ethanporcaro/eric-fulltext-meta huggingface dataset:
Intense Teaching Schedule in Israeli Teachers
Author: Buskila, Yaffa
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Stress Variables,Teacher Attitudes,Neoliberalism,Educational Change,Comparative Analysis,High School Teachers,Scores,Standardized Tests,Academic Achievement,Faculty Workload,Principals,Superintendents,Educational Strategies,Teaching Conditions,Middle School Teachers,Elementary School Teachers,Educational Environment,Prevention,Identification,Family Work Relationship,Teacher Administrator Relationship

The teaching profession is highly stressful. Stress is a negative phenomenon that develops under conditions of uncontrollable, prolonged and increased pressure. In this study, our goal is (a) to investigate teachers' perception of the sources of stress in school in light of the neoliberal reforms and (b) to compare these sources of stress in primary school, middle school and high school teachers. We hypothesize that the demands and the workload to improve scores in standardized tests, increase the need of teachers to take work home. Therefore, home demands may conflict with school demands. Furthermore, the greatest pressure is on elementary and middle school teachers: Early efforts to improve student achievements in the lower grades would result in better-prepared students in high schools. Data about the sources of stress is based on a previous study of Buskila, Buskila, Giris and Ablin (2019) that investigated the connection between the effects of stress on teachers on somatic syndromes. Three hundred and twenty-one public school teachers working in the Ministry of Education (MOE) in Israel participated in the study. Findings of the mean of the entire samples revealed that the highest level of stress was caused by intense teaching schedule with insufficient breaks. The second cause was related to the composition of the students in the class, and the third was home demands conflicting with school demands. In the middle schools, the highest levels of stress are caused by school principals (M=5.98, SD=3.09) and second is in high school (M=5.00, SD=3.33). The highest level of stress caused by the superintendent is on primary school teachers (M=3.97, SD=3.33) and the second are the middle school teachers (M=3.79, SD = 2.95). The lowest stress level was in high school (M=2.68, SD=2.83). Three significance differences of stress were found among primary, middle, and high schools: The school principal is the highest source of pressure in the middle schools (P=0.034), and the superintendent causes the highest level of stress in primary schools (P=0.006). The third cause was in high school, related to physical school conditions (p=0.002). These results are relevant to teachers, educators, and policy makers involved in planning and managing educational strategies and teachers' schedules. Identifying and preventing the sources of stress can facilitate better teaching conditions, and a more effective and efficient atmosphere in school.
Pupils&apos; Summative Assessments in Mathematics as Dependent on Selected Factors
Author: Chytry, Vlastimil
Date: 2021-00-00
Type: Journal Articles
Subjects: Summative Evaluation,Correlation,Logical Thinking,Thinking Skills,Mathematics Skills,Mathematics Achievement,High School Students,Adolescents,Foreign Countries

School assessment is a determining factor for a pupil in all functions. The aim of the research was to determine correlation between pupils' logical thinking and their school assessment and between pupils' mathematics skills and their school assessment. The sample size was created by 252 high school students (117 boys and 135 girls). As research tools were used reasoning mathematical, logical thinking and mathematical skills tests. Kruskal-Wallis test was used as statistical method. A significant effect was found at the 1% significance level between these factors and school assessment, where the greatest differences are caused mainly by evaluations in mathematics that were perceived either as the best or the worst. The research also monitored the use of the newly-developed GTOLT (Group Test of Logical Thinking), which is based on the GALT (Group Assessment of Logical Thinking) and TOLT (Test of Logical Thinking) tests, rooted in standardized tools.
Teaching Astronomy in Kindergarten: Children&apos;s Perceptions and Projects
Author: Raviv, Ayala
Date: 2021-08-00
Type: Journal Articles
Subjects: Astronomy,Kindergarten,Preschool Children,Student Attitudes,Student Projects,Foreign Countries,Science Instruction,Instructional Effectiveness,Misconceptions,Scientific Concepts,Intervention

Young children are familiar with astronomical phenomena from everyday life, such as the movement of the celestial bodies or the shift from day to night. The present study examines the extent to which kindergarten students understand abstract concepts related to celestial bodies and processes (such as gravity and time), and whether they change their perceptions of these concepts following an educational intervention. The study also examines what children report about this learning experience. The study, conducted in a kindergarten in Israel with 32 students, combined quantitative and qualitative research methods. The children's knowledge of astronomy was examined before and after the intervention. The teacher conducted observations, collected the children's creative projects, and interviewed them. She also asked them if they enjoyed the learning process and why. The findings show that few of the children had knowledge about concepts related to astronomy prior to the learning process, and some expressed misconceptions. Following the intervention, there was a significant increase in the children's knowledge and ability to explain astronomical concepts and many of their previously expressed misconceptions had been corrected. Most of the children said they were interested in learning, although some said they felt fear during the lessons. The results indicate that kindergarten students are able to study topics related to astronomy, although they are abstract and difficult to demonstrate. The conclusion of the study is that teachers should be encouraged to integrate studies of astronomy and space into the science curricula for kindergartens. This should be done using appropriate pedagogy that will increase the children's interest and involvement in learning and avoid causing them fears. [Note: The page range (305-328) is incorrect. The correct page range is p305-327.]
Teaching Evidence-Based Subject Didactics in Primary Teacher Education
Author: Sikkal, Esta
Date: 2021-06-00
Type: Journal Articles
Subjects: Didacticism,Elementary School Teachers,Preservice Teachers,Teaching Methods,Evidence Based Practice,Pedagogical Content Knowledge,Assessment Literacy,Interdisciplinary Approach,Knowledge Base for Teaching

For contemporary teaching, teachers need good knowledge of pedagogy, content, subject methodology and assessment. Although subject didactics have become an independent research area with interdisciplinary dimensions, few studies focus on the teaching of subject didactics. With the aim of developing a theoretical model for the systematic treatment of subject didactics, a scoping literature review was carried out to analyse the scientific literature. Twenty-five articles were chosen from different databases in the field of study. Data analyses revealed three domains of subject didactics: content knowledge, pedagogical content knowledge and knowledge of subject-specific assessment. These domains included various components which were used for developing a theoretical model for teaching subject didactics within the framework of primary teacher education. The results indicated how to organise university courses on subject didactics for primary teachers. First, teachers' content knowledge and pedagogical knowledge should be treated in an integrated way. Second, integrating pedagogical knowledge with subject didactics enables teacher education to be shaped so that students understand the teaching profession at an early stage. Third, studying subject didactics on both a theoretical and empirical level is the driving force for developing syllabi in primary teacher education.
Representational Trajectories in the Understanding of Mendelian Genetics
Author: Flores-Camacho, Fernando
Date: 2021-00-00
Type: Journal Articles
Subjects: Genetics,Teaching Methods,Science Instruction,High School Students,Classification,Freehand Drawing,Difficulty Level,Visual Aids,Science Tests,Biology,Foreign Countries,Comparative Analysis

Understanding genetics is one of the most significant learning difficulties faced by students. To improve teaching genetics and the students' representational competence within the classroom have been proposed using multiple representations. This study presents an analysis of representational levels used by high school students learning Mendelian genetics and determining the construction trajectories of these representations. An assessment instrument was used to analyse the representational levels of 186 students with three different teaching strategies. The levels were used to analyse and classify students' answers, written texts, and drawings and diagrams. The result shows that learning Mendelian genetics is a gradual process in which students appeal to various levels of representations that can determine different trajectories and demonstrate progress on comprehension. We identify five trajectories, ranging from responses that rely on descriptions of observable traits to responses from students who could integrate processes or use models.
Teacher Awareness of Trauma Informed Practice: Raising Awareness in Southeast Georgia
Author: Rahimi, Regina
Date: 2021-00-00
Type: Journal Articles
Subjects: Trauma,Educational Practices,Symptoms (Individual Disorders),Geographic Regions,Teaching Methods,Theories,Student Needs,Knowledge Level,Teacher Competencies,Intervention,Teacher Attitudes,Program Effectiveness,Familiarity,Student Behavior,Peer Relationship,Victims,Bullying,At Risk Students,Socioeconomic Status,Minority Group Students

While the concept of trauma-informed care has been developed in other fields, its development within the field of Education is relatively new (Thomas, Crosby, &amp; Vanderhaar, 2019), However, as the educational field is becoming more and more aware of this approach, we recognize there is a critical need for teachers and other educational professionals to recognize the symptoms of trauma in students, the associated behaviors of trauma-affected students, and instructional and environmental strategies for addressing these to support student success (trauma informed pedagogy). This paper outlines a study examining the extent to which teachers in the region of southeast Georgia are aware of trauma-informed strategies, the theory undergirding the approach, and the resources available to them for addressing issues related to adverse childhood experiences. With participation from over 500 educators in our study, it is clear that there is a strong need to support teachers and provide resources to support trauma-informed practice.
Visual Reasoning in Mathematics Education: A Conceptual Framework Proposal
Author: Geçici, Mehmet Ertürk
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Education,Thinking Skills,Visual Perception,Visualization,Visual Stimuli,Visual Aids,Mathematical Concepts,Geometric Concepts,Geometry,Algebra,Statistics,Mathematical Logic

Reasoning is handled as a basic process skill in mathematics teaching. When the literature was examined, it was seen that many types of reasoning related to mathematics education were mentioned. In the present study, it was focused on visual reasoning, which is one of the types of reasoning and also used in different research areas. The purpose of the study was to propose a conceptual framework for what visual reasoning is and what its components are. The conceptual framework constructed consists of three components as visual representation using, visualization, and transition to mathematical thinking. In this framework, a clear distinction was made between the concepts of visual reasoning and visualization, which are thought to be intertwined with each other in the literature. At the same time, we tried to explain where visualization will take place in visual reasoning. Additionally, how visual reasoning will relate to mathematical thinking also distinguishes the framework from other frameworks.
What Are the Purposes of Teachers for Using the eTwinning Platform and the Effects of the Platform on Teachers?
Author: Acar, Sema
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Teacher Collaboration,Institutional Cooperation,Communities of Practice,International Educational Exchange,Professional Development,Individual Development,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Attitude Change,Program Effectiveness,Online Courses,Web 2.0 Technologies,Technology Uses in Education,Foreign Countries

This study is a qualitative case study research, determining the purposes of teachers to use the eTwinning platform and to examine the effects of the platform on teachers. The study group consisted of 15 volunteer teachers who carried out eTwinning projects rewarded with quality labels. In the study, the data were obtained through a semi-structured interview form, and the content analysis method was used in the data analysis. According to the results obtained, it was concluded that teachers used the eTwinning platform in order to make projects, participate in online courses, contribute to their professional development and collaborate. The platform has a great contribution to teachers both personally and professionally. As a result, it is obvious that the eTwinning platform is very useful for teachers. The platform is so effective that it contributes to the professional and personal development of teachers, and even changes their perspective on the profession.
What Can We Learn from the PISA Research about the Factors and Parameters Affecting the Success of Student Achievements in Mathematics? A Comparative Study between Israel and Finland
Author: Cohen, Shirly
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Tests,Achievement Tests,International Assessment,Secondary School Students,Comparative Education,Academic Failure,Grades (Scholastic),Educational Improvement,Correlation,Mathematics Achievement,Parent Background,Educational Attainment,Socioeconomic Status

There is a crisis of many years in Israel in the subject of mathematics learning. In the last PISA tests, conducted by the OECD during the last ten years, Israel is placed 39-41 among all the countries participated the research. It was also found that all the years Israel &quot;won&quot; to be one of the first three countries with the highest grade distribution among all the countries and economic entities participating in general and among OECD countries in particular. In addition, it was found that rate of Israeli students who fail the mathematics test is one of the highest in the organization countries. The goal of this research is comparing students' achievements in the Israeli education system and in the Finnish education system, which is considered a system with excellent achievements in mathematics and low-grade distribution rate in general and in mathematics grades in particular. This comparison is aimed to identify the Israeli education system's problems and learn the lessons to improve it. This article discusses the question what is the main success factor in mathematics in Israel compared to Finland according to the 2015 PISA test results and what can be learned from this difference? In this paper I have based on my research findings in which I analyzed the correlation between the PISA questionnaires and student achievement in mathematics. [This paper was presented at the TDID Doctoral Students' Conference, 14-16 May 2020.]
The Effect of Mathematics Teachers&apos; Self-Efficacy and Leadership Styles on Students&apos; Mathematical Achievement and Attitudes
Author: Küçükalioglu, Tevfik
Date: 2021-08-00
Type: Journal Articles
Subjects: Mathematics Teachers,Self Efficacy,Leadership Styles,Mathematics Instruction,Middle School Teachers,Mathematics Achievement,Teacher Attitudes,Grade 5,Elementary School Students,Measures (Individuals),Mathematics Tests,Scores,Correlation,Learner Engagement,Classroom Techniques,Student Attitudes,Foreign Countries,Self Concept Measures

The aim of this study was to examine the effect of middle school mathematics teachers' self-efficacy and leadership styles on middle school students' mathematical achievements and attitude towards mathematics. In this study, the general survey method was employed and the research population was consisted of a total of 917, 5th grade students, 472 girls and 455 boys, picked across 10 middle schools in a central district of a province located in North-West Anatolia. In order to gather scientific data, scales such as Mathematics Attitude Scale, Teacher's Self-Efficacy Scale, and Mathematics Achievement Test were used. Teacher characteristics were divided into two categories which consist of two and three sub-categories respectively; autocratic and semi-democratic based on the Leadership Style Scale. And low, moderate, high level according to teachers' scores in the Self-Efficacy Scale. The data obtained were analysed in accordance with the objectives by means of frequency, percentage, arithmetic mean, standard deviation, t test, one-way variance analysis (Ancova). The significance level in statistical analyses was set at p&lt;0.05. Consequently, whether the teachers displayed low or high leadership styles had no significant effect on the students' mathematical achievement and their attitude towards the subject. Teachers' self-efficacy for classroom management sub-scale was found to have an effect on the mathematical achievement of students. The self-efficacy level of teachers for student engagement does not have a significant effect on students' mathematical achievement. However, it was found that teachers' self-efficacy for instructional behaviour, classroom management and student management affected students' attitude towards mathematics. [Note: The page range (221-238) on the .pdf is incorrect. The correct page range is p221-287.]
Fostering Values through Authentic Storytelling
Author: Gunawardena, Maya
Date: 2021-06-00
Type: Journal Articles
Subjects: Story Telling,Values,Foreign Countries,Teaching Methods,Curriculum,Taxonomy,Ethics,Figurative Language,Student Behavior,Values Education,Self Concept,Self Management,Social Behavior,Cultural Awareness,Interpersonal Competence,Elementary Education

Stories are used for diverse pedagogical purposes. Storytelling is a culturally inclusive and widely used pedagogical technique. However, the success of storytelling interventions in education can be dependent upon how teachers engage students to analyse experiences, and events to gain deeper insights to influence change in their thinking and behaviour. This paper firstly provides a literature review which synthesises Australian Curriculum content and outcome-based approaches used in values education in primary schools including storytelling. Secondly, it offers a novel taxonomy supported by a pedagogical model for storytelling. The proposed pedagogical model contains a constructivist process that can enable teachers to catalyse students' thinking to reflect on their own ethical behaviour, values, and actions. Metaphorically, stories and the process of storytelling enable them to understand themselves through mirrors and others through windows. The pedagogical model explains how wisdom is obtained to influence students' behaviour as opposed to only developing students' understanding.
Instructional Leadership Practices: Teachers Perceptions of a Rural School Principal in Fiji
Author: Lingam, Govinda I.
Date: 2021-06-00
Type: Journal Articles
Subjects: Instructional Leadership,Teacher Attitudes,Rural Schools,Principals,Teacher Administrator Relationship,Foreign Countries,Leadership Effectiveness,Secondary School Teachers,Leadership Role,Academic Achievement

The purpose of this study was to determine the extent to which teachers perceive their principal to be effectively exhibiting an instructional leadership role. Data for the study were collected from teachers (N=24) in a rural secondary school in Fiji using the Principal Instructional Management Rating Scale (PIMRS) developed and advocated by Hallinger (1990). In addition to Likert scale items, the questionnaire included open-ended questions to gain deeper insights into teachers' ratings of each item. Analyses of the data revealed that ratings for the principal were the highest for communicating school goals to students and protecting instructional time while supervision and evaluation of instruction were the lowest-rated items. The lack of professional preparation for an instructional leadership role and the dual role of the rural principal as school leader and teacher, which appears to compromise both roles, may together explain the scant attention paid to the instructional leadership role. These findings have implications for principals' workload and in turn instructional leadership practices, which the Fiji Ministry of Education could re-visit to avoid compromising either the leadership or teaching role.
Online Education Practices and Teaching Team Compositions in Australian Preservice Primary Science Education
Author: Deehan, James
Date: 2021-06-00
Type: Journal Articles
Subjects: Electronic Learning,Team Teaching,Preservice Teacher Education,Science Education,Elementary Education,Educational Quality,Teacher Educators,Teacher Attitudes,Nontenured Faculty,Resistance (Psychology),Asynchronous Communication,Role Perception,Foreign Countries

Australian Initial Teacher Education (ITE) has long been marred by instability, scrutiny and high academic workloads. University wide workforce changes and the proliferation of online education require ongoing consideration as these factors have the potential to both enrich ITE and exacerbate existing issues. As subsect of ITE, preservice primary science education faces unique hurdles as establish student-centred, authentic practices have historically been delivered by tenured staff in traditional face-to-face settings. This paper aims to explore online teaching practices and teaching team composition in Australian preservice primary science education via interview and survey data collected from 17 academics in a Type II case study. Results showed varied, often asynchronous approaches to online education; punctuated by elements of academic resistance. Teaching teams were increasingly dependent on sessional staff, which has resulted in complex benefits and detriments. Researchers and administrators need to work proactively to determine how both online practices should be utilised and teaching teams should be structured to deliver high quality ITE.