards the internet and to identify to what extent the internet was employed in their reading classes. Moreover, the study aimed to explore the challenges that they encountered while using the internet in their learning of reading. In order to achieve these goals, the researcher used the descriptive analytical approach and used the questionnaire as the main data collection tool. The study sample comprised 50 Saudi EFL male students in the preparatory year at King Saud University in Saudi Arabia. The findings of the study showed that students perceived that the internet is important in the process of reading comprehension learning and teaching with positive attitudes towards the internet. Results showed that the top challenges of using of the internet for reading learning/teaching are lack of students' knowledge to know what to read on the internet, the short time of the class, and the students' lack of the skills and knowledge to use the internet for academic purposes. Furthermore, the results showed that the students mostly used the internet for playing games, social networking, and learning vocabulary. It is recommended that English language teachers should be encouraged to use the internet in their language classes as it is valuable for their students to enhance their reading comprehension skills.
Tutorials for Integrating 3D Printing in Engineering Curricula
Author: Ullah, A. M. M. Sharif
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Engineering Education,Computer Peripherals,Undergraduate Students,Computer Science Education,Visualization,Design,Electronic Learning,Outcomes of Education,Computer Assisted Instruction

Three-dimensional (3D) printing can revolutionize the way products have been designed and manufactured. This necessitates engineering graduates equipped with the knowledge and skills of 3D printing. As a result, the educational aspects of 3D printing have earned a great deal of attention. Nevertheless, to teach 3D printing in an undergraduate engineering degree program, an outcomes-oriented approach integrating engineering design, object visualization/digitization, and 3D printing domains can be used. Accordingly, this study presents a tutorial development method to teach undergraduate engineering students the knowledge and skills of 3D printing. The method integrates the abovementioned domains maintaining a hierarchy among the seven ABET-prescribed outcomes. The hierarchy organizes the outcomes into three levels (primary, secondary, and tertiary). The presented method is implemented by introducing a tutorial where a spur gear-pinion pair is designed, visualized, digitized, and 3D printed systematically. E-learning tools can be developed to deliver the tutorial online.
A Comparative Trend Analysis of Changes in Teacher Rate of Absenteeism in South Africa
Author: Msosa, Steven Kayambazinthu
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attendance,Academic Achievement,Foreign Countries,Teacher Administrator Relationship,Principals,Developing Nations,Educational Quality,Educational Trends,Correlation,Elementary Secondary Education,Teacher Behavior

The aim of this research was to analyze the changes in the rate of teacher absenteeism among South African provinces as a major in-class factor contributing to student performance and effective learning. Time series analysis of exponential smoothing, moving average, and seasonal autoregressive integrated moving average model (SARIMA) were applied to model and assess the designed hypothesis as a major factor for educational advancement using different provincial data input from the Department of Basic Education in South Africa. The performances of all the models were analyzed using statistical indexes: Mean Square Error (MSE) and Mean Absolute Percentage Error (MAPE). The overall performance showed that the absence rate increased statistically significantly from 2011 to 2017. Thus, this opinion was held by more than half of the general populace depending on the province type. The findings of this research could assist the management of the basic education department in general, and in schools in particular, to understand the problem of absenteeism and thereby enabling the implementation of effective strategies that can be used to curb the practice.
The Role of Childhood Traumas, Emotional Self-Efficacy and Internal-External Locus of Control in Predicting Psychological Resilience
Author: Türk-Kurtça, Tugba
Date: 2020-07-00
Type: Journal Articles
Subjects: Trauma,Self Efficacy,Locus of Control,Predictor Variables,Resilience (Psychology),Emotional Experience,Questionnaires,College Students,Emotional Intelligence,Foreign Countries,Coping,Stress Variables,Gender Differences,Birth Order,Child Abuse

Psychological resilience is a broad concept that can be evaluated in the context of past experiences, emotional experiences and control mechanisms shaped by internal or external factors. In this study, the role of childhood traumas, emotional self-efficacy and the internal-external locus of control were investigated in predicting psychological resilience. The study included a total of 291 participants (208 females and 83 males) with average age of 20.29 (SD = 2.59). Childhood Trauma Questionnaire, Emotional Self-Efficacy Scale, Internal-External Locus of Control Scale and Psychological Resilience Scale were used to collect data from participants. As a result of simple linear regression analysis, childhood traumas experiences, emotional self-efficacy and internal locus of control predicted resilience significantly among university students. Also, there was significant positive relationship between emotional self-efficacy, locus of control and resilience. On the other hand, resilience and childhood traumas were correlated negatively. The findings of the study are discussed at the end. The protective factors related to psychological resilience should be considered in a versatile way to understand its fundamental structure.
The Predictive Power of Turkish Teachers&apos; Reflective Thinking Skills Perceptions in Their Problem Solving Skills Perceptions
Author: Karakoc, Ceren
Date: 2020-07-00
Type: Journal Articles
Subjects: Teacher Attitudes,Reflection,Thinking Skills,Problem Solving,Foreign Countries,Predictor Variables,Language Teachers,Turkish,Self Efficacy

The Turkish education program has a great importance in terms of increasing the quality of education and training process and determining and developing the cognitive skills of students. The explanation of the relationship between the high-level thinking skills of Turkish teachers responsible for teaching the program and the Turkish education program reveals the necessity of the study. Accordingly, this research was created in order to determine the relationship between reflective thinking skills perceptions and problem solving skills perceptions that should be present in Turkish teaching. The sample of the study consists of 106 Turkish teachers who are working in eight districts of Kars Province. In this study, the Reflective Thinking Tendency Scale (YANDE) and Problem Solving Inventory (PSI) were used. The data were analyzed using descriptive and inferential statistical methods. According to the findings, the relationships between total and subdimensions of Turkish teachers' reflective thinking skills perceptions and their problem-solving skills perceptions were moderate. According to the findings; continuous and purposeful thinking, open-mindedness, questioner and effective teaching, teaching responsibility and scientificity, predictive and sincerity and professional perspective sub-dimensions of reflective thinking scale do not significantly predict any sub-dimension of problem solving. However, it is observed that the 'researcher sub-dimension of the reflective thinking' scale significantly predicts problem solving total scores, hasty approach scores, thinking approach scores and avoidant approach scores. The relationship between total and sub-dimensions of reflective thinking skills perceptions of Turkish teachers and total and sub-dimensions of problem solving skills perceptions was found to be at a moderate level. These thinking skills should be considered when planning activities in undergraduate and professional education to develop reflective thinking skills perceptions and problem solving skills perceptions of Turkish teachers.
Socio-Educational Policies and COVID-19 -- A Case Study on Finland and Sweden in the Spring 2020
Author: Loima, Jyrki
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Case Studies,Educational Policy,Public Policy,COVID-19,School Closing,Persuasive Discourse,Failure,Emergency Programs,Distance Education,Pandemics,Responses,Educational Trends

The present study compared socio-educational policies and argumentation in Sweden and Finland during Covid-19 pandemic in March-May 2020. Countries were selected, first, due to similar tuition-free basic education, which performed high in global surveys. Second, no pandemic socio-educational research existed from Nordic countries. National responses were different. Sweden kept the society open, while Finland declared emergency and partially closed the schools. Research method was hermeneutic and phenomenological. The data discussion triangulated 1) statements/information of central administration, 2) instructive releases, 3) related educational, pandemic, and other research, and 4) responses by stakeholders. The findings were surprising. The policy and argumentation strategies failed. Central administration was observed to underestimate the guardians, let alone their needs for argumentation. Swedish policy obscured mandates and restricted information, while declining trust and, finally, causing the data failure. Finnish policies faced similar challenges. However, no break in schoolwork took place, but remote learning was successful in epidemiologic and curricular senses. Moreover, Finland revealed that most school closure studies were contextually outdated. Success occurred in operational level collaboration of homes and schools. More multidisciplinary studies are needed for improved pandemic responses.
The Effects of Morphological Awareness on EFL Secondary School Students&apos; Reading Comprehension Skills
Author: Al-Haydan, Dalal Yahya Ali
Date: 2020-07-00
Type: Journal Articles
Subjects: Morphology (Languages),Morphemes,English (Second Language),Second Language Learning,Second Language Instruction,Metalinguistics,Pretests Posttests,Comparative Analysis,Females,Secondary School Students,Foreign Countries,Reading Comprehension,Reading Instruction,Reading Strategies,Correlation,Teaching Methods,Instructional Effectiveness,Direct Instruction

This exploratory study examines the impacts of morphological awareness on Saudi female secondary school students' reading comprehension skills. In particular, it examines the effects of increasing students' morphological awareness on their reading comprehension skills. Participants included 58 Saudi female secondary school students, who were divided into an experimental group and a control group. The experimental group was taught using a morphemic analysis strategy during their reading classes, whereas the control group attended their usual reading comprehension classes. Pretests and post-tests were prepared to determine the effect of raising students' awareness of morphological knowledge on their reading comprehension skills. The results indicated a strong positive correlation between the students' morphological awareness and the improvement of their reading comprehension skills in the post-test. The study, therefore, confirms that the direct instruction of prefixes, suffixes and base words is useful and should be emphasised when teaching because it significantly increases students' morphological awareness.
Postgraduate Studies on Lean Management--A Review of Initiatives
Author: Bednarek, Mariusz
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Administration,Graduate Study,Comparative Analysis,Program Evaluation,Best Practices,Models,Program Implementation,Problem Based Learning,Foreign Countries,Competence,Masters Theses,Benchmarking

The article elaborates upon a successful model of postgraduate studies on lean manufacturing. The subject of the research was nine editions of the Kaizen Academy postgraduate studies organized by the Warsaw University of Technology and the Kaizen Institute in the years 2009-2018, that still enjoys interest in the market. A detailed qualitative analysis of this case, followed by a comparative analysis with other post-graduate programs of this type on the national, European, and global level should make it possible to find what is necessary to launch and actively operate for a long time in the (considerably competitive) market of qualification raising programs related to Lean Management (critical success factors). The study has also identified the differences between a successful program, analyzed in detail, and other available programs described in the literature and on the Internet. This has been achieved through a structured analysis of thirty-nine postgraduate programs identified by querying scientific databases and the Google Internet search engine. Best practices and models of postgraduate education on Lean Management have been discussed, and the thirty-nine programs comprising the identified sample have been compared. Considering the very general level of the data available in terms of the organization of postgraduate programs, it has also been assessed if they follow constructivism and experiential learning paradigms. This has been achieved by including the industrial days/visit indicator in the comparison. Given its high value, it has been identified as a success factor of the postgraduate curriculum on Lean Management.
Revisiting Common Source and Target Domains in Conceptual Metaphors in a Sample of English Fiction: Implications for Literacy Practices and Advanced EFL Pedagogy
Author: Layegh, Nasim
Date: 2020-07-00
Type: Journal Articles
Subjects: Novels,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Literary Genres,Figurative Language,Diachronic Linguistics,Discourse Analysis,Guidelines,Identification,Advanced Courses,Fiction,Language Usage,Computational Linguistics,Word Frequency

Metaphor research has always been conducted with various purposes in mind, among which the diachronic analysis of metaphor variation in discourse is outstanding. The current work followed a qualitative research mould to analyze the use of conceptual metaphors within the two novels &quot;Persuasion&quot; and &quot;The Fault in Our Stars,&quot; belonging to 19th and 21st centuries, respectively. To this end, a framework of common source and target domains proposed by Zoltán Kövecses was adopted. The analysis was conducted using the Metaphor Identification Procedure, a reliable method for marking metaphorically used words (Pragglejaz Group, 2007). The majority of the identified source and target domains in the two samples were identical, supporting the common domains in the framework, although some novel domains were also identified. With the support found for these common source and target domains and their being expected to repeat prominently in different advanced literary and semi-literary genres, the present analysis resonates with important implications for upper-intermediate and advanced EFL pedagogy, as well as teachers and syllabus designers, when literature-text, as part and parcel of the upper-intermediate EFL context, is introduced to the classroom.
A Multidisciplinary Study of Eye Tracking Technology for Visual Intelligence
Author: Sindhwani, Shyamli
Date: 2020-00-00
Type: Journal Articles
Subjects: Eye Movements,Interdisciplinary Approach,Visual Literacy,Attention,Art History,Computer Science,Psychology,Graduate Students,Undergraduate Students,Video Technology,Reader Text Relationship,Visual Perception

The ability to analyse aspects of visual culture--works of art, maps or plans, graphs, tables and X-rays--quickly and efficiently is critical in decision-making in a broad range of disciplines. Eye tracking is a technology that can record how long someone dwells on a particular detail in an image, where the eye moves from one part of the image to the other, and the sequence the viewer uses to interpret visual information. These MP4 recordings can be played back and graphically enhanced with coloured dots and lines to point out this natural and fluent eye behaviour to learners. These recordings can form effective pedagogical tools for learning how to look at images through the eyes of experts by mimicking the patterns and rhythms of expert eye behaviour. This paper provides a meta-analysis of studies of this kind and also provides the results of a cross-disciplinary project which involved five different subject areas. The consensus arising from our meta-analysis reveals an emerging field with broad concerns in need of more integrated research. None of the studies cited in this article are interdisciplinary across the sciences and arts and, while some of them address higher education in medicine and computing, there are no interdisciplinary studies of how eye tracking is important for teaching in arts and science subjects at undergraduate and postgraduate levels. In addition, none of the studies address how learning practitioners find these eye recordings useful for their own understanding of learning processes. This establishes the unique contribution of this project.
Emotional Education for the Development of Primary and Secondary School Students through Physical Education: Literature Review
Author: Espoz-Lazo, Sebastián
Date: 2020-00-00
Type: Journal Articles
Subjects: Emotional Development,Physical Education,Elementary School Students,Secondary School Students,Educational Research,Self Management,Children,Adolescents,Self Concept,Self Expression,Physical Activities,Games,Teacher Role,Psychological Patterns,Foreign Countries

Emotions are embedded in the everyday life of every individual. In the same way their emotions are immersed in their cultural legacy, they are conditioned by behaviors that cannot be separated from an educational context. In this sense, physical education (PE) has been reported as a school subject that facilitates the emotional expression of primary and secondary school students. Thus, it seems to be important to understand how applied methodologies that enhance emotional education in this context help to develop students' skills regarding emotional management. In this context, 18 articles were selected from the Web of Science (WoS) under robust inclusion and exclusion criteria, which posteriorly were categorized and deeply analyzed. Results show that PE creates a favorable scenario for the expression of emotions. However, there is not sufficient evidence regarding emotional education methodologies that can be applied by PE teachers in their classes to improve primary and secondary students' management of emotions. It has been concluded that more proposals based on scientific evidence in this field are required.