ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceived Social Support as a Predictor of Teacher Candidates&apos; Smartphone Cyberloafing
Author: Karabatak, Songül
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Predictor Variables,Telecommunications,Handheld Devices,Gender Differences,Student Behavior,Correlation,Family Influence,Peer Influence,Social Influences,Instructional Program Divisions

This study investigated whether teacher candidates' perceived social support (PSS) predicts smartphone use during lectures. To achieve the aim of the study, a relational survey model was used. The study sample composed of students studying at the College of Education in Elazig Province, Turkey, during the 2019-2020 academic semester. The correlation analysis was conducted to determine the relationships among the variables, and hierarchical linear regression analysis was used to determine the predictive effects of demographic characteristics (gender and class) and PSS on smartphone cyberloafing. The results of the study revealed a significant, negative, and low relationship between PSS and smartphone cyberloafing. Social support from family negatively predicted smartphone cyberloafing during lectures, while social support from significant others positively predicted it. Finally, the family and significant other subscales significantly predicted interactive, browsing, and entertainment cyberloafing. In contrast, the friends subscale predicted only interactive cyberloafing. The belief that a sense of trust in family and needed family support in times of need could decrease smartphone cyberloafing and lead teacher candidates to focus more on teaching. Educational institutions should develop policies that involve families at every stage of education, and decisions should be made with the support of experts, institutions, or organizations on problematic issues.
Links between Disadvantage and Educational Achievement in a Low-Income Urban Setting in Bangalore, India
Author: Chatterjee, Arshia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Disadvantaged Youth,At Risk Students,Resilience (Psychology),Low Income Students,Urban Schools,Neighborhoods,Poverty,Student Characteristics,Secondary School Students,High Achievement,Late Adolescents,Social Support Groups,Parent Teacher Cooperation,Extracurricular Activities,Teacher Student Relationship,Family Relationship,Family Environment,Goal Orientation,Self Esteem,Locus of Control,Self Efficacy

This study focused on the experiences that contributed to the academic achievement of students in disadvantaged settings in India. In India, young people in disadvantaged neighbourhoods are at higher risk of underachievement and dropping out of school. However, some of them achieve highly despite their adverse circumstances and experience. Through interviews with 12 high achievers and their school principal, this study explored the perceived factors that contributed to their academic achievement. Data were analyzed using interpretative phenomenological analysis, and findings indicate a combination of protective factors at different levels -- individual, family, school, and community -- that contribute to resilience and achievement. The supportive relationships that these adolescents have at the different levels contribute to their achievement directly and indirectly. The findings are discussed in relation to theory with future considerations for Indian-centred research that can inform interventions in disadvantaged and low-income urban communities.
Factors in Preschool Period Affecting Reading and Writing Achievements of Turkish Children in the First Grade
Author: Saydam, Elife Nur
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Achievement,Writing Achievement,Preschool Children,Kindergarten,Grade 1,Predictor Variables,Attention,Visual Perception,Naming,Writing Skills,Phonological Awareness,Reading Comprehension,Correlation

This study's aim was to determine the factors affecting Turkish children's reading-writing achievements in the first grade in the preschool period. The prediction level of attention, visual perception (VP), rapid automatic naming (RAN), writing development (WD), and phonological awareness (PA) of the children in the preschool on their success in reading, reading comprehension (RC), and writing in the first grade was investigated longitudinally. In the preschool, 269 kindergarten students participated in the research, 187 out of those who proceeded to the first grade participated the second year of the study. The study was carried out in the screening design. As the result of research, it has been established that VP, PA, RAN, and WD predict the reading rate in the first grade, and that PA and RAN predict the reading accuracy. It has been found out that PA predicts RC and that VP, WD, and PA predict writing.
The Effect of Using Social Networks in the Inquiry-Based General Chemistry Laboratory Course
Author: Unal, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Networks,Inquiry,Chemistry,Science Laboratories,Preservice Teachers,Science Teachers,Science Process Skills,Student Attitudes,Foreign Countries,Active Learning

The aim of this research is to examine the effect of social network environment supported use of inquiry-based activities developed for the general chemistry laboratory course. Throughout the research, Attitude Towards General Chemistry Laboratory Scale and Science Process Skills Perception Scale were used as quantitative data gathering means and applied to students before and after the implementation. Eighty-three pre-service science teachers participated in this study. Study group was chosen from first graders who take &quot;General Chemistry Laboratory&quot; course with criterion sampling method that is one of the purposive sampling methods. Laboratory activities which were developed in terms of Science Process Skills (SPS) were used for Experimental Group 1 and these activities were also supported by social network and were applied for group Experimental Group 2, for group Control Group the Laboratory activities in curriculum textbooks that are weak in terms of SPS were applied. The effects on students' attitudes towards general chemistry lab and their perception of SPS were studied for all three groups. As a result of the research, it has been determined that the inquiry-based learning approach positively affects the Science Teaching students' perceptions of SPS but has no positive or negative effect on their attitudes towards the general chemistry laboratory. Moreover, it turned out that social network support positively contributed to students' attitudes towards the laboratory. When designing and implementing the activities included in the Science Education curriculum, it is important to consider all valuable teaching technologies, including internet and social networking sites. In case of an effective injury from these, efficiency in education and training can also increase positively.
The Impact of Leadership and Targeted Interventions to Close the Achievement Gap of Disadvantaged Pupils: A Case Study
Author: Demie, Feyisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership,Intervention,Achievement Gap,Disadvantaged Youth,Elementary School Students,Leadership Effectiveness,Low Income Students,Foreign Countries

This research explores the impact of effective leadership and targeted interventions in closing the achievement gap of disadvantaged pupils in primary schools. Findings suggest that the case study schools use effective school leaders and a range of targeted interventions including early intervention, small group additional teaching, one-to-one tuition, peer tutoring, parental involvement, booster class, mastery learning, pastoral care, and enrichment programmes. Each of the above success factors and intervention strategies was explored in detail in the paper. The overall conclusions of this study are that the case study schools have closed the achievement gap between disadvantaged pupils and their peers through providing effective school leaders and the use of a range of effective intervention strategies. We would suggest that the case study schools' stories of how they have closed the achievement gap through providing strong school leaders and the use of targeted interventions are of local and national significance. Our research also suggests the possibilities for further research. The recommendations from the study are that there is a need to replicate and expand this research with a larger sample of the study, in order to explore in detail what works in schools.
The Effects of Scientific Argumentation on High School Students&apos; Critical Thinking Skills
Author: Gültepe, Nejla
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 11,Persuasive Discourse,Science Instruction,Teaching Methods,Cognitive Tests,Critical Thinking,Achievement Tests,Skill Development,Science Process Skills

One needs higher order thinking skills in positioning perspectives for any kinds of problems that affect one's view of life in order to develop a fundamental scientific understanding. For this reason, science teaching requires thinking skills instruction to be included in classes. This study aimed to observe the effects of student-centered activities, which were formed through scientific argument-centered teaching method, on the critical thinking development of students, comparing it with those of traditional approach in chemistry classes. The research was conducted in two 11th grade classes of a high school in the city of Çankiri in Turkey. Classes were carried out with the teaching approach based on scientific argumentation in the experiment group with 17 students and with the conventional teaching approach in the control group with 17 students. The study lasted for 29 weeks with 11th grade students in two groups. In the experimental group, argumentation-centered instruction activities, which were based on Toulmin's argument model, were conducted. Data were obtained through Watson Glasser Critical Thinking Scale and achievement tests named Achievement Test 1: Reaction Rate; Achievement Test 2: Chemical Equilibrium; Achievement Test 3: Solubility Product; and Achievement Test 4: Equilibrium in Acid-Base Solutions were applied at the beginning and end of the instructions as pre-test and post-test. Wilcoxon test and Mann Whitney U test were used to analyze the data quantitatively. With regard to the results, critical thinking skills of experimental group and control group students made progress, but there was a statistically significant difference between the two groups. Also, when students' answers in achievement tests are analyzed qualitatively in terms of critical thinking subskills, it can be seen that all critical thinking sub skills of the experimental group students have developed more than the control group.
Willingness to Communicate and Collaborate: The Key Role of Educational Leadership in Primary Education
Author: Karadimou, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Instructional Leadership,Teacher Leadership,Foreign Countries,Transformational Leadership,Correlation,Democracy,Cooperation,Leadership Styles,Communication Skills,Teacher Collaboration,Trust (Psychology),Teacher Characteristics,Teacher Role

This article aims to explore the views of primary school teachers regarding the educational leadership exercised by leader teachers at the human resource management level, and how this can affect their willingness to communicate and collaborate. The theoretical framework analyzes the dimensions of human resource management by a leader teacher, as a communication channel, team empowerer, and creator of a climate of trust. The research was carried out using quantitative method, with a closed digital questionnaire which was completed by 693 primary school teachers from whole Greece. Initially, the analysis was carried out through descriptive statistics and then selected questions were analyzed by statistical inference test. The findings show a shift towards the model of a transformational leader, despite the country's education system remaining highly centralized. In addition, the findings show a correlation between democratic and cooperative staff management, with the axes of inspiration and responsibility on the teachers' side. This article highlights whether the communication skills of a leader teacher affect the functioning of the school. The research was carried out during a pandemic and thus it was not possible to collect qualitative data using interviews with leader teachers so that we can have a comparative approach to the issue.
Developing Children&apos;s Resilience and Overcome Recent Challenges
Author: Alzahrania, Mona Moshen
Date: 2021-00-00
Type: Journal Articles
Subjects: Young Children,Resilience (Psychology),Intervention,Risk,Early Childhood Education

This conceptual paper begins by clarifying what resilience is, and the importance of resilience for young children. Next, the resilience concept is explored from different views of scholars in the current literature along with ways to use intervention strategies, how to construct resilience in children's lives, defined both of risk factors and protective factors, and a definition of resilience research is discussed. Lastly, implications for practitioners and future challenges in the area of resilience are explored.
The Emergency Remote Teaching: A State University Experience
Author: Özen, Fatmanur
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Instruction,Distance Education,COVID-19,Pandemics,Instructional Effectiveness,Outcomes of Education

Due to the COVID-19 pandemic, emergency remote teaching in higher education institutions across Turkey in 2020 has become mandatory as of March. Emergency remote teaching practices added new applications for most of the instructors such as virtual classroom, online teaching, distance evaluation; those revealed different opinions based on experience on the positive and negative aspects and quality of the applications. This research was conducted to evaluate all these experiences held at a state university with a distance education center and a distance education database system but having only limited experiences on online courses before the emergency remote teaching in Turkey. The data set of the study was composed of the opinions of a group of instructors who participated in the distance teaching process for the first time and the official correspondence and reports made to organize, manage and evaluate the process during the first period of emergency remote teaching. The research is a qualitative case study where data obtained from different data sets are analyzed comparatively, inductively, and deductively. The results of the research show that within the scope of emergency remote teaching, the regulations regarding the application content in different faculties of the university should be differentiated, and this can be partially met during the emergency distance education process. In the context of effective and efficient use of the emergency remote teaching process, positive/negative situations have been experienced in terms of adapting to the database used in the teaching process, adapting existing teaching approaches, measuring and evaluating learning outcomes, and ensuring the participation of students in all these. Although instructors generally consider distance education as more student-centered practices and find the opportunities, it will provide positive in this context, but the effect of compulsory emergency remote teaching on learning outcomes was uncertain. Some suggestions are presented for the efficacy, effectiveness, and efficiency of the implementation.
Designing Clothing Patterns to Promote Fine Motor Skills: A Research and Development Project
Author: Kustiawan, Usep
Date: 2021-00-00
Type: Journal Articles
Subjects: Clothing,Patternmaking,Psychomotor Skills,Early Childhood Education,Sewing Instruction,Motor Development,Foreign Countries

Early childhood provides an opportunity for teachers to stimulate, guide, nurture, and plan learning experiences that are helpful in supporting children's abilities and skills. Presently, there is a need for more and varied experiences that are attractive and engaging for children. In this project, teachers provide learning experiences to nurture children's emerging abilities in fine motor skills. The purpose of this exploratory research and development project is to effectively design clothing patterns in order for children to engage in simple sewing experiences as an effective instructional medium for developing children's fine motor skills. In addition, it is important to consider the &quot;product development&quot; as well as the &quot;method&quot; when designing experiences for young children.
Undergraduates&apos; Perception on Their English Learning Process: Preliminary Step toward &quot;Foundations of Social Studies&quot; CLIL-Based Material Development
Author: Yaniafari, Rahmati Putri
Date: 2021-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,English (Second Language),Second Language Learning,Social Studies,Content and Language Integrated Learning,Material Development,Foreign Countries,Learning Activities

English has emerged as the language of scientific communication (Björkman, 2011; Jenkins, 2006). Given the significance of English, in addition to ESP courses that have been incorporated in university curriculum, the CLIL method can be one of the choices for improving students' English mastery. Before implementing CLIL and creating the necessary resources, a comprehensive investigation is required to determine the 'what' and 'how' the content, curriculum, assessment, and evaluation will be produced (Flowerdew, 2013). Prior to developing &quot;Fundamental of Social Studies&quot; CLIL-based content, this research intends to analyse several aspects. It investigates: (1) the significance students place on grammar, vocabulary, and language skills in the English learning process; (2) the students' preferences in English learning activities; and (3) the language components that students improved the most. Students in the Social Studies Program were given a survey. The implication based on the findings is that future material developments are recommended to include audio-materials, pay more attention to speaking activities, and incorporate more diverse grammar activities. Moreover, the type of activities involved are suggested to include group work as it is favoured by the students; especially for speaking performance. Group speaking performance is preferred then the individual one for it lessen the anxiety. [Note: The volume and month on the PDF are incorrect. The correct citation is v17 n4 Oct 2021.]
What&apos;s Missing? How Interpersonal Communication Changes during Online Learning
Author: Putri Anzari, Prawinda
Date: 2021-10-00
Type: Journal Articles
Subjects: Interpersonal Communication,Change,Computer Mediated Communication,Electronic Learning,COVID-19,Pandemics,Foreign Countries,College Students,Teacher Student Relationship,Psychological Patterns,Empathy,Peer Relationship

During the COVID-19 pandemic in Indonesia, all communication activities have been carried out mostly through CMC, including online learning that students must experience. This situation brings big changes in the communication process between lecturers and students and vice versa. This paper aims to see how interpersonal communication changes in the online lecture process and what elements of interpersonal communication are lost with technology in online learning. The data collection method in this study was to conduct Focus Group Discussions on Sociology students at the Universitas Negeri Malang. 6 students were involved in the FGD with the criteria for students above the 2019 class who had experienced face-to-face and online lectures. Primary data was obtained through active observation of Sociology Department lecturers. This study indicates that many dimensions of interpersonal communication are missing in online lectures, such as the loss of empathy between students due to the absence of face-to-face communication and miss communication in online lectures, which causes interpersonal communication not to work effectively. Furthermore, Interpersonal communication cannot be established properly if the lecturer does not have high technological skills. It can then affect the spirit of student learning in online lectures.
Developing Anxiety Scale for Arabic Translation Course
Author: Isidan, Abdulmuttalip
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Likert Scales,Anxiety,Translation,Second Language Learning,Semitic Languages,Turkish,Undergraduate Students,Test Validity,Test Reliability

Translation courses in foreign language teaching are an important and integral part of language teaching at almost every level. Knowing how the translation course, which has such an important place in the eyes of students will help the language instructor to apply different methods and techniques during translation education. In addition, knowing the existence of foreign language department students' anxiety about translation courses may provide various benefits in language teaching. Accordingly, this study aimed to develop an Arabic translation course anxiety scale for the students of Arabic Translation and Interpretation departments. For this purpose, the item pool prepared by the researchers was presented to field experts for their opinion, and 19 items were deemed appropriate for the application. The designed scale was applied to 114 students from the Department of Arabic Translation and Interpretation, and a 5-point Likert-type 19-item scale was developed under a single factor in line with their analysis. The developed scale is a valid and safe tool and it is thought to be useful in determining the anxiety of Arabic Translation and Interpretation students towards translation lesson.
Teachers&apos; Opinions about the Impact of the COVID-19 Pandemic on Values
Author: Karagözoglu, Nazike
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,COVID-19,Pandemics,Values,Elementary Secondary Education,Foreign Countries,School Closing,Social Isolation,Interpersonal Relationship,Altruism,Self Control,Responsibility,Friendship,Patriotism,Justice,Ethics

Values are social acceptances that affect and guide behaviors and decisions in daily life. Developments in science and technology and natural or human disasters play an essential role in the maintenance or disappearance of the values in society. The COVID-19 pandemic, which appeared in December 2019 and became a global challenge, also influenced and changed individual and social values. This study aimed to determined teachers' opinions about the impact of the pandemic on values. This research was designed in terms of qualitative research methodology. The study sample consisted of 100 volunteer teachers from different primary and secondary schools in different provinces. The data were collected using interview forms and analyzed by using descriptive analysis methods. According to teachers' opinions, the values positively emphasized during the pandemic were patience, responsibility, helpfulness, self-control, respect, love, and friendship. The damaged values included justice, honesty, respect, and patience. The participant teachers suggested organizing activities that promote psychological support, education, empathy, patience, and communication to overcome the challenges related to values.