ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Mathematics Teachers&apos; TPACK through Collaborative Lesson Design Activities
Author: Njiku, Joseph
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Pedagogical Content Knowledge,Technological Literacy,Lesson Plans,Planning,Teacher Collaboration,Foreign Countries,Secondary School Teachers,Program Effectiveness,Cooperative Planning,Faculty Development

Developing teachers' competencies in technology integration has recently been one of the areas of attention in teacher training. This paper presents an investigation of the development of mathematics teachers' technological pedagogical content knowledge (TPACK) through collaborative lesson design activities. The study employed a pre and post-test for non-equivalent groups quasi-experiment with three groups. Participants were secondary school mathematics teachers from Dar es Salaam -Tanzania who responded to a TPACK questionnaire before and after the intervention. Group 1 participated in collaborative lesson design teams to integrate technology and implemented the designed lesson in the classroom. Group 2 participated in lesson planning and implementation and group 3 operated conventionally. Using paired sample t-test, although all groups appear to have improved their TPACK significantly, the effect size was large for group 1 and group 2 only. When the comparison between groups and across the two points of time for data collection was done using the split-plot analysis of variance, it was found that group 1 improved the most in TPACK. These finding favoured the use of collaborative lesson designs in school-based teacher design teams. The study recommends that professional development needs to be authentic by involving teachers in routine professional activities, optimizing their peer teams to support each other within the real school contexts.
Perception and Attitude of Teachers towards the Inclusion of Students with Hearing Disabilities
Author: Pérez-Jorge, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Students with Disabilities,Deafness,Hearing Impairments,Foreign Countries,Inclusion,Student Needs,Teacher Competencies,Knowledge Level,Training,Teacher Education,Teacher Qualifications,Teaching Experience,Gender Differences,Curriculum,Teaching Skills,Age Differences

The aim of this study is to demonstrate the attitudes and perceptions of teachers regarding the educational inclusion of students with hearing disabilities. The study sample consisted of 128 teachers from the Canary Islands, of which 72 worked in ordinary centers and 56 in Ordinary Centers for Preferential Educational Attention for Hearing Disability (COAEPHD). A quantitative cut methodology was used, based on the use of the Questionnaire of Opinions, Attitudes and Competencies of Teachers towards Disability (CACPD). The results of this study do not allow us to affirm that the teachers showed positive attitudes towards inclusion, expressing concern about offering a correct and adequate response to the students with hearing disabilities. They considered that educational inclusion requires important improvements focused on the training and specialization of teachers in the field of inclusion.
Rating Scale Development Study for the Evaluation of the Prepared Speeches
Author: Bulut, Berker
Date: 2021-00-00
Type: Journal Articles
Subjects: Rating Scales,Test Construction,Test Validity,Test Reliability,Student Evaluation,Preservice Teachers,Undergraduate Students,Public Colleges,Speech Skills,Speeches,Public Speaking,Native Language,Turkish,Elementary Secondary Education,Foreign Countries

The lessons related to mother tongue education in schools are given by classroom teachers in primary school and by Turkish teachers in secondary school. In this sense, it is necessary to include courses that will contribute to the good and effective use of the mother tongue in Turkish and classroom teaching undergraduate programs. It can be said that the practice hours in undergraduate programs should be increased in order to improve the prepared speaking skills of teacher candidates. In addition, determining the prepared speech performance levels of teacher candidates is also important in terms of the quality of practice activities. In this way, the teacher candidate can have information about their state and keep track of their development. Accordingly, the aim of this study was to develop a rating scale for the evaluation of teacher candidates' prepared speaking skills. For that reason, the research was designed according to the screening model. The study group of the study consisted of the third-year students of the Turkish Education department who were studying at the education faculty of a state university and took the &quot;Speaking Education&quot; course in the spring semester. In order to determine the validity of the measurement tool, the scope and criterion validity were examined. In order to determine the reliability of the assessment tool, Kendall's W test and variance analysis were applied to the evaluations of three different independent raters. Results of study obtained within the scope of validity and reliability studies are strong evidence showing that the rating scale is valid and reliable.
Investigating the Distance Education Process According to the Demographic Characteristics of the Notary and the Notary Employee
Author: Yildiz, Gizem
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Public Officials,Demography,Participant Satisfaction,Age Differences,Gender Differences,Tenure,Educational Attainment,Certification,Online Courses,Labor Force Development

This study aims to reveal the investigating the distance education process according to the demographic characteristics for the staff of the notary and the notaries in Turkey. In this research survey method is used. The sample group consists of 317 notary and notary employees who responded voluntarily to the scale in the distance education platform. Demographic information form and distance education satisfaction scale were used as data collection tools. In the analysis, ANOVA, T-Test, Mann Whitney-U, Kruskal-Wallis and Pearson Correlation were performed in accordance with sub-problems. As a result of the analysis, it was concluded that the satisfaction of the participants was between the sub-factors and the general satisfaction between the middle and high level. All factors were found to have a high positive and significant relationship between general satisfaction and each other. The satisfaction of the participants showed a significant difference according to age, but did not show a significant difference according to gender, task type, duration of work in the profession, number of notary employees, educational level and participating in distance education previously. As a result of the research, planning the gamification, measurement and evaluation and certificate programs that the participants would provide more interaction on the platform were considered important. The contents of education were found to be effective on satisfaction.
The Examination of Relationship between Lifelong Learning Trends of School Administrators and Teachers, and Their Innovative and Entrepreneurial Behavior Levels
Author: Erdogan, Duygu Gür
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Lifelong Learning,School Administration,Principals,Teachers,Teacher Behavior,Administrator Behavior,Innovation,Entrepreneurship,Gender Differences,Foreign Countries,Preschool Education,Elementary Secondary Education

The aim of this study is to examine lifelong learning tendencies of school administrators and teachers and their innovative and entrepreneurial behavior levels in accordance with many variables (gender, task type, and branch) and to determine the relationship between the lifelong learning tendencies of administrators and teachers, and their innovative and entrepreneurial behavior levels. The study is a quantitative one and performed by means of a correlational research design model. The sample of the study is composed of 608 school administrators and teachers who work in Sakarya province during the 2017-2018 school year and voluntarily participate in the study. The research data were obtained through &quot;Lifelong Learning Tendency Scale&quot; developed by Gür Erdogan and Arsal (2016) and adapted to Turkish by Çaliskan, Akkoç and Turunç (2011), &quot;Innovative Behavior Scale&quot; developed by Scott and Bruce (1994) and &quot;Entrepreneurial Behavior Scale&quot; developed by Zampetakis (2009). As a result of the research, it is revealed that there is a significant, positive, and moderate relation between lifelong learning tendencies of school administrators and teachers, and their innovative behavior and entrepreneurial behavior levels. In this sense, in-service trainings, applied activities, project studies for entrepreneurial and innovative behavioral skills that support lifelong learning skills of school administrators and teachers can be carried out and the effectiveness of the programs prepared in this direction can be evaluated.
The Moderating Role of Career Decision Regret in the Effect of Career Adaptability on Burnout
Author: Doganülkü, Haci Arif
Date: 2021-00-00
Type: Journal Articles
Subjects: Career Choice,Teaching (Occupation),Decision Making,Vocational Adjustment,Teacher Burnout,Negative Attitudes,Emotional Response,Predictor Variables,Elementary School Teachers,Secondary School Teachers,Foreign Countries

The purpose of this study was to investigate the relationships between career adaptabilities, career decision regret and burnout of teachers. The participants of the study were 269 teachers (151 females and 118 males) who worked in the primary and secondary education institutions of a city located in the Eastern Mediterranean region in Turkey and agreed to participate in the study. The study used Career Decision Regret Scale, Career Adapt-abilities Scale-Short Form and The Burnout Measure-Short Version were used as data collection tools. SPSS package program and the Process Macro 3.5 software were utilized for the analysis of the data. Pearson correlation analysis was utilized to investigate the relationships between career adaptability, career decision regret, and burnout. Process Macro software developed by Hayes (2018) based on linear regression analysis was utilized to test the power of career adaptability and career decision regret on burnout as well as the moderating role of career decision regret on the relationship between career adaptability and burnout. The results of the study showed that career adaptability and career decision regret predicted burnout significantly. Another finding of the study is that career decision regret played a moderating role in the relationship between the teachers' career adaptability and burnout. Findings of the research were discussed and suggestions were made.
Can a Questionnaire Be Useful for Assessing Reading Skills in Adults? Experiences with the Adult Reading Questionnaire among Incarcerated and Young Adults in Norway
Author: Asbjørnsen, Arve E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Questionnaires,Reading Skills,Adult Education,Student Evaluation,Institutionalized Persons,Reading Difficulties,Factor Analysis,Undergraduate Students,Screening Tests,Foreign Countries,Reading Habits,Attention Deficit Disorders,Attention Deficit Hyperactivity Disorder

Background: Good screening tools can be of immense value in educational counselling for adults. We report two studies where we explored the factor structure and discriminative power of the Adult Reading Questionnaire (ARQ) in different samples of young adults at risk for reading impairments. Method: The ARQ was designed to screen for literacy skills with low resource requirement. The instrument includes 11 questions regarding reading and writing skills and 6 questions regarding attention deficits and hyperactivity. The first study included 246 undergraduate students. One-third of the sample were under assessment of specific learning impairments/dyslexia. The second study included 1475 incarcerated adults, where 1 in 4 reported specific reading impairments. Results: Principal Component Analyses (PCA) with varimax rotation returned four components for the participants in Study 1: Reading skills, Reading habits, Attention, and Hyperactivity. For the incarcerated sample in Study 2, the analysis returned three components, as the Attention and Hyperactivity items were combined. Conclusion: The ARQ is useful for identifying individuals at risk for dyslexia with acceptable measures of sensitivity and specificity, as well as for identifying those who report difficulties with reading and writing but have not been assessed for their difficulties earlier. The increased prevalence of attention-deficit/hyperactivity disorder (ADHD) seen among incarcerated adults must be considered when screening for reading problems as it may confound the scores on reading questionnaires.
Interfacing Independent Mind and ESP in STEM Education: Exploiting Discovery-Oriented Approach to Learning
Author: Thakur, Vijay Singh
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,English for Science and Technology,Discovery Learning,Second Language Learning,Thinking Skills,Learning Activities

As Mohan (1986) rightly argues, While the need for coordinating the learning of language and subject matter is generally recognized, just how this should be accomplished remains a problem and is one of particular concern for university ESL/EFL programs. In view of this vital pedagogical concern, skills-integrated content courses have been designed and experimented by many universities and individual academicians. In content-based curriculum the basic organizational unit is a theme or topic, rather than the more customary grammatical patterns or language functions. The main goal of this, as Bycina (1982) explains, is to provide meaningful contexts for language learning instead of focusing on language as an object of study. At the foundation of this approach is the Krashen's (1984) notion that acquisition is best promoted when language is presented in comprehensible and interesting communicative contexts (p. 25). In a more crystalized view of English for STEM education, this paper revisits the concept of thinking and pedagogy of English for Specific Purposes (ESP) and emphasizes on the use of independent mind to promote focused ESP for the students of the Scientific Disciplines of Science, Technology, Engineering, and Mathematics (STEM). In the backdrop of the context of STEM education, we have developed a tripartite discussion in the paper focused on the primacy of independent mind and thinking skills; the need to facilitate language development in a contextualized, integrated, interactive framework; and the ways and means to exploit the richness of authentic scientific materials and discussion-led innovative tasks and activities to promote active ESP in STEM education.
Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School
Author: de Blas, Gonzalo Duque
Date: 2021-00-00
Type: Journal Articles
Subjects: Arithmetic,Word Problems (Mathematics),Cognitive Processes,Mathematics Achievement,Secondary School Mathematics,Reading Comprehension,Thinking Skills,Grade Prediction,Foreign Countries,Intelligence Tests,History Instruction,Geography Instruction,Academic Achievement

Solving arithmetic word problems is a complex task that requires individuals to activate their working memory resources, as well as the correct performance of the underlying executive processes involved in order to inhibit semantic biases or superficial responses caused by the problem's statement. This paper describes a study carried out with 135 students of Secondary Obligatory Education, each of whom solved 5 verbal arithmetic problems: 2 consistent problems, whose mathematical operation (add/subtract) and the verbal statement of the problem coincide, and 3 inconsistent problems, whose required operation is the inverse of the one suggested by the verbal term(s). Measures of reading comprehension, visual--spatial reasoning and deductive reasoning were also obtained. The results show the relationship between arithmetic problems and cognitive measures, as well as the ability of these problems to predict academic performance. Regression analyses confirmed that arithmetic word problems were the only measure with significant power of association with academic achievement in both History/Geography ([beta] = 0.25) and Mathematics ([beta] = 0.23).
The Effect of Authentic Materials on Writing Performance across Different Levels of Proficiency
Author: Sukmawan, Sony
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Materials,Instructional Effectiveness,Authentic Learning,Nonfiction,Fiction,Reading Materials,Process Approach (Writing),Writing Skills,Writing Improvement,Essays,English (Second Language),Second Language Learning,College Students,Reading Writing Relationship,Foreign Countries

The use of authentic materials for language teaching is common. Yet, there is not much information about what type of instructional materials benefits learners. The purpose of the study is to find empirical evidence of whether non-fiction authentic materials are more superior that fiction authentic material. The researchers used an experimental design to answer the research question. The population of the study was all students who took an essay writing course at University PGRI Wiranegara in the academic year 2019-2020. The sample was taken by using a systematic random sampling method which results in two equal numbers of students in two experimental groups. Group A was taught with non-fiction authentic material, while group B was taught with the fiction authentic material. The researchers used ANOVA to analyze the data in SPSS 22. The process of teaching and learning followed the writing as a process approach and was done in a blended-learning setting because of the pandemic of COVID 19. The result shows that there is no significant interaction between content type and proficiency level (F(2,30) = 1.347, p = 0.275). The main effect of content type on writing performance was not significant (F(1,30)=0.001, p 0.973), but the main effect of proficiency level on writing performance is significant such that the students who have a higher level of writing proficiency have better performance than the students who have a lower level of writing proficiency (F (2,30) = 5.653, p 0.008). The researchers conclude that both types of authentic materials are equally effective to improve the students' essay writing performance.
Need Analysis for Developing Writing Skill Materials Using Facebook for English Undergraduate Students
Author: Sakkir, Geminastiti
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Undergraduate Students,Needs Assessment,Writing Instruction,Material Development,Lesson Plans,Course Descriptions,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Informal Education,Authentic Learning,Writing Processes,Grammar,Vocabulary Development,Cognitive Style,Foreign Countries

This research aims to contribute to the knowledge of lectures about design materials in using social media Facebook in learning writing process to English Department students. Before conducted the developing module for Facebook-based writing instructional course, we surveyed and explored the student's need. The stages of this research consisted of need analysis and document analysis. We conducted needs analysis to 141 English students and 2 lecturers of writing. Data were collected using need analysis questionnaire and interview. The analyzed documents in this research were lesson plan, syllabus and the existing textbooks. The data from questionnaire and interview were analyzed in quantitative and qualitative methods. The results concluded that: first, needs analysis is the basic of developing module for Facebook-based writing instructional course, in order that the material can be related to the students' needs, levels and lecturers' perception. Further, students need found urgent to develop module for Facebook-based writing instructional course through the following criteria of interactive, self-contained, user friendly, online supporting, online social media, authentic, environmentally friendly, formal and informal environments, online evaluation, presented in visual aids, support and facilitate the students' academic and non-academic writing activities, topics of the materials should be interesting which provides a cultural background of students, the materials should be implemented by applying vocabulary, reading texts, grammar and basic skills in writing process, implemented in beginner level, used in class and out-class and the materials globally/international context. Second, the lecturers' desires in teaching writing are to improve the students' skill to comprehend the materials. Third, the existing materials are unsuitable for the students, they prefer learning facilitated by electronic social media, Facebook, so they will more motivate in write.
Assessing Undergraduate Students&apos; E-Learning Competencies: A Case Study of Higher Education Context in Indonesia
Author: Martha, Ati Suci Dian
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Characteristics,Majors (Students),Gender Differences,Rural Urban Differences,Public Colleges,Private Colleges,Electronic Learning,Learning Readiness,Distance Education,COVID-19,Pandemics,School Culture,Competence,Barriers,Developing Nations,Foreign Countries

The COVID-19 pandemic that occurred in early 2020 around the world has implications for Indonesia's education sector. This pandemic led to the Indonesian government policy to study from home at all academic levels using a distance learning approach. Studies on e-learning preparedness in Indonesia involving more comprehensive samples of universities during the pandemic are still limited. This study extended samples from several public and private universities in Indonesia to get a broader picture of e-learning readiness in various faculties with diverse university online learning cultures. This study used Rasch analysis to determine the validity and reliability of the instrument and differential item functioning (DIF) analysis to identify responses based on students' demographic profiles. The results show that most students were ready to study online, but a few were not ready. Moreover, the results show significant differences in students' e-learning readiness based on the academic year at university, the field of study, the level of organizational e-learning culture of the university, gender, and region. This work provides an insight into student readiness to study online, especially in higher education in Indonesia. The article presents the implications of online learning practices in universities and recommendations for future e-learning research.