ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Mobbing, Alienation and Burnout among Teachers in Mersin, Turkey
Author: Inandi, Yusuf
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Burnout,Measures (Individuals),Alienation,Administrators,Work Environment,Aggression,Predictor Variables,Middle School Teachers

The relationship between mobbing behaviour, alienation and burnout experienced by teachers in the elementary schools in central districts of Mersin was investigated in the study reported on here. The sample of this study consisted of a group of 455 randomly selected teachers selected by the simple random sampling method. The mobbing scale, alienation scale and Maslach Burnout Inventory were used in the study, and data were analysed by using the correlation and regression techniques. As a result, there is a positive and significant relationship between mobbing behaviour experienced by the teachers and their alienation. Also, mobbing behaviour of school administrators were found to be positively associated with teachers' burnout. Furthermore, mobbing behaviour significantly predict all other dimensions of alienation, except for school alienation dimension, and all dimensions of burnout.
Analysis of the Relationship between Physical Education Teacher Candidates&apos; Academic Life Satisfaction and Their Beliefs in Teaching Profession: A Study on Physical Education and Sports Teachers (Sample of the Mediterranean Region)
Author: Çimen, Erkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Physical Education,Preservice Teachers,Life Satisfaction,Student Satisfaction,Student Attitudes,Foreign Countries

In this study, it was aimed to examine the relationship between physical education and sports teacher candidates' academic life satisfaction and their beliefs in the teaching profession. The population of the research consisted of 1482 physical education and sports teacher candidates studying in the Mediterranean region. The sample group consisted of 318 teacher candidates who participated in the study in this universe. Volunteers were asked to fill in the personal information form, the academic life satisfaction and professional belief scales. It was decided to apply non-parametric tests in the statistical analysis of the data obtained. Spearman correlation analysis was applied to reveal the relationships between the scores obtained from the scales. As a result; it was determined that the academic life satisfaction levels of the teacher candidates were above the average, and the average of the scores they got from the total professional belief scale and the sub-headings of the scale were found to be high. It was found that there is a moderate relationship between academic life satisfaction and professional beliefs. It is thought that the results of the present study are due to the fact that physical education and sports teacher candidates learn the sportive knowledge and skills that may be necessary in their future profession, theoretically and practically, at the highest efficiency level in the undergraduate programs they study, and that they can actively apply this knowledge and skills in the field with different internship applications.
Development of Teachers&apos; Professional Identity as a Second Career in the M.Teach Program as a Lever to Empower the Future Education System
Author: Simon, Eitan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Futures (of Society),Preservice Teacher Education,Educational Change,Professional Identity,Preservice Teachers,Student Teacher Attitudes,21st Century Skills

The Dovrat Committee (2004) in Israel, pointed up the need for radical change in teacher training programs and recommended introducing school reform programs, such as the New Horizons and the Courage to Change reforms, implemented in the Israeli education system over recent years. The article reviews future teachers' needs that necessitate changes in the education provided by teacher training colleges. It describes research examining teachers' professional identity development and desirable characteristics for the future teacher. Participants were 23 student-teachers studying in an M.Teach degree course. The research investigated their attitudes and perceptions concerning the image of the future teacher.
Examination of In-Service Trainings in Terms of Functionality and Meeting the Needs and Expectations of Physical Education Teachers
Author: Asma, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Physical Education,Physical Education Teachers,Inservice Teacher Education,Foreign Countries,Gender Differences,Teacher Attitudes,Private Schools,Public Schools,Educational Needs,Teacher Improvement,Program Effectiveness,Expectation

Teacher's in-service training is considered a lifelong learning activity to gain the knowledge, skills, and competencies they will need throughout their careers and to enable them to perform their profession more effectively. The surveys reveal the existence of various problems in these in-service training activities. This study aims to examine the problems encountered in the in-service training conducted for physical education (PE) teachers and the level of meeting their needs and expectations. The research was carried out under a mixed method. 302 teachers (private n = 131; public n = 171) who work in Manisa and Izmir provinces constitute the sample group of the research. Quantitative data were obtained by using the &quot;In-Service Training Evaluation Scale&quot; developed by Uçar (2005). Qualitative interview forms developed by the researchers were used to obtain qualitative data. Data obtained from interviews with five private and five public school PE teachers were recorded and analyzed by the descriptive analysis method. While there was a significant difference in favor of male teachers in the &quot;necessity of training&quot; sub-dimension, no difference was found between the average scores obtained from the teachers according to the gender variable. According to the data obtained from the qualitative interviews, the public school teachers interviewed agree on the inadequacy of the training. Based on the data obtained, it is possible to say that in-service training activities offered to private school teachers are carried out more effectively. When the results obtained from quantitative and qualitative data are compared, it is understood that the training in public schools is far from meeting teacher needs and expectations. The ineffectiveness of training and the inadequacy of educators are among the main problems that arise in terms of public schools. [Paper presented at World Congress of Sport Sciences Researches (Manisa, Turkey, Nov 23-26, 2017).]
Is It Possible to Create an Enterprising and Innovative Educational Eco Community?
Author: Altan, Mustafa Zulkuf
Date: 2021-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Teaching Methods,Classroom Techniques,Imagination,Creativity,Innovation,Individual Differences,Alternative Assessment,Teacher Education Programs,Educational Change

The shifting landscape of entrepreneurship education and research indicate that it is important to create a transition and adapt in order to continue offering impactful enterprising education for the next generation of entrepreneurs. Most current classroom practices, models, suppositions about learning and ways to deal with learning and educating by and large uncover that they can't prepare people for these new and sudden difficulties since they are solely founded on a universe of yesterday. The globe needs more imaginative and inventive people who can find answers for both present and future worries in each area of the community they live in. How might this vision be cultivated? Who can carry this vision to materialize? This paper features the significance of executing an enterprising education implemented by those who are enterprising themselves in order to cultivate the desired mindset to establish an enterprising and imaginative educational Eco community for a just, better and harmonious world.
Health Literacy and Preventive Behaviors of Undergraduate University Students During the COVID-19 Pandemic
Author: Thanaphonganan, Napatsawan
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Health Behavior,Prevention,Knowledge Level,Undergraduate Students,Foreign Countries,Gender Differences,Instructional Program Divisions,Grade Point Average,Intellectual Disciplines,Skills

The situation of the coronavirus (COVID-19) pandemic is full of unpredictability, uncertainty about the severity of the disease, and incorrect information. Therefore, health literacy preparation is the key to preventing COVID-19 and having the correct health behaviors. The objectives of this study were 1) to study health literacy on COVID-19 and prevention behaviors of COVID-19 among undergraduate students at Mahasarakham University, and 2) to compare health literacy on COVID-19 and prevention behaviors of COVID-19 among undergraduate students at Mahasarakham University, classified by genders, academic years, grade point averages (GPAs), and faculty groups. The participants were 417 undergraduate students at Mahasarakham University chosen by stratified random sampling and simple random sampling. The research instruments were as follows: the questionnaire on health literacy on COVID-19 and the questionnaire on COVID-19 prevention's behavior. The data were analyzed using percentage (%), mean (M), standard deviation (S.D.), independent sample t-test, one-way ANOVA. The findings revealed that 1) undergraduate students were well versed in health literacy for the COVID-19 infection and their prevention behaviors of COVID-19 infection were at a good level (M = 90.06, S.D. = 9.54; M = 86.87, S.D. = 11.50) and 2) female undergraduate students had statistically higher mean scores on COVID-19 health literacy scores and COVID-19 prevention's behaviors than males. Students from the health sciences faculty group had statistically significantly higher average health literacy scores on COVID-19 infection than those from the technology sciences faculty group.
Private Tutoring&apos;s Role on Helping Students: An Analyzation of Educational Panel Survey from a Junior High School in the Chinese Rural Area
Author: Cheng, Jiyun
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 7,Tutoring,Instructional Effectiveness,English (Second Language),Second Language Learning,High School Students,Student Participation,Gender Differences

Based on a panel survey filled by seventh grade students, who studied in Shaxi Middle School located in Shaxi, Yunnan, China, after completing a semester of Online English Peer Tutoring Program, the research applied the data collected, including English Exam grades and background information, with Regression and Z-score to analyze the effectiveness of Private Tutoring. The analysis yields the following findings: private tutoring is effective for all students regardless of natural abilities and gender. By putting gender and mid-term exam grades into the regression, participants have an average of 2.161 percent points higher than non-participants. Also, male students benefit more from tutoring.
Impact of an Instructor&apos;s Personalized Email Intervention on Completion Rates in a Massive Open Online Course (MOOC)
Author: Kurtz, Gila
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Mail,Intervention,Academic Persistence,Program Effectiveness,Foreign Countries,College Faculty,College Students,Tests,Dropout Rate

Although Massive Open Online Courses (MOOCs) are increasing in popularity, they have been subject to criticism due to the high dropout rate. This study examined the impact of an instructor's personalized email intervention on the rate of completion of a nine week course, which included seven weekly quizzes, and the rate of completion of the final exam. The participants, who took an Israeli noncredit academic MOOC on negotiation management, were randomly assigned to two groups. Treatment group participants (N = 576) who did not complete the weekly quiz received a tailored reminder by email from their instructor encouraging them to complete the quiz and offering them assistance in order to deal with the past week's contents. The control group (N = 608) that did not complete the weekly quiz did not get any emails from the instructor. The impact of the intervention was measured in three different ways: the immediate-impact, the delayed-impact and a cumulative impact. The increase in quiz completion within a week after the instructor's email was defined as an immediate-impact. The increase in the completion of the next quiz was defined as a delayed impact. The increase in the final exam completion rates was defined as a cumulative impact. The results show that the weekly intervention had an immediate impact as well as a cumulative impact on the final exam completion rate. The results suggest that an instructor's acknowledgement and interest might increase learners' commitment to learning in a MOOC. This study aimed to gain insight into learners' propensity to stay active in a MOOC and to increase completion rates. Findings of this study can be useful to MOOC designers and instructors to design and facilitate more effective MOOCs for learners by using email interventions to prevent students from dropping out of courses.
WhatsApp as a Tool for Building a Learning Community
Author: Cronjé, Johannes C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Technology Uses in Education,College Students,Content Analysis,COVID-19,Pandemics,Distance Education,Foreign Countries

WhatsApp groups are considered useful for creating and supporting virtual communities. This mixed method case study explores the patterns that emerged when we used WhatsApp to create a community of learning during the multimodal presentation of a postgraduate course in research proposal writing. Three questions drive the study: (1) What kinds of messages were sent? (2) Who participated and how? (3) How did the learners experience the use of WhatsApp in support of the community of learning? Data were collected during the presentation of a five-evening proposal writing workshop that was conducted using Zoom, WhatsApp, and YouTube as communication platforms. To answer the first question, all WhatsApp messages were analysed through both manual (individual) and automated (meta) content analysis. The third question was answered by analysing students' responses to the end-of session online questionnaire that was administered via Google Forms. Results indicate that many messages were administrative in nature, while the most notable academic messages concerned a discussion of empirical research, research paradigms, and research design. The presenter and co-presenter together accounted for almost half of the messages sent, and the other messages were evenly distributed between members of the class, with five notably vocal students. Student responses indicated that they liked the high level of interactivity and the content, but that they disliked the time it took to form groups. The paper contributes to the literature by showing how this use of multiple WhatsApp groups was effective in creating a sense of community by facilitating access, relationships, vision, and function (West and Williams, 2017). More research is needed in determining the extent to which students might support one another with conversations outside of the main WhatsApp group.
This Is Not (the New) Normal. Students&apos; Attitudes towards Studying during the COVID-19 Pandemic and the Determinants of Academic Overload
Author: Radovan, Marko
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,COVID-19,Pandemics,College Students,Foreign Countries,Distance Education,Teaching Methods

The measures taken to combat the pandemic COVID-257-269 19 suddenly changed the way of studying in many countries around the world. Because of the abrupt change, faculties did not have time to develop strategies for implementing online study, so faculty were busy finding new ways to teach their courses. As it turned out, many of them were not prepared for such a change. They lacked the technical understanding of how to use online tools and platforms, as well as the pedagogical knowledge of the dynamics of online teaching. In this paper we discuss how students from the Faculty of Arts at the University of Ljubljana, Slovenia, experienced the changes in the way they study. We conducted an anonymous online survey among 1,827 students from the largest faculty at the University of Ljubljana. The survey took place in February and March 2021. The results show that there were differences between students in their assessment of the appropriateness of different teaching approaches regarding various factors, which highlights the conditions students had at home to study. The conditions at home affected students' attitudes towards distance learning, their assessment of competence for distance learning, as well as their motivation to study and their sense of being overwhelmed. Thus, more study difficulties, negative attitudes and motivation problems were observed among students who were not provided with adequate study conditions. Nevertheless, the results of the study show that distance learning also has potential, but this potential can only be realised if all those involved in the process are provided with the right conditions. We conclude the study with four main recommendations, namely that the quality of distance learning requires (1) adequate conditions for students to participate in distance learning; (2) an appropriate choice of teaching methods is important; (3) teachers need to be didactically trained for distance learning; and (4) during distance learning, cooperation between the teacher and the students and between the students themselves should be encouraged.
A Descriptive Study: Investigation of Plagiarism among Undergraduates in a Sino-US Cooperative University
Author: Chen, Junlin
Date: 2022-00-00
Type: Journal Articles
Subjects: Plagiarism,Undergraduate Students,International Cooperation,Intercollegiate Cooperation,Foreign Countries,Computer Assisted Testing,COVID-19,Pandemics,Gender Differences,Student Behavior

Plagiarism is prevalent all over the world, especially in higher education. This quantitative-descriptive study investigated the reasons and gender differences for plagiarism among undergraduate students at Wenzhou-Kean University (WKU). To collect quantitative data, the random sample of 102 undergraduates at WKU answered questions about plagiarism in the online questionnaire. The results revealed that the development of technology and the Internet is the main reason for plagiarism. Surprisingly, the study found that students are confident with their citation skills. The participants reported that using additional materials to help with their online testing is easy during the COVID-19 pandemic. The COVID-19 pandemic has become another significant reason for plagiarism. In terms of gender differences, the results showed no significant difference in attitudes and behaviors toward plagiarism among WKU undergraduate students by gender. The study advises educational institutions like WKU should use both traditional solutions (e.g., failing the plagiarized assignment, giving suspension to student) and new solutions (e.g., using plagiarism tracking system) to deal with plagiarism.
Development of the Estimation Skills Self-Efficiency Scale for Pre-Service Teachers
Author: Er, Zübeyde
Date: 2022-00-00
Type: Journal Articles
Subjects: Computation,Self Efficacy,Self Concept Measures,Preservice Teachers,Test Construction,Test Reliability,Test Validity,Foreign Countries

Estimation skills matters most for both daily life and mathematics education. Teachers have great responsibilities in helping students acquire estimation skills. In this context, it can be said that investigating the pre-service teachers' sense of efficacy about their estimation skills deems important. In this regard, in this study, it was aimed to develop a reliable and valid scale to determine pre-service teachers' self-efficacy for estimation skills. Accordingly, in this quantitative research, a 40- item draft scale was developed based on literature review and expert opinions. Psychometric properties of the scale was tested on data obtained from 158 pre-service teachers. While developing the scale, exploratory and confirmatory factor analyses, Guttman Split Half and Cronbach Alpha internal consistency coefficients were calculated. As a result of the analyses, the percentage of total variance explained for the scale consisting of 20 items and 4 factors was estimated as 69%. The model-fit-indices obtained from the confirmatory factor analysis were acceptable. Cronbach Alpha internal consistency coefficient value for the entire scale was found.90. As a result of the research, a valid and reliable 5-point Likert-type Estimation Skills Self-Efficacy Scale was developed to measure the pre-service teachers' sense of efficacy about their estimation skills. It is thought that this research will contribute to the relevant literature, considering that there is no scale aimed at measuring the self-efficacy perceptions of pre-service teachers in the related literature.
Gender Representations in the Greek Primary School Language Textbooks: Synthesizing Content with Critical Discourse Analysis
Author: Alexopoulos, Christos
Date: 2022-00-00
Type: Journal Articles
Subjects: Textbooks,Textbook Content,Gender Differences,Gender Bias,Elementary Education,Grade 1,Foreign Countries,Sex Role,Language Arts,Family (Sociological Unit),Sex Stereotypes,Social Environment

School textbooks are media of communicating a large amount of knowledge and teachers rely their teaching practices and schedule their instructions upon them. Except for knowledge on school subjects, textbooks also promote various ideological messages, including gender representations. This study explores gender representations in the Greek primary school language textbook addressed to the first grade, which is currently being taught. For this purpose, Content Analysis and Critical Discourse Analysis are employed in synergy, as Content Analysis on its own is insufficient to fully explore gender representations and the ideologies of school textbook discourse. The results showed clearly that traditional gender representations are reproduced in the particular textbook, by presenting men dominating in the public sphere, and leading women's lives and their families.
An Emerging Critical Lens: Elementary Teacher Candidates&apos; Developing Evaluation of Social Studies Resources on Online Sites of Curriculum Sharing
Author: Gallagher, Jennifer
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Social Studies,Instructional Materials,Curriculum Evaluation,Internet,Computer Uses in Education,Skill Development,Social Media,Bias,Social Discrimination,Social Justice,Equal Education

This article shares findings from a qualitative inquiry that explores preservice teachers' evaluation of social studies curriculum resources found on Pinterest and Teachers Pay Teachers. Both at the beginning and the end of their elementary social studies methods course at a large university in the southeastern United States, the teacher candidates were asked to identify good and bad examples of social studies resources and justify their choices. Their choices and the justification they provided were analyzed using qualitative coding. Findings indicate that while teacher candidates' choices and justifications were sometimes further developed by the end of their social studies methods course, their critical evaluation of shared online curriculum resources was incomplete or limited to near-exact examples from the class. The author poses a number of on-going considerations regarding teacher candidate equity literacy skills as they relate to evaluation and usage of online curriculum sharing sites.