ethanporcaro/eric-fulltext-meta huggingface dataset:
Experience of CLIL in the Natural Science Disciplines in Kazakhstan&apos;s Schools
Author: Konyssova, Aygerim
Date: 2022-00-00
Type: Journal Articles
Subjects: Natural Sciences,Science Instruction,Teaching Methods,Content and Language Integrated Learning,Multilingualism,Student Attitudes,Case Studies,English for Academic Purposes,Second Language Learning,Second Language Instruction,Foreign Countries,Teacher Attitudes,Attitude Measures,Teacher Characteristics,Likert Scales

Science, technology, engineering, and mathematics (STEM) subjects are taught in English through the use of the CLIL approach following trilingual education that has been implemented in several pilot schools since 2007. In the Kazakhstani background, however, the CLIL approach is still in its infancy, and little is known about the views of stakeholders that can be useful for understanding its current condition and for effective adoption. The present study aimed to explore the attitudes and perceptions of the students of the CLIL approach in one of the trilingual schools. The study used a mixed approach to the design of case studies and semi-structured interviews and questionnaires as tools for data collection. Nine teachers participated in one-on-one interviews and a total of 53 school teachers (39 women and 14 men aged 20-60) participated in the survey. The study showed that students are primarily positive about the CLIL approach.
Disclosing the Design of an African American Educational Technology--&quot;Bridge: A Cross Culture Reading Program&quot;
Author: Young, Patricia A.
Date: 2014-00-00
Type: Journal Articles
Subjects: African American Students,Reading Programs,Reading Skills,Junior High School Students,High School Students,Intervention,Urban Schools,Program Effectiveness,Culturally Relevant Education,Black Dialects,Reading Materials

Produced in 1977, &quot;Bridge: A Cross Culture Reading Program&quot; could have transformed what we presently know as urban education. However, &quot;Bridge&quot; met with the disapproval of parents, communities, and school districts. The execution of a truly transformative curriculum died as an experimental project implemented in urban school districts. This article documents the transformative nature of &quot;Bridge&quot; as an educational technology that could have better educated African American youth. &quot;Bridge&quot; was designed as an intervention reading program that sought to improve the reading levels of black junior and senior high school students in America's public schools. The program was normed for &quot;inner city&quot; black students in grades 7-12 who were reading between 2nd and 4th grade levels. A text and context analysis and interviews with the designers are offered to provide details surrounding the construction of &quot;Bridge: A Cross Culture Reading Program.&quot; This is the story of its design, designers, and dormancy.
Investigation of Primary Teachers&apos; Curriculum Fidelity
Author: Süer, Sedef
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Curriculum Implementation,Fidelity,Foreign Countries,Individual Differences

Curriculum fidelity refers to the closeness between the formal and implemented program and is the determination of how well a curriculum is implemented in line with its original design. The teacher is emphasized as an important variable for curriculum fidelity, and his/her attitudes and behaviors during the implementation of designed curriculum are important for the innovation and development studies in curriculum and instruction field. In this context, the aim of this study is to reveal the curriculum fidelity behaviors of primary teachers who are to use curriculum of different disciplines. This study was based on a survey design in which quantitative data were used. In this context, the Curriculum Fidelity Scale and an open-ended questionnaire form were applied to a total of 516 primary teachers who voluntarily participated in the study. The data obtained were analyzed with descriptive statistics, t-test, one-way ANOVA tests. The findings showed that primary teachers have a high curriculum fidelity highlighting the programs' functions of directing the learning activities and informing about the targets of the school subjects. In addition, it was concluded that while the primary teachers felt the need to apply to curriculum of the core subjects, they mostly benefited from the curriculum components which are learning and teaching activities. [This article includes an extended summary in Turkish.]
Automated and Amplified: Active Learning with Computers and Radio (1965-1979)
Author: Trumbore, Anne
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Instruction,Elementary School Students,Educational Radio,Technology Uses in Education,Mathematics Education,Educational History,Active Learning

Two combined design cases examine historically significant projects in technology-assisted instruction developed at Stanford in the 1960's and 1970's: Computer Assisted Instruction (CAI) for elementary school students, and the Nicaraguan Radio Mathematics Project (NRMP). The combination of the cases allows for the exploration of the commonalities in instructional design, use of technology, and methodology of each project, and reveals the practical and theoretical forces which positioned the highly experimental CAI as the genesis of NRMP, which became the model for Interactive Radio Instruction (IRI) which itself fulfilled the initial projects' vision of active learning at scale. Today, as we pursue these same goals of student engagement and global access, these two integrated cases offer the successes and failures of the early experiments as considerations for our present designs while establishing a clearer intellectual heritage of technology-enhanced instruction.
Opinions of Classroom Teachers Working in Public Education Centers on Adult Education
Author: Baskan, Yusuf
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Adult Education,Adult Educators,Public Education,Audio Equipment,Working Hours,Lesson Plans,Attendance,Certification,Educational Attainment,Barriers,Educational Quality,Teacher Characteristics,Age Differences,Gender Differences,Teaching Experience,Foreign Countries

This research aims to examine the opinions of classroom teachers working in public education centers on adult education. One of the qualitative research designs, a basic qualitative research design, was used. The research group of the research was determined through criterion sampling, and criteria such as a permanent or contracted classroom teacher linked with the Ministry of National Education and having worked or working in public education facilities were sought from the participants. The research group of the research consisted of 20 participants. A semi-structured interview form was used as a data collection tool in the research, and the data were collected as audio recordings. The results of the interviews with the teachers who could not get permission for the voice recorder were obtained by transcribing the words of the teachers. The content analysis method was used in the analysis of the data. Themes and sub-themes were formed from the answers given by the participants. Adult education is vital for individuals and society, and results showed that adults' responsible manners influenced adult education. Furthermore, adult education teachers saw that adult education has a wide range of working hours and that block lessons can be held as an advantage. It has been concluded that they see trainee absences and adults' focus on obtaining certificates rather than the educational process as a problem. [This article includes an extended summary in Turkish.]
Perceptions of Early Childhood Preservice Teachers on Early Childhood Education Undergraduate Program Courses
Author: Yilmaz, Arif
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Early Childhood Education,Course Content,Pedagogical Content Knowledge,Skill Development,Faculty Development,Student Attitudes,Foreign Countries,Gender Differences,Academic Achievement,College Seniors,Vocational High Schools,High Schools

The purpose of the study was to find out the contribution of general culture (GC), pedagogical knowledge (PK), and content knowledge (CK) courses to the professional development of preservice teachers in early childhood education programs. As a part of a mix-method research study, this survey uses a rank-order judgment methodology. Using a two-stage-cluster and random sampling - 432 students from 35 universities participated in the study during the 2018-2019 academic year. Data were gathered using an &quot;Early Childhood Education Undergraduate Program Course Evaluation Form&quot; and analyzed using pairwise comparison. With reference to the results, &quot;Effective Communication&quot; was chosen as the most beneficial one among the GC courses, and &quot;Statistics&quot; was selected as the least beneficial course. In addition, among the PK courses, &quot;Teaching Practice I&quot; was the most beneficial one, and &quot;Assessment and Evaluation&quot; was the least helpful course related to student perceptions. While the &quot;Introduction to Early Childhood Education&quot; course was the most beneficial course among the CK, &quot;Research Project II&quot; was listed as the least beneficial course. It was found that students' opinions about courses did not change concerning their gender, academic achievement, and the type of high school they had attended. [This article includes an extended summary in Turkish.]
Primary School Teachers&apos; and Students&apos; Views about Robotic Coding Course
Author: Arslan, Seda
Date: 2022-06-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Teachers,Teacher Attitudes,Student Attitudes,Coding,21st Century Skills,Computer Science Education,Phenomenology,Content Analysis,Cognitive Development,Metacognition,Problem Solving,Robotics,Lesson Plans,Teaching Methods

Coding, which is among the 21st century skills, has been included in the curriculum of many countries in recent years from preschool to high school. Primary school teachers are very important in the teaching of coding. In this context, this study aims to reveal the coding education that primary school students receive and the contribution of this course to them from the perspective of classroom teachers and primary school students. In this study, the qualitative method and phenomenological design were used in the study. The study group consists of 8 classroom teachers and 16 primary school students in the city center of Amasya. Easily accessible sampling was used to constitute the study group. In order to obtain the data, a quasistructured interview form consisting of six questions for teachers and one question for students was prepared. Nvivo 9 program was used to analyze the data. Content analysis has been done as previously created code and themes are used. According to the results of the research, Robotics and Coding course contributes to children's mental development and metacognitive skills such as creative and reflective thinking and improves their problem-solving skills. In addition, it was concluded that Robotics and Coding course should be given to students at an early age, so it should be included in primary school programs.
Active Learning, Students Who Are Academically At-Risk, and Institutional Classification
Author: Higgs, M. A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,At Risk Students,College Freshmen,Learner Engagement,National Surveys,Student Surveys,College Readiness,Conventional Instruction,Institutional Characteristics

In this study, self-reported survey results from the National Survey of Student Engagement (NSSE) 2017 and 2018 are examined to understand the extent to which students who were academically at-risk and academically prepared engaged in active learning versus traditional learning methods across bachelor's, master's, and doctoral degree-granting institutions. The NSSE Report Builder Public (2018) was utilized to create a data set from first year student responses selecting for teaching methodologies, Carnegie Institutional Categories, and student academic level as determined by course grades. Researchers used chi-square analyses to establish associations between the variables; all chi-square results were statistically significant except for one; there was no association found between students who were academically at-risk and coursework that emphasized evaluative learning activities. Next, researchers analyzed the frequencies of types of learning activities reported by students. Students who were were academically at-risk reported lower frequencies of using active learning techniques and tended to engage in study for fewer hours across all institution types. From this analysis, suggestions for improving the instruction for students who are academically at-risk include increased use of active learning teaching strategies for the various types of degree-granting institutions.
Relationship between Intrinsic Teacher Motivation and Teacher Amotivation and Student Academic Performance in Public Secondary Schools in Gem Sub-County, Kenya
Author: Oluoch, Dickens Odoyo
Date: 2022-05-00
Type: Journal Articles
Subjects: Teacher Motivation,Principals,Administrator Attitudes,Secondary School Teachers,Public Schools,Teacher Attitudes,Self Determination,Correlation,Low Achievement,Teacher Student Relationship,Academic Achievement,Secondary School Students,Work Attitudes,Measures (Individuals),Reliability,Counties,Foreign Countries,Teacher Attendance,Teacher Collaboration

Studies on teacher motivation indicate low teacher motivation results in low student academic performance. The purpose of this study was to determine the relationship between teacher motivation and student academic performance in public secondary schools in Gem Sub-county, Kenya. The objective of the study was to establish the relationship between intrinsic teacher motivation and teacher amotivation on student academic performance. The study was guided by the Conceptual Framework based on Self-Determination Theory and adopted correlation and descriptive research designs. The study population was 41 principals and 180 teachers from 41 public secondary schools. A sample of 36 principals from 36 schools was picked through a saturated sampling technique given that 5 schools were used for the pilot study. The purposive sampling technique was used to select 110 teachers who had taught the same class from form three to form four between 2013-2014. Work Self-Determination Index was used to measure teacher motivation. The reliability of the instruments was established by the test-retest method and a coefficient index of 0.791 was accepted. The study showed that intrinsic teacher motivation had a weak, positive and significant relationship with student academic performance (r =0.327; N=110; p &lt;0.05) and accounted for a 9.9% variation in student academic performance. Teacher amotivation had a weak, positive and significant relationship with student academic performance (r =0.218; N=110; p&lt;0.05) and accounted for a 3.9% variation in student academic performance. The study noted that increased teacher motivation enhances student academic performance. The findings of this study would inform the stakeholders in education in coming up with strategies to enhance teacher motivation to improve student academic performance.
Dual Credit and Advanced Placement Students in Developmental Education: What Happened?
Author: Coleman, Sandra Lee
Date: 2021-00-00
Type: Journal Articles
Subjects: College Preparation,Advanced Placement,Dual Enrollment,Phenomenology,Student Attitudes,Student Placement,Undergraduate Students,Educational Experience,Study Habits,Skill Development,College Environment,Metacognition,Barriers,Emotional Response,Academic Achievement,Course Selection (Students),Outcomes of Education

Despite their better-than-average preparation, former dual credit and advanced placement students have placed into developmental education upon entering higher education. In this phenomenological study, six students were randomly selected to be interviewed from a group of 562 who placed into developmental education at one Texas university during a 6-year time frame, Fall 2009 through Summer 2015. Six themes, Utility of Developmental Class, Test Taking, Self-Awareness, Obstacles, Emotions, and Academics, and 20 sub-themes emerged from the interview data. The thoughts expressed by the students in this study suggest that developmental placement was a disorienting experience for many of them. Perhaps this was due to their newly acknowledged underpreparedness that necessitated they develop habits and skills more conducive to the college environment. Regardless of the source, in the end the students acknowledged various forms of personal growth as a result of the developmental course experience.
An Artistic Approach to Secondary School Students&apos; Process of Discovering Scientists: Theater and Science
Author: Öcal, Erdinç
Date: 2022-06-00
Type: Journal Articles
Subjects: Grade 7,Secondary School Students,Theater Arts,Science Education,Scientists,Student Attitudes,Drama,Program Effectiveness,Attitude Change,Foreign Countries

The aim of this study was to examine the effects of science theater plays on secondary school students' attitudes towards the subject of science and their views on scientists. The study was conducted with 38 seventh-grade secondary school students over a six-month period. The &quot;Scale of Attitudes Towards the Subject of Science&quot; and the &quot;Opinion Survey About Scientists&quot; were used to collect the quantitative data, and the Wilcoxon signed-rank test was used for the analysis of the obtained data. For the collection of the qualitative data, the compositions written by the students and the researcher's observation notes were used, and the obtained data were subjected to inductive content analysis. In the study, it was concluded that the science theater plays were highly effective in changing secondary school students' attitudes towards the subject of science. On the other hand, it was determined that the activities had no effect on the students' views of scientists. The results obtained from the qualitative data reveal the advantages of science theater plays for students, as well as their contribution to students' personal development. The findings were discussed in the light of the literature and recommendations were made for further research in line with the results. [This study was presented as an oral presentation at the 8th International Eurasian Educational Research Congress (EJER Congress) held between 7-10 July 2021.]
A Structural Equation Modelling of Factors Affecting the Prospective Teachers&apos; Innovativeness Level
Author: Açikgül Firat, Esra
Date: 2022-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Innovation,Teaching Styles,Gender Differences,Instructional Program Divisions,Risk,Predictor Variables,Foreign Countries

This study aims at investigating the factors affecting the prospective teachers 'innovativeness level by structural equation modeling. For this purpose, the predictive relationships between gender, grade level, department, and risk-taking behaviors, and pre-service teachers' innovativeness levels were analyzed by path analysis. The correlational predictive design was used to investigate the relationship between variables in the study. The participants of the study consisted of 293 science, social studies, and prospective elementary teachers. The Innovativeness Scale and the Academic Risk Taking Scale (ART) were used to collect the data. The results of the study suggest that grade level is not a statistical predictor of both risk taking and innovativeness. However, gender has a significantly small effect on Academic Risk Taking. Furthermore, it was concluded that risk-taking behavior is an important predictor of the pre-service teachers' level of innovativeness. So it can be suggested that prospective teachers should be planned to increase their risk-taking behaviors during the teaching process. [This study was presented as an oral presentation at the &quot;International Congress of Research and Practice in Education (INCES 2020)&quot;.]
Barriers and Facilitators of Educational Sustainability: Metaphorical Perceptions and Views of Teachers
Author: Sezen-Gultekin, Gozde
Date: 2022-06-00
Type: Journal Articles
Subjects: Barriers,Affordances,Teacher Attitudes,Sustainability,Foreign Countries,Elementary School Teachers,Secondary School Teachers

According to UNESCO, educational sustainability is an integral part of education. It requires participatory teaching and learning methods that motivate and empower learners to change their behaviours and act for sustainable development for lifelong learning to provide a quality system. This study aimed to reveal metaphors, barriers, and facilitators on educational sustainability based on the teachers' views. To this end, the study adopted a phenomenological research design. The participants, selected through purposeful criterion sampling, were teachers and data came from semi-structured interviews. Findings showed that (a) educational sustainability was perceived metaphorically as continuity, order, executive action, resilience, and goal orientation; (b) the education policies, stakeholders, management style, environment, and change were barriers to educational sustainability; (c) education system, improvement of administrative processes, building a future-oriented structure, increasing quality, breaking the influence of politics in education, following the developments and considering common values should be carried out to eliminate these barriers; and (d) educational policies, creating opportunities, and administrative actions were both facilitators and practices to increase these facilitators for educational sustainability. [This study was presented as an oral presentation in 4th International Conference on Lifelong Education and Leadership for All in Wroclaw, Poland.]
Polemic and Cynicism: A Study in Educational Organizations
Author: Keser, Sitar
Date: 2022-06-00
Type: Journal Articles
Subjects: Negative Attitudes,Teacher Attitudes,Public Schools,Administration,Organizational Climate,Conflict,Teacher Administrator Relationship,Foreign Countries,Ideology,Power Structure

In this research, the case study method was used to uncover the relationships and commonalities between polemics and cynicism in the context of educational organizations. The research study group consists of five teachers who were selected through criterion sampling. These teachers worked for public schools and they were experienced in various case studies. The data was obtained through semi-structured interview questions, subjected to descriptive analysis, coded, and brought together under various categories and themes. The results obtained show that polemicist attitudes that come to life in the leader or administrator in educational organizations cause the development of cynical tendencies in the eyes of teachers and other personnel. Considering the findings obtained in line with the opinions of the teachers who are the subject of the cases, the polemicist attitude was determined to consist of conservative, otherizing, subject, and toxic sub-themes and the cynical attitude to consist of passive, being seen as the other and criticizing sub-themes. At the same time, observations revealed that polemicist and cynical tendencies are common in the codes of seeing oneself/the other one as capable, mutual distrust, and resistant.