ethanporcaro/eric-fulltext-meta huggingface dataset:
The Perceptions of Turkish EFL Lecturers on Teaching through Information and Communication Technology
Author: Kuscu, Cemre Nur
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Teachers,Second Language Instruction,Educational Technology,COVID-19,Pandemics,School Closing,Online Courses,Electronic Learning,Distance Education,21st Century Skills,Faculty Development,Teacher Attitudes

EFL teachers act as a bridge between English language and its learners by providing guidance regarding the coherence between language acquisition and Information and Communication Technology (ICT) as a dynamic tool. In this connection, the main aims of this case study were to gain insight into Turkish EFL teachers' perceptions about integration of technology into English language lessons and to find modern implementations. The study sample included 15 EFL lecturers who were selected using purposive sampling. The emergency shift to online education due to the pandemic (Covid-19) at the time of this study enabled all the participants to utilise and experience ICT materials and settings. Data were collected using semi-structured interviews and pre- and post- questionnaires based on the ICT training process. The quantitative data were analysed using descriptive statistics and the qualitative data were analysed using content analysis. The results showed that the training positively affected the participants' perceptions of teaching through ICT and helped them utilize ICT implementations such as digital tools, in-class activities, lesson plans, and evaluation types.
The Effects of Cognitively Guided Phonetic Instruction on Achievement and Self Efficacy in Elementary Students in a Response to Intervention Program
Author: Moore, Stephanie
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Educational Strategies,Phonics,Special Education,Control Groups,Reading Instruction,Thinking Skills,Learning Processes,Academically Gifted,High Achievement,Grade 1,Academic Achievement

Cognitively Guided Instruction (CGI) is a mathematics instructional strategy that focuses on students using problem-solving strategies to construct their own understanding. Little research has been conducted to help determine what CGI could look like in other subject areas. The purpose of this study was to investigate ways to apply CGI to a phonics lesson and determine if cognitively guided phonetic instruction could have a positive impact on the achievement and self-efficacy of tier two and three special education students. A pre and post assessment and survey were administered and compared student achievement and self-efficacy. The study concluded that cognitively guided phonetic instruction allowed students in these tiers to achieve similar growth in their phonetic abilities and self-efficacy when compared to their higher achieving gifted and on-level peers.
Integrated PjBL-STEM in Scientific Literacy and Environment Attitude for Elementary School
Author: Winarni, Endang Widi
Date: 2022-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,STEM Education,Elementary School Students,Foreign Countries,Student Attitudes,Knowledge Level,Conservation (Environment),Program Effectiveness

Integrating Project-Based Learning (PjBL) and Science, Technology, Engineering, and Mathematics (STEM) in elementary schools can increase the quality of human resources in industrialization and globalization to maintain the environmental system and fulfill 21st century competencies. The research method used Quasi-Experiment from elementary schools in Bengkulu, Indonesia, with 50 respondents for the experiment and control class. For all attitude, context, and knowledge indicators, the data was analyzed using a non-parametric test and an ANOVA. The instrument's validity was tested statistically and by experts. The results show that PjBL and STEM significantly affect scientific literacy and environmental attitudes in three indicators. Furthermore, the diorama project with PjBL and STEM allows students to investigate environmental conservation efforts, accommodate science and technology. Students' success in making slogans to solve science problems. Environmental literacy instruments and STEM are suggested to be integrated with cognitive, motivation, behavior, and values.
The Development of Practice Packages on Chinese Pronunciation Skills through Seesaw Online Classroom for Students Majoring in Chinese Language Teaching
Author: Chanpeng, Pantipa
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Pronunciation Instruction,Student Attitudes,Computer Assisted Instruction,Teaching Methods,Reading Instruction,Online Courses,Undergraduate Students,Majors (Students),Foreign Countries,Phonetics,Computer Software,Mandarin Chinese,Vowels,Phonemes,Language Teachers,Teacher Education Programs

This research aimed to (1) develop and measure the efficiency of a set of reading and pronunciation skills in Chinese phonetics via Seesaw online classroom; (2) examine the effectiveness of the set; and (3) evaluate students' satisfaction with practice packages on Chinese pronunciation via Seesaw online classroom. Thirty-six undergraduate students majoring in Chinese language teaching at a university in Thailand were the participants of this study. This study used descriptive statistics (mean and S.D.) and dependent samples t-test. The results of this research indicated a substantial increase in students' learning achievement due to the Seesaw online classroom. Additionally, the Development of Practice Packages for Chinese Pronunciation Skill Acquisition via Seesaw Online Classroom was greater ([x-bar]=4.84, S.D.=0.37) than the researcher's standard of 3.50, and achieved the efficiency standard criteria of 82.50/84.97, which was greater than the 80/80 efficiency standard criterion chosen. Students' satisfaction with learning was high when they utilized Seesaw's Chinese pronunciation practice packages ([x-bar]= 4.50, S.D.= 0.54).
Enhancing Group Self- and Career Construction Counselling: A Review of Outcome Research
Author: Maree, Jacobus G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Career Counseling,Group Counseling,Program Effectiveness,Program Evaluation,Intervention,Career Choice,Questionnaires

This article reviews the outcomes of five purposely selected group career construction research projects conducted in a developing country context. Thematic data analysis was done on the results of these projects to identify qualitatively the strengths and areas for development (weaknesses) of the approach followed in these projects. The findings demonstrated the value of career constructing in contexts that differed substantially from the context in which the career construction counselling was originally developed. Overall, the quantitative findings in regard to career adaptability revealed that the women benefited more from the intervention than the men. The findings in regard to career decision-making difficulties also uncovered gender differences. The qualitative outcomes revealed that the participants' psychological self as an autobiographical author benefited more from the intervention than either the social actor or the motivated agent. Future research should focus on the application of group career construction counselling with larger groups, using instruments based on career construction counselling theory developed locally. Moreover, given current developments (including the impact of the COVID-19 pandemic on employment), special emphasis should be placed on research among the unemployed.
Developing the Fear of Missing out (FoMO) Scale for University Students: The Validity and Reliability Study
Author: Mazlum, Muhammed Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Fear,College Students,Test Validity,Test Reliability,Factor Structure,Foreign Countries

The purpose of this study is to develop a valid and reliable measurement tool to determine the level of fear of missing out (FoMO) for university students. There are many studies aiming to determine the FoMO levels of adolescents, youth and university students. However, a new scale was needed since the scales used in these studies were the adapted versions, and involved cultural differences that may lead to prejudice. 21-item pool was generated for the draft scale and applied to 343 university students. The exploratory factor analysis and parallel analysis carried out on the data, and a two-dimensional structure was formed (KMO= 0.89, Bartlett sphericity test= 0.00&lt; 0.05). The variance explained by two factors together is 50.86%. A confirmatory factor analysis was conducted on a new data composed of 283 university students. The results showed that FoMO Scale is valid and reliable at a good level (X[superscript 2]/df = 2.12, CFI= 0.95, RMSEA= 0.06, Cronbach's alpha= 0.88). There was a moderate correlation between the factors (r= 0.48). The FoMO Scale; consists of 17 items in total, of which private factor has 9 items and the social factor has 8 items. The scale is basically worthwhile and unique in that it is theoretically inclusive and includes different concepts (regret of decision making etc.) and emotions (feel lost, feel deeply lonely, feel an inner guilt, eat one's heart out, and feel embarrassed) that define FoMO. The scale could be used by researchers as an efficient instrument to measure the FoMO levels of youth, as well as enabling the individuals to recognize the FoMO and go into action. Additionally, validity and reliability studies could be carried out by applying the scale at different education levels.
Countering Master Narratives with Narratives of Persistence: A Liberation Perspective in Career Counseling
Author: Sensoy-Briddick, Hande
Date: 2022-00-00
Type: Journal Articles
Subjects: Youth,Disadvantaged,Power Structure,Social Discrimination,Career Counseling,Career Development,Minority Groups,Persistence

As of 2019, the global youth population between the ages of 15 and 24 was 1.2 billion and growing (UNDESA, 2019). A sizable number of youth face discrimination and marginalization daily, often based on their social identities and related interlocking systems of power and oppression (Brewster &amp; Molina, 2021). Minoritized youth, particularly, find themselves trapped in culturally manufactured master narratives that serve to reproduce the very systems of privilege that exist in their country (Liu, 2017). Considering these master narratives can be a significant step in our work with marginalized youth. Building on the contributions of leading scholars in career counselling, as well as other historically influential scholars in fields such as philosophy, education, and literature, we propose using narrative counselling and its related concepts to dismantle master narratives. In doing so, open spaces can emerge for alternative stories for the hopes, dreams, and futures of marginalized youth.
Do Preschool Teacher Candidates&apos; Self-Efficacy Beliefs and Attitudes towards the Profession Predict Their Entrepreneurship?
Author: Yilmaz, Hilal
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Student Attitudes,Entrepreneurship,Foreign Countries,Gender Differences,Preschool Teachers,Predictor Variables

This study aimed to examine preschool teacher candidates' self-efficacy beliefs and their attitudes towards the profession as predictors of their entrepreneurship. 269 teacher candidates studying at different universities in Turkey and volunteering to participate in the study constitute the participants of the study designed in the correlational study model. Participant teacher candidates' self-efficacy beliefs and attitudes towards the profession and entrepreneurship were examined; self-efficacy beliefs and attitudes towards the profession, which are thought to have an impact on entrepreneurship, were evaluated. Also discussed about were the differences between these factors based on the teacher candidates' gender, the grade they got in college, and what they thought about doing the job after they graduated. As a result, it was determined that the self-efficacy beliefs, attitudes towards the profession, and entrepreneurship of preschool teacher candidates participating in the research were above the mean score of the scale, and the teacher candidates' self-efficacy beliefs and attitudes towards the profession predicted their entrepreneurship significantly. It was found that the self-efficacy beliefs and entrepreneurial spirit of female preschool teacher candidates were much higher than those of male preschool teacher candidates. Also, the entrepreneurial spirit of first-grade teacher candidates was higher than that of fourth-grade teacher candidates. Besides, it was determined that the attitude scores towards the profession of teacher candidates who do not have any other career plans other than teaching were significantly higher. Because teacher candidates who have high self-efficacy beliefs and positive attitudes towards their profession are more entrepreneurial, it is more likely that they will be more open to new ideas, try new things, and notice opportunities.
Investigating the Link between Teachers&apos; Perceptions of 21st Century Skills Efficiency and Students&apos; Perceptions of Learning Experience: Mediating Role of Teacher&apos;s Self-Efficacy
Author: Kara, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Elementary School Students,Self Efficacy,Learning Experience,Self Concept Measures,21st Century Skills,Correlation,Teacher Attitudes,Structural Equation Models,Teacher Competencies,Foreign Countries,Teacher Student Relationship,Measures (Individuals),Elementary School Teachers

This study aimed to put forward the mediating role of teacher self-efficacy in the relationship between students' perceptions of learning experience and teachers' perceptions of 21st century skills efficacy. Participants of the research consisted of two groups. First group is 262 teachers and the second group is 622 primary school students. Data were collected with the Learning Experience Perceptions Scale (LEPS), Turkish version of the Teachers' Sense of Efficacy Scale (TTSES) and 21st Century Skills and Competences Scale (21stCSCS). The data were analysed with Two-Stage Structural Equation Modeling (SEM). The research results revealed that teacher self-efficacy has a full mediating effect between students' perceptions of learning experience and teachers' perceptions of 21st century skills competence.
Students&apos; Perceptions on the Difficulty of Biochemistry Concepts Covered in Rwandan Secondary School Biology Curriculum
Author: Munyemana, Jean Jacques
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Knowledge Level,Difficulty Level,Biochemistry,Scientific Concepts,Science Curriculum,Botany,Genetics,Molecular Biology,Preservice Teacher Education

This study explored the Rwandan secondary students' opinions on learning biochemistry concepts covered in the Rwandan advanced level of secondary school biology curriculum, and the reasons behind the difficulty of the concepts. In this research, sequential exploratory mixed-method designs were adopted. The sample comprised 195 secondary school students, who were purposively selected from the schools in Rwamagana and Kayonza districts of Rwandan Eastern Province. Data were collected using self-administered questionnaires and focus group semi-structured interview guides. Data analysis was carried out using both quantitative and qualitative approaches. Results from this research showed that photosynthesis and respiration are the major units that are challenging to study with the respective percentages of 62.5 and 75.1. On the other hand, the concept of enzymes is the most difficult according to students' views. The lack of adequate laboratory and learning resources and teachers' teaching styles were reportedly the reasons behind the difficulty of these units. Therefore, the provision of continuous professional development training on advances in teaching and learning biochemistry to in-service teachers would be one of the strategies to enhance students' understanding of these concepts.
Madrasa Education Development in Indonesia: The Role of Government Support, Human Resource Improvement and Institutional Polices
Author: Zailani, Zailani
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Religious Education,Educational Development,Federal Government,Human Resources,Labor Force Development,Educational Policy

Recently, Madrasa education development, especially in Islamic countries like Indonesia, has become a significant issue that needs the attention of academic and regulators alike. Therefore, the present research examines the impact of government support and human resource (HR) improvement on Madrasa education development in Indonesia. The researchers also investigate the moderating role of institutional policies among the nexus of government support, HR improvement and Madrasa education development in Indonesia. The researchers have followed the primary data collection approach using questionnaires for data collection from the selected respondents. The present article also uses the smart-PLS to evaluate the relations among variables and the validity of the constructs. The results indicate that government support and HR improvement have a positive association with Madrasa education development in Indonesia. The results also revealed that institutional policies significantly moderate among the nexus of government support, HR improvement and Madrasa education development in Indonesia. These outcomes are meaningful for the Madrasa developing and regulating authorities while formulating rules and regulations regarding Madrasa education development in the country.
Macroeconomics E-Book Development: The Role of Literacies in Blended Learning
Author: Suparno, Suparno
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Macroeconomics,Educational Technology,Blended Learning,In Person Learning,Student Attitudes,Electronic Learning,College Students,Foreign Countries

Having literacies in economics and financial will be beneficial to enhancing individual and family well-being. The purpose of this research aims to produce an e-book on economic literacy. To achieve the purpose, this study adopted a research and development method. Media is developed through student analysis, state objectives, determine goals, choosing methods, media and materials, which require student participation, evaluation and revision. Product development was validated by material experts, media experts, and piloted on a limited scale. The results of this study indicate that the e-book as learning media is effective in contextual economic learning. Also, it is perceived as easy to use for self-study, and it effectively supports blended learning. However, the findings also noted that many students choose traditional classroom learning instead of using blended learning. Further researchers can develop e-book learning media that supports blended learning in other difficult subjects with limited time and access to learning.
Instructional Strategies That Foster Reading Skills of Learners with Intellectual Disability: A Scoping Review
Author: Jacob, Udeme Samuel
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Reading Instruction,Reading Skills,Skill Development,Students with Disabilities,Intellectual Disability,Instructional Effectiveness,Reading Improvement,Workshops

Effective learning and classroom interaction depend on learners' reading skills. In essence, reading is the cornerstone of academic success. Thus, functional literacy enhances learners' abilities irrespective of their intellectual abilities. Learners with intellectual disability will have an improved ability to understand and apply the information learnt to real-life situations. This scoping review aimed to examine instructional strategies adopted to foster the reading skills of learners with intellectual disabilities. A database search of relevant studies revealed 522 academic papers. Only six articles met the inclusion criteria for an in-depth analysis of studies on the use of instructional strategies to improve reading skills among learners with intellectual disabilities. The study included in this review used six strategies to improve reading skills. Furthermore, all strategies except phonics-based instruction effectively enhanced reading skills. Based on these findings, we recommend that workshops be organized for professionals providing services to learners with intellectual disabilities on the advantages of applying appropriate instructional strategies to develop reading skills among learners with intellectual disability. Moreover, larger sample sizes are required in future studies to draw generalizable conclusions.
Group Psychological and Pedagogical Technologies for Developing the Narrative Ability in Future Specialists
Author: Mailybayeva, Zhazira S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Student Attitudes,Skill Development,Group Instruction,Teaching Methods,Foreign Countries,Educational Technology,Language Skills,Oral Language,Self Efficacy,Pedagogical Content Knowledge,Technological Literacy,Teacher Competencies,Speech Communication,Speech Skills,Group Activities,Psychological Patterns

The purpose of this research is to get the opinions of future experts and primary schoolteacher candidates on the use of group psychological and pedagogical technologies for the development of narrative skills. This research was created by using the qualitative research method. The participant group of the research consisted of 80 teacher candidates studying at the primary school teaching department in various universities in Kazakhstan in the 2021-2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, majority of the primary schoolteacher candidates participating in the research stated that their narrative skills are at a medium level and their technological pedagogical content knowledge is partially sufficient. In addition, the majority of primary schoolteacher candidates participating in the research; stated that they support the use of group psychological and pedagogical technologies for the development of narrative skills. It has become necessary to create an effective training programme for primary schoolteacher candidates by using group psychological and pedagogical technologies in order to develop narrative skills in future experts.