ethanporcaro/eric-fulltext-meta huggingface dataset:
Preservice Science Teachers&apos; Informal Reasoning and Scientific Habits of Mind: A Case of Hydroelectric Power Plants
Author: Kalin, Burak
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Cognitive Processes,Logical Thinking,Energy,Facilities,Foreign Countries,Middle School Teachers,Persuasive Discourse,Social Influences,Political Influences,Economic Factors,Technology,Ecology

This study investigates preservice science teachers' informal reasoning and scientific habits of mind about hydroelectric power plants. The sample of the study consists of 587 preservice science teachers who studied in four different universities in the Eastern Black Sea region of Turkey. Data were collected through a questionnaire that consists of four open-ended questions regarding a hydroelectric power plant construction and the scientific habits of mind scale. Content analysis was used to analyze the questionnaire. The same data were then subjected to quantitative descriptive analysis. In the analysis of quantitative data, the Jamovi program was used. Independent samples t-test was used to determine the relationship between scientific habits of mind and informal reasoning. Results indicated that the preservice science teachers mostly used ecological-oriented informal reasoning mode, and counterarguments were the least created argument component. Preservice science teachers' the least used informal reasoning mode was social-oriented. Informal reasoning quality of students with high scientific habits of mind score was found to be high, but no significant difference was found between the total number of informal reasoning modes and scientific habits of mind scores. In line with the results, implications were provided for preservice science teacher education.
English Learner Teacher Advocates: A Systematic Literature Review
Author: Norman, Leyla N. M.
Date: 2022-02-00
Type: Journal Articles
Subjects: English Language Learners,Advocacy,Language Teachers,Teacher Background,Teacher Characteristics,Teacher Student Relationship,Teaching Methods,Outcomes of Education,Teacher Role,Role Perception,Scheduling,Standardized Tests,Academic Standards,Teacher Collaboration,Barriers,School Culture

In this systematic literature review, we synthesize and critically analyze information from publications between 2010 and 2020 that answer the following overarching research question: &quot;What does being (or not being) advocates for English learner (EL) students look like for EL teachers?&quot; Findings indicate that EL teachers' backgrounds and characteristics, such as gender, race, intercultural experience, and experience teaching, affect their propensity to advocate and the types of advocacy in which they engage. Additionally, we examine ways teachers advocate for their students inside and outside the classroom/school, such as changing how they instruct their EL students, and speaking up for them at district or states' departments of education meetings. We also explore and describe conditions that support (supportive administration, prioritizing ELs in the master school calendar, collaboration with general education teachers, for example) and hinder (unsupportive administration, marginalization of ELs and EL teachers, lack of collaboration with general education teachers, for instance) advocacy for ELs by EL teachers. Recommendations for pre- and in-service teacher education programs are offered, and potential areas for future research are also discussed.
The Effects of L2 Pronunciation Instruction on EFL Learners&apos; Intelligibility and Fluency in Spontaneous Speech
Author: Chau, Tuc
Date: 2022-02-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,English (Second Language),Pronunciation Instruction,Mutual Intelligibility,Language Fluency,Adult Students,Suprasegmentals,Instructional Effectiveness,Oral Language

This study investigated the effects of L2 pronunciation instruction on speech intelligibility and fluency, the relationship between intelligibility and fluency, and the extent to which utterance fluency can predict perceived fluency. Participants were 30 beginning adult EFL learners who received either segmental or suprasegmental instruction. Oral data included monologues recorded at the beginning and end of an 8-week course. Speech segments were transcribed for intelligibility and rated on a 1000-point scale for fluency by 11 native speakers. They were also coded and analyzed for transcription errors and utterance fluency measures. Quantitative analyses did not reveal significant changes in intelligibility or perceived fluency as the result of instruction. However, the suprasegmental group seemed to show an upward trend in speech rate, which was found to strongly predict perceived fluency. The findings further our understanding.
The Impact of a Teacher Professional Education Program on English Language Use
Author: Lie, Anita
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Proficiency,Language of Instruction,Teacher Certification,Program Effectiveness,Blended Learning,Teacher Education,Language Teachers,Second Language Instruction,Secondary School Teachers

In 2018 the Indonesian Ministry of Education established a teacher certification program via a blended learning platform in partnership with teacher colleges. The program engages teacher-participants in online learning, face-to-face workshops on a designated campus, classroom action research and teaching practices. This study aims at exploring the impact of the certification on the teachers' use of English in their teaching. The researchers conducted a survey and a proficiency assessment of these English teachers. The ninety teachers of English in this study demonstrated various levels of English proficiency. Then the researcher selected these teachers based on their scores, interviewed them, and observed their teaching. This study found that teachers' participation in the certification program brought about different levels of changes in their use of English. While the immediate impact of the certification program on the English teachers' language use was not clearly evident, some teachers showed renewed commitment to use English after several months had passed. Results of this study have yielded implications that English teachers' sufficient proficiency is not a given capital at the beginning of teacher service. Thus, a serious collaboration among English teacher colleges, the Ministry of Education, the school stakeholders, and the professional learning communities is required to drive teachers of English to engage in their professional development continuously.
Transitions to Online Teaching during the COVID-19 Pandemic: An Activity Theory Perspective
Author: Bollen, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Change,Web Based Instruction,Distance Education,COVID-19,Pandemics,Foreign Countries,English (Second Language),Second Language Instruction,Teaching Experience,College Faculty,Teacher Attitudes

Situated in a Japanese university ELT context, this qualitative exploratory interview-based study offers insights into how ten teachers responded to the challenges of transitioning to emergency remote teaching (ERT). The research was conducted to understand the implications of pandemic-instigated educational changes on teaching practices and perspectives towards effective teaching. An activity theory perspective accounts for the complex interlinking internal and external factors influencing teachers' experiences during and since the ERT. Data were obtained through semi-structured interviews with the ten teachers following the initial period of ERT and through reflective writing by the same teachers 12 months later. Key findings from a content analysis were that perspectives towards effective teaching were generally reinforced and that following reflection on pedagogical practices and professional learning directions many teachers were able to respond effectively to ongoing educational changes. We argue that the implications of the study may reveal important areas of comparison with other systems of activity in heightened states of transition and reveal pathways to the development of new practices.
A Phenomenological Investigation of the Effectiveness of the Elementary Teacher Education Program in Turkey
Author: Akin, Sibel
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Elementary School Teachers,Beginning Teachers,Program Effectiveness,Teacher Competencies,Professional Autonomy,Teacher Collaboration,Individual Development,Professional Development,Thinking Skills,Communication Skills,Individualized Instruction,Culturally Relevant Education,Technology Uses in Education,Students with Disabilities,Adjustment (to Environment)

This study aims to investigate the effectiveness of the pre-service elementary teacher education program in Turkey. The study aims to explore how well, as perceived by graduates who have begun working as beginning elementary teachers, the program develops the essential qualities for elementary teachers in the 21st century. Employing criterion and maximum variation sampling strategies, 22 in-service elementary teachers participated in the study. Using phenomenological research design, the data were collected through semi-structured in-depth individual interviews, and this process was supported by a document analysis of the elementary teacher education curriculum. The data were analyzed through content analysis method with the help of NVivo 10 software. Regarding the effectiveness of the program, the participants indicated that the program was relatively 'less adequate', 'somewhat adequate', or 'more adequate' for developing the different domains of certain qualities (e.g., students with special needs, differentiation, and professional development, respectively). The results of the study provide policymakers, curriculum developers, and teacher educators with essential insights into how to improve elementary teacher education to better prepare elementary teachers in the search of raising the quality of teachers and improving teacher education.
Development of the Goal Setting Skills Scale for Primary School Students: Its Validity and Reliability across Time
Author: Sarisoy, Baris
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Goal Orientation,Elementary School Students,Test Validity,Test Reliability,Grade 4,Grade 5,Foreign Countries,Factor Analysis

This study is a scale development study aimed at determining the goal setting skills of primary school students. The scale, which was developed to determine the goal setting skills of the students who are studying at the 4th and 5th grade levels of primary education, consists of items in a way that students can make self-evaluation about their goal setting skills. This scale development study was conducted with two study groups. The validity and reliability analysis of the first study data in 2014 showed that the scale has a two-factorial structure. Validity and reliability analyses performed on the data collected in 2019 once again revealed that this structure was valid and reliable, independent of time. The two structures revealed by the scale were determined to measure the goal decision making skills and the goal-directed process management skills, and the reliability coefficient is 0.78 and 0.80 (workgroup 1) and 0.67 and 0.78 (workgroup 2), respectively.
Distance Learning in Primary Education in Greece in the Midst of COVID-19
Author: Polymili, Aikaterini
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Distance Education,School Closing,Online Courses,COVID-19,Pandemics,Teacher Competencies,Access to Computers,Barriers,Program Effectiveness,Parent Role,Parent Teacher Cooperation

The present study aims at probing the views of primary school educators on the use of distance learning during the COVID-19 pandemic crisis in Greece. The survey registers the problems encountered by the educators due to their insufficient training in online teaching, the lack of equipment that they and their pupils faced, and technical problems when connecting to the distance-learning platform. The paper also describes the educators' observations regarding the effectiveness of the learning process in terms of the degree of pupil participation, the percentage of material covered, and homework assignments. Furthermore, they present their experience in connection to the role that parents played in online teaching and their communication with them. Finally, they express their views on whether and how it might be possible to implement the learning process differently during the period of mandatory school shut-down because of the pandemic.
Struggling to Teach Disadvantaged Students: The Role of Preservice Education in Turkey
Author: Çimen, Ismail
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Role of Education,Social Justice,Disadvantaged Youth,At Risk Students,Barriers,Teacher Education Programs,Program Effectiveness,Disadvantaged Schools,Teacher Educators,Teacher Role

It is widely accepted that effective teachers can make the most significant difference to student learning, particularly for disadvantaged students. On the other hand, teacher education has a critical role in effective teaching. However, can preservice education in Turkey sustain its role in social justice, especially for disadvantaged students? The present study seeks to answer this question by focusing on the views of teachers of disadvantaged students. Most struggling areas while teaching disadvantaged students were uncovered, and the role of teacher education and educators was explained. The most typical finding is that teacher education's theory-based structure hinders teacher candidates from practicing their knowledge, which causes a shock for teachers when they first start doing their jobs in disadvantaged school districts. In the final part, how teacher education could be developed in this sense was discussed in light of social justice.
Learning at the Boundaries of Research and Practice: A Framework for Understanding Research-Practice Partnerships
Author: Farrell, Caitlin C.
Date: 2022-04-00
Type: Journal Articles
Subjects: Research and Development,Theory Practice Relationship,Partnerships in Education,Educational Improvement,Educational Change,Educational Environment,Middle School Mathematics

Given the rapid growth of research-practice partnerships (RPPs), we need a framework that helps the field understand how RPPs can facilitate organizational learning in service of local educational improvement and transformation. Drawing on sociocultural and organizational learning theories, we argue that learning can happen for the organizations engaged in RPPs at the boundaries of research and practice. Such learning is evident when there are changes in collective knowledge, policies, and routines of participating organizations, with implications for longer-term outcomes of educational improvement and transformation locally and more broadly. The degree to which organizations can make use of the ideas from the RPP is dependent, in part, on the presence and design of boundary infrastructure and the preexisting organizational capacities and conditions. We conclude with implications for those engaging in RPPs and future research.
Examining the Impacts of Florida&apos;s Developmental Education Reform for Non-Exempt Students: The Case of First-Year English and Math Course Enrollment and Success
Author: Zhao, Kai
Date: 2022-04-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Educational Change,State Colleges,College Students,Educational Policy,College English,College Mathematics,Remedial Programs,Educational Benefits,College Readiness,Academic Achievement,Advanced Courses,Teaching Methods,Academic Advising,State Legislation,Educational Legislation

Objective: In 2014, Florida implemented Senate Bill 1720 (SB 1720), which drastically reshaped developmental education practices across the 28 public state colleges. Under the reform, around two-thirds of students became exempt from developmental education. Yet, many students were still required to take the placement test. If they scored below college-ready, they were assigned to developmental education courses using new accelerated strategies. This study focuses on the policy effects on these non-exempt students that received little attention in existing research but also were affected by the reform. Methods: Drawing on student-level data from two first-time-in-college cohorts who were enrolled in state colleges prior to SB 1720 and two cohorts who were enrolled after, this study uses multinomial logit models to predict non-exempt students' first-year math and English outcomes. Results: We find that non-exempt students benefit from the policy, with significantly higher percentages of students enrolling in and completing college-level and advanced English and math courses after the reform. In addition, non-exempt English students with the lowest level of college readiness experienced the greatest gains post-reform in the completion rates in college-level and advanced English courses. While in math, non-exempt students who scored college-ready experienced the greatest increases post-reform in completion rates in college-level and advanced math courses. Conclusion: Although non-exempt students are not directly affected by the placement policy changes under SB 1720, they still benefit from the reform because of the new instructional strategies and enhanced academic advising and support services.
How Cooperative Learning Is Conceptualized and Implemented in Chinese Physical Education: A Systematic Review of Literature
Author: Dyson, Ben
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Physical Education,Educational Policy,Program Implementation,Educational History,Definitions

Purpose: The purpose of this literature review was to investigate how cooperative learning (CL) has been conceptualized and implemented in Chinese physical education (PE). CL is one of the most influential and widespread areas of theory, research, and practice in western education. With the promotion of Chinese government policies, CL has become a popular field of research and was widely used as a pedagogical practice in Chinese. Design/Approach/Methods: Shulruf's five methodological steps were utilized as the process of screening and selecting relevant studies. Inductive analysis and constant comparison were conducted for analyzing the chosen literature. Findings: The analytic induction revealed four key themes: (a) historical development, (b) policy influence, (c) conceptualization of CL, and (d) implementation of CL. We found that the conceptualization of CL in Chinese PE was ambiguous, and the implementation of CL was predominantly documented by quantitative research methods. In addition, few studies were conducted at the elementary school level. Originality/Value: This is a comprehensive literature review on CL in Chinese PE. Findings and recommendations in this article will be beneficial for policymakers, scholars, and PE teachers to better understand and promote CL in China.
Immediate Changes, Trade-Offs, and Fade-Out in High-Quality Teacher Practices during Coaching
Author: Hanno, Emily C.
Date: 2022-04-00
Type: Journal Articles
Subjects: Educational Quality,Coaching (Performance),Faculty Development,Educational Change,Preschool Teachers,Intervention,Educational Improvement,Literacy Education,Educational Practices,Classroom Environment,Models,Teacher Characteristics

Coaching is an increasingly used professional development approach involving ongoing, individualized teacher-coach exchanges hypothesized to drive immediate changes in teachers' practices with students. Examining this hypothesis, the present study quantifies marginal changes after individual coaching cycles in a set of commonly considered, high-quality teacher practices using a teacher fixed effects approach. It draws on panel data from 169 early childhood educators participating in a 9-month coaching intervention using the MyTeachingPartner approach intended to improve practices outlined in the Teaching Through Interactions framework. Results indicated that emotional support and classroom organization practices improved immediately after any coaching cycle, whereas others, like instructional support and literacy focus practices, only changed after cycles focused on those specific practices. Some immediate postcycle differences in practices endured over time, whereas others dissipated quickly.
Which Type of Interpersonal Interaction Better Facilitates College Student Learning and Development in China: Face-to-Face or Online?
Author: Yin, Hongbiao
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Interpersonal Relationship,Interaction,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Academic Achievement,Research Skills,Student Satisfaction,Educational Environment,Student Attitudes,Undergraduate Students,Student Characteristics

Purpose: This study attempts to explore how Chinese college students engage in face-to-face synchronous and online asynchronous interactions and examine how the two different interaction types are associated with their academic learning (learning achievement and the development of research skills), satisfaction, and their perceptions of learning environments. Design/Approach/Methods: A sample of 3,999 undergraduate students from a research university in Northern China participated in the survey. A series of cluster analysis, one-way analysis of variance, and hierarchical multiple regression were conducted. Findings: The cluster analysis results revealed that there were four types of learners among these students and that a large percentage of Chinese undergraduates were classified into either digital communicators (36.16%) or passive interactors (32.71%). In general, the face-to-face synchronous interaction generated more desirable academic learning, perceptions of the learning environment, and higher satisfaction than the online asynchronous interaction in most aspects. However, the asynchronous online interaction fostered student autonomy and contributed to students' completion of an in-depth thesis. Originality/Value: By distinguishing face-to-face synchronous versus online asynchronous interactions, this study led to an enhanced knowledge of the interactive patterns of Chinese college students and uncovered the specific effects of the two types of interpersonal interactions in Chinese research universities.