ethanporcaro/eric-fulltext-meta huggingface dataset:
A Scale Development Study for One of the 21st Century Skills: Collaboration at Secondary Schools
Author: Boyraz, Serkan
Date: 2021-11-00
Type: Journal Articles
Subjects: Skill Development,21st Century Skills,Cooperative Learning,Secondary School Students,Cooperation,Test Construction,Self Evaluation (Individuals),Foreign Countries,Factor Analysis,Test Validity,Test Reliability

Collaboration skill has become one of the key skills in the 21st century both in education and work life. That is why educators need to learn about their students' preferences and readiness in collaboration in the classroom. This study aims to develop a scale that lets secondary school students self-evaluate their collaboration skills. To follow this aim, a general survey methodology was used. A draft scale consisting of 33 items was developed through the relevant literature and was examined by experts. Then, the draft version was applied to a total of 402 secondary school students at a state secondary school in Aksaray city in Turkey in the 2019-2020 academic year. The data was subjected to first explanatory then confirmatory factor analysis. The explanatory factor analysis and first and second stage confirmatory factor analysis results indicate that the Scale for Self-Evaluation of Collaboration Skills (SSCS) with 29 items under three sub-dimensions--namely affective considerations, collaboration process, and roles and responsibilities- is a valid and reliable tool to examine collaboration skills of secondary school students.
Is Gender-Based Approach Applicable to the Development of Medical Students&apos; Emotional Intelligence and Empathic Abilities as Key Professional Competences for an Aspiring Physician?
Author: Vetluzhskaya, Maria V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Medical Students,Medical Education,Competency Based Education,Student Development,Emotional Intelligence,Empathy,Gender Differences,Self Motivation,Physician Patient Relationship,Occupational Aspiration,Foreign Countries

Emotional intelligence (EI) and empathy are important for doctor's work. But is there a place for a gender approach to develop the qualities? The aim of the research was to evaluate EI and empathic abilities (EA) in medical students through their gender to streamline the learning process and to develop professional competencies more effectively. The research included 104 medical students, 34 men and 70 women. Analysis of gender, cumulative and partial EI and EA was done by Bem, Hall and Boiko self-questionnaires respectively. IBM STATISTICA 8.0 was used for statistical analysis. Regardless of gender, most of the students had an average and a low level of EI with &quot;managing your emotions&quot; found to be the weakest. Males had higher cumulative EI and significantly better developed &quot;managing your emotions&quot; and &quot;self-motivation&quot;. Females had higher empathy level. All students had understated cumulative EA level. Rational channel, emotional ?hannel, intuitive channel were the weakest. Cumulative EA level was significantly higher in females as well as levels of rational channel, emotional drip, intuitive channel, attitudes that promote empathy. All respondents have a potential to develop EI and EA by the weakest components improvement such as &quot;managing your emotions&quot;, rational, emotional and intuitive channels. Gender differences determine the need to develop self-motivation in females and empathy in males at high medical school. Gender approach may promote universal and professional competencies of aspiring physician.
Assessing Van Hiele&apos;s Geometric Thinking Levels among Elementary Pre-Service Mathematics Teachers
Author: Bonyah, Ebenezer
Date: 2021-10-00
Type: Journal Articles
Subjects: Geometric Concepts,Thinking Skills,Elementary School Teachers,Mathematics Teachers,Preservice Teachers,Gender Differences,Foreign Countries,Self Efficacy

Teachers' geometric thinking is crucial to teaching efficacy in geometry since teacher knowledge or thinking serves as a basis for the quality of instruction provided for students' learning. Teachers' thinking about geometry has attracted much attention among mathematics education researchers. This study therefore aimed at assessing elementary pre-service teachers' geometric thinking within the first three levels of van Hiele's model. The study was guided by three objectives. The objectives were to (1) assess the distribution of van Hiele's geometric thinking among the study participants, (2) determine if the participating pre-service teachers' geometric thinking is significant for teaching geometry, and (3) find out if any difference in geometric thinking of the pre-service teachers existed with regard to gender. The study used the descriptive survey design. The study participants were prospective mathematics teachers drawn from four Colleges of Education in the Bono Region and Ashanti Region of Ghana. The Colleges were randomly selected for the study. The study participants comprised 217 pre-service teachers. The van Hiele's test instrument was adapted and pilot tested to assess the internal consistency of the items in the various levels. The calculated reliability coefficient of the instrument ranged from 0.71 to 0.74. The instrument was administered to the study participants on the scheduled date. Data generated from the participants were analysed based on the study objectives. Findings from the analyses show that preservice teachers have limited geometric thinking within the first three levels. However, their geometric thinking of the levels assessed was found to be significant which could have some impact on teaching geometry. Findings also reveal gender differences in pre-service mathematics geometric thinking. It is recommended that conscious effort must be made by mathematics teacher educators in the Colleges of Education to deepen the pre-service mathematics teachers' geometric thinking.
Comparison of the Effects of Physical Education and Sports Course for the Handicapped on the Attitudes of Sports Science Students towards the Handicapped
Author: Sivrikaya, Ömer
Date: 2021-11-00
Type: Journal Articles
Subjects: Adapted Physical Education,Athletics,Attitudes toward Disabilities,Student Attitudes,College Students,Teacher Education Curriculum,Positive Attitudes,Correlation,Foreign Countries

It is an important research topic to what extent the training received by the prospective teachers in order to have positive attitudes towards the handicapped is successful. This study aims to evaluate the effect of physical education and sports course for the handicapped on the attitudes of sports science students towards the handicapped. In the study, the &quot;Attitude Toward Disabled Persons (ATDP) Scale&quot;, which was developed by Yuker and Block (1986) and adapted to Turkish by Özyürek (2006), was used as a data collection tool. The reliability coefficient of the scale was 0.67-0.83, and the test-retest reliability coefficient was 0.76. A total of 76 students from Bülent Ecevit University School of Physical Education and Sports (n = 40) and Düzce University Faculty of Sport Sciences (n = 36) formed the study group who taking physical education and sports courses for the handicapped in the 2017-2018 academic year. The Kolmogorov-Smirnov test and independent samples t-test were used to analyze the data. Descriptive analyzes were conducted to determine the level of attitudes of the participants towards people who were handicapped. As a result of the research, it was determined that the attitude scores of the study group towards the handicapped were higher for the participants whose school type is faculty than those of the college. A difference in other parameters could not be detected.
A Comparative Study of SAM and ADDIE Models in Simulating STEM Instruction
Author: Ali, Clement Ayarebilla
Date: 2021-10-00
Type: Journal Articles
Subjects: Models,STEM Education,Concept Formation,Student Teachers,Simulation,Instructional Effectiveness,Performance Factors,Foreign Countries

The study compared exhaustively the Successive Approximation Model (SAM) and Analyze, Design, Develop, Implement and Evaluate (ADDIE) model on the teaching and learning of Science, Technology, Engineering and Mathematics subjects in Ghana. We selected a sample of 30 student-teachers who offered Mathematics and Science in the distance mode of the University of Education, Winneba, Ghana in the 2018/2019 academic year. The first stage of the analysis compared the models separately within the Vygotskian framework using pre-post experimental design. The second stage made comparisons between and within the two models. The results of both stages showed that student-teachers preferred mostly SAM to ADDIE instructional models. There were not only consistently higher mean gains in the latter model, but the group averages of student-teachers in the post-treatment results also demonstrated clear improvements. Again, student-teachers showed tremendous improvements in the conceptual understanding of both models. However, the Successive Approximation Model recorded much more improvements in both pre-treatment and post-treatment results. It was therefore imperative to conclude that the Successive Approximation Model was more properly situated in the context of teaching and learning Mathematics and Science. We, therefore, recommended experimental explorations of SAM for STEM.
The Effect of the Activity-Based Environmental Education Course on the Attitudes and Behavior Levels of the Students of Child Development Program Concerning Environmental Problems
Author: Pullu, Serkan
Date: 2021-09-00
Type: Journal Articles
Subjects: Learning Activities,Environmental Education,Pollution,World Problems,Student Behavior,Student Attitudes,High School Students,Vocational High Schools,Vocational Education,Child Development,Consciousness Raising,Social Responsibility,Foreign Countries

This study aimed to determine the effect of the activity-based environmental education course on the attitudes and behavior levels of the students of the child development program concerning environmental problems. The study was prepared by using the explanatory sequential design, one of the mixed method patterns in which qualitative and quantitative data are used together. While one-group pretest-posttest experimental design was used in the quantitative dimension of the study, phenomenology was employed in its qualitative dimension. The sample group of the study was composed of 60 first-year students attending Kayseri University Hüseyin Sahin Vocational High School Child Development Program in the 2019-2020 academic year (spring semester). Within the scope of the environmental education course, activity-based practices were performed with the students for 6 weeks. The students were divided into groups and one group applied the related activities they prepared with their friends in the classroom each week. Before and after the application, 'The Environmental Problems Attitude Scale' developed by Güven (2013) and 'The Environmental Problems Behavior Scale' developed by Güven and Aydogdu (2012) were applied for the students. After collecting the quantitative data, 10 students were interviewed via a semi-structured interview form and their opinions on the activities were collected. Kolmogorov-Smirnov test for normality, t-test and Wilcoxon signed-rank test were used to analyze the qualitative data of the study. The qualitative data of the study were analyzed based on descriptive analysis. As a result of the study, it was determined that after the activity-based practices performed in the environmental education course, the scores of the attitude and behavior of the students concerning environmental problems increased. As a result of the interviews made with the students, it was found that the students had both positive and negative opinions on the activities conducted in the course. By these activities, the students emphasized that they had cognitive and affective acquisitions in the environmental education course. Finally, the students stated that they acquired awareness, consciousness, and responsibility about the environmental problems along with these activities.
Collaboration: Report on the Study of Social and Emotional Skills of Chinese Adolescents (III)
Author: Tang, Yipeng
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Foreign Countries,Secondary School Students,Personality Theories,Cooperation,Interpersonal Competence,Predictor Variables

Collaboration is essential to social and emotional competence. Accordingly, collaboration has always been considered a key indicator and core accomplishment of students' development. People who excel at collaboration can successfully cooperate with others, reduce interpersonal conflict and achieve the final goal by maintaining a positive attitude. For children and adolescents, greater collaboration means more pro-social behaviors and fewer problem behaviors. Collaboration is also important for students' life development and is closely linked to some life outcome variables, such as educational expectations, health and well-being, according to the OECD. Based on evaluation data out of Suzhou, China, the study under review presents the evaluation results of teenagers' cooperation ability from different dimensions and levels. The authors present the research results from three aspects, including the predictive variable analysis of collaboration ability and the life outcome variable of collaboration ability. Analysis shows that the students' empathy, trust, and cooperation capabilities differ depending on age, gender, urban &amp; rural areas, and school types; correlation exists in the 15 kinds abilities of the &quot;Big Five Personalities&quot;. Through regression analysis from multiple aspects explored the prediction variables, the researchers explored the student's ability of collaboration and cooperation ability in the 5 major categories of life outcome variables. Specific research results are as follows: (1) General situation of collaboration ability; (2) Factors influencing collaboration ability; (3) Collaboration and life. [For part I, seeEJ1324078; for part II, see EJ1324085; and for part IV, see EJ1324107.]
Are Breaks Better? A Comparison of Breaks Are Better to Check-In Check-Out
Author: Majeika, Caitlyn E.
Date: 2022-02-00
Type: Journal Articles
Subjects: Behavior Modification,Positive Behavior Supports,Student Behavior,Behavior Problems,Program Effectiveness,Learner Engagement,Elementary School Students

Identification and validation of effective Tier 2 interventions that address a wide range of student-level factors is critical to the sustainability of positive behavior interventions and supports (PBIS). Within the context of Check-in Check-out (CICO), function of behavior affects outcomes for many students, especially for those who engage in problem behavior to escape from tasks. Therefore, more research is needed to understand if and how we can support students with escape-maintained behavior. Breaks are Better (BrB) is a modified version of CICO that includes a system for taking breaks. The current research on BrB is limited but promising. The purpose of this study was to compare the effectiveness of CICO to BrB. Using a multitreatment design, we compared the effects of each intervention by measuring problem behavior and academic engagement across five elementary students who engaged in problem behavior to escape from tasks. Overall results were mixed and ranged from strong effects of BrB to no differential effects. However, despite the results, teachers and students consistently rated BrB as being a more preferable intervention. We conclude with limitations and implications for practice.
A Preliminary Study of BEST in CLASS--Elementary on Teacher Self-Efficacy, Burnout, and Attributions
Author: McCullough, Shannon Nemer
Date: 2022-02-00
Type: Journal Articles
Subjects: Elementary School Teachers,Self Efficacy,Teacher Burnout,Intervention,Student Behavior,Kindergarten,Grade 1,Grade 2,Grade 3,Teacher Student Relationship,Behavior Problems,Burnout,Measures (Individuals),Teacher Influence

Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS--Elementary (BEST in CLASS-E), a teacher-delivered Tier 2 intervention, on teacher self-efficacy, burnout, and attributions for student behavior. Participants in the study were 45 kindergarten to Grade 3 students, identified as at risk of EBD, and their 26 teachers from three elementary schools located in an urban school district. Although changes in teacher self-efficacy and burnout were nonsignificant, results suggest that teachers in the BEST in CLASS-E condition reported less emotional exhaustion than teachers in the control condition and that BEST in CLASS-E had a slight but nonsignificant effect (p = 0.06) on teachers' causal attributions of problem behavior. This study highlights the promise of BEST in CLASS-E as a Tier-2 intervention delivered by teachers in impacting elementary teacher outcomes. Implications and limitations of the study are discussed.
Open-Mindedness: Report on the Study of Social and Emotional Skills of Chinese Adolescents (IV)
Author: Shao, Zhifang
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Foreign Countries,Secondary School Students,Personality Theories,Beliefs,Predictor Variables

As one of the five dimensions of social and emotional ability, open-mindedness is derived from the openness factor of the &quot;Big Five Personality&quot;, which describes one's willingness to try and accept novel experiences. People with a high level of open-mindedness are more creative and artistic, while those with low level of openness are more obedient to tradition and pragmatic, but lack of innovation. According to the OECD research framework, open-mindedness includes tolerance, curiosity and creativity. This study is based on data collected from 10-year-old and 15-year-old students in Suzhou city participating in the OECD social and emotional ability assessment. It uses descriptive statistics, difference testing and regression analysis to present the performance of Suzhou students' open-mindedness. This allows the study to provide reference for the accurate assessment of teenagers' social and emotional abilities, in addition to further developing the quality of education in China. The study presents data results from the following three parts: the first part presents the overall score of open-mindedness, the correlation between open-mindedness and other sub-abilities, and the age difference of open-mindedness (comparison between 10 and 15 years old group), gender difference, urban-rural difference, and the difference between general high and vocational high; the second part presents the factors influencing open-mindedness through regression analysis, including background variables, individual factors, family upbringing, teacher factors, and school factors; the third part presents the effects of tolerance, curiosity and creativity on academic achievement (Chinese, math, art), educational expectation, global consciousness, closeness to family, closeness to others, health, life happiness, life satisfaction, test anxiety and other life outcome variables of 10 and 15 year old students through regression analysis. The following results are presented: (1) The overall status of open capacity; (2) Influencing factors of openness; and (3) Openness and life outcomes. [For part I, seeEJ1324078; for part II, see EJ1324085; and for part III, see EJ1324104.]
Cross-Cultural Language Learning: Interpretative Engagement
Author: Solodka, Anzhelika
Date: 2021-09-00
Type: Journal Articles
Subjects: Cultural Awareness,Intercultural Communication,Language Usage,Pragmatics,Metalinguistics,Universities,Foreign Countries,Audio Equipment,Case Studies,Content Analysis,Student Attitudes,Discourse Analysis,Second Language Learning,Second Language Instruction,Scaffolding (Teaching Technique),Sociocultural Patterns,Cross Cultural Training,Classroom Communication,Linguistics,Undergraduate Students,Semiotics,Decision Making,English (Second Language)

Conceptualization of foreign language teaching as a cross-cultural interaction means engaging learners in various cultural mediations. Language use becomes a form of interpretative architecture of a target language. Understanding language use from a discursive perspective develops meta-pragmatic awareness and interpretative capacities of learners. The study answers the question of how to design the architecture of context analysis. This research aims to determine the effective ways of interpretative engagement of learners with aspects of pragmatics in the Ukrainian university setting. The study investigates how the process of interaction shapes the engagement of learners in practices of noticing, reflection, and comparison of cross-cultural situations. The data came from a case study on cross-cultural language learning within the second semester, 2021. The study analyzes the audio-recording of the classes, researcher notes, and post-course interviews of 24 participants. This research used a method of the content analysis. The study of the results, based on six categories (narrative analysis, discourse analysis, semiotic analysis, interpretative analyses, conversation analysis, and critical analysis), showed that the learners started to consider the nature of their cross-cultural mediation. The research proved that through such an interpretative engagement, students become engaged into working with languages and cultures. The study presents some recommendations for language teachers to create a meaning-making process from multiple perspectives.