ethanporcaro/eric-fulltext-meta huggingface dataset:
A Hypothetical Model for the Relationship between Teachers&apos; Job Satisfaction, Burnout and Perceptions of Individual Performance
Author: Zincirli, Muhammed
Date: 2021-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Teacher Burnout,Teacher Attitudes,Correlation,Structural Equation Models,Teacher Effectiveness,Measures (Individuals),Foreign Countries,Factor Analysis,Elementary Secondary Education

This study aims at determining the relationships between teachers' job satisfaction, burnout and individual performance perceptions. The study was designed in relational screening model. The participants of the study comprised 359 volunteer teachers who were selected using appropriate sampling method in state schools in Elazig province of Turkey. The data were collected via the Job Satisfaction Scale, the Burnout Scale, and the Individual Performance Scale in 2019-2020 academic year. In the data analysis process, descriptive statistics and Pearson moment product correlation coefficient were used to reveal the relationships between the variables. In addition, Structural Equation Model was used to determine the direct predictors of teachers' perception of job satisfaction and burnout on individual performance perception. The bootstrapping through the structural equation model was used in order to determine the indirect predictive power of teachers' perception of job satisfaction on their perception of individual performance through their perception of burnout. The results showed that there were negative and positive significant relationships between teachers' job satisfaction, burnout and individual performance perceptions. It was found that teachers' job satisfaction perception significantly predicted burnout perception negatively ([beta] = -0.40; p &lt;0.01) whereas it positively and significantly predicted individual performance perception ([beta] = 0.37; p &lt;0.01). In addition, Teachers' burnout perception predicted their individual performance perceptions negatively and significantly (= -0.28; p &lt;0.01). Furthermore, it was revealed that teachers' job satisfaction perceptions had an indirect predictive (mediating) effect on individual performance perception through burnout perception. As a result, it was determined that the theoretical model and hypotheses as to the relationship between teachers' job satisfaction, burnout and individual performance perceptions were statistically verified.
Does the Digital Generation Comprehend Better from the Screen or from the Paper?: A Meta-Analysis
Author: Öztop, Feyyaz
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reader Text Relationship,Paper (Material),Printed Materials,Visual Aids,Computer Interfaces,Handheld Devices,Elementary Education,Children,Effect Size,Educational Research,Foreign Countries

This research was carried out to determine whether the comprehension level differs according to the reading environment by examining the studies comparing the comprehension level according to reading from the screen and from the paper by using meta-analysis method. Meta-analysis method was used in this research. The data of the study were obtained from 12 studies (29 comparisons). All of these studies are studies in which Turkish texts are used in reading. The analysis of the obtained data was carried out using the Comprehensive MetaAnalysis software. In the interpretation of the studies, random effects model was taken as basis. As a result of the analyses performed, a significant and medium effect size (g=-0.423, p=0.003) was found in favor of reading from the paper. Therefore, this result shows that comprehension achievement is higher in reading from the paper than reading from the screen. In addition, it was determined that the effect sizes did not differ significantly according to the publication year, grade level, text type and digital tool. It is recommended to perform studies on improving the screen interface and screen reading skills.
An Examination of Adolescents&apos; Well-Being and Parents&apos; Psychological Control According to the Some Demographic Variables
Author: Aydin, Aysenur
Date: 2021-04-00
Type: Journal Articles
Subjects: Early Adolescents,Preadolescents,Adolescent Attitudes,Secondary School Students,Well Being,Parent Child Relationship,Parenting Styles,Psychological Patterns,Gender Differences,Age Differences,Positive Attitudes,Life Satisfaction,Family Relationship,Academic Achievement,Correlation,Foreign Countries

In this study, the relationship between the psychological control perceived by the adolescents from their parents and their subjective well-being was investigated. The study group consisted of 565 adolescents in the 10-14 age group attending secondary school. &quot;Adolescent Subjective Well-Being Scale&quot; and &quot;Psychological Control Scale&quot; were used for data collection. It was investigated the normality of data, and non-parametric tests were applied in data analysis. As a result of the study, it was determined that the adolescents' subjective well-being did not change by gender and that the boys' perceived psychological controls from their father were higher than girls. It was determined that adolescents 14 years older have lower positive feelings than have 10-11 years old and have a higher perception of parental psychological control from their mothers than have 11 years old. It has been remarked that adolescents with notable academic success have higher subjective well-being while adolescents with average academic performance have higher perceptions of parental psychological control. A meaningful negative relationship was detected between parental psychological control scores and adolescent well-being scores; meaning that higher parental psychological control causes lower adolescent subjective well-being.
An Investigation of Doctoral Dissertation Abstracts Written between 2010-2017 in Turkey
Author: Aksoy, Nuri Can
Date: 2021-04-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Case Studies,Foreign Countries,Web Sites,Documentation,Gender Differences,Data Collection,Research Methodology,Guides,Writing (Composition),Standards,Guidelines

This case study, based on qualitative research, aims to examine the doctoral dissertation abstracts written between 2010-2017. Therefore, in education, 3463 doctoral dissertations abstracts were accessed through Turkey's National Thesis Center website. The researchers developed an abstract review form. Each dissertation abstract was examined independently by two experts. Abstracts were examined by using the document analysis method. While almost all abstracts included aims and findings, most of them did not mention sample and data collection tools. However, a number of abstracts included data collection and sampling methods, and few abbreviations and references were used. The number of doctoral dissertations did not differ significantly regarding gender over the years. In conclusion, it is observed that there is insufficient information regarding dissertation abstracts, especially in method. The differences in dissertation abstracts, not only between university programs but also within universities, make it difficult to obtain an idea of the dissertations. In institutes' dissertation writing guides, the abstracts should be expressed in a new standard national template by considering the required qualifications.
Dos and Don&apos;ts of an Effective Telecollaboration Project
Author: Toscu, Saliha
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Cooperative Learning,Computer Mediated Communication,Intercultural Communication,Communicative Competence (Languages),Asynchronous Communication,Synchronous Communication,Skill Development,Second Language Instruction,Efficiency,College Students

This paper is based on the reflections from a telecollaboration project between English as a foreign language (EFL) learners in Turkey and native or non-native speakers of English in the USA. The main purpose of the project was to help the participants to develop their intercultural communicative competence (ICC) via online (a)synchronous communication tools. Therefore, the participants were engaged in tasks, by which they could share their thoughts about cultural issues and expand their (inter)cultural knowledge. The findings showed that telecollaboration projects are potentially key to developing language users' ICC, helping them acquire and improve essential skills and attitudes. However, the study also showed that all the positive effects of the telecollaboration projects cannot be given to the project itself. The efficiency of such projects relies on certain dos and don'ts with which whoever will perform such projects in the future requires to be careful. This paper intends to provide precise guidance about designing telecollaboration projects together with an understanding of its constraints.
The Emerging Critical Pedagogies of Dance Educators in an Urban STEAM After-School Program for Black Girls
Author: Allen-Handy, Ayana
Date: 2021-03-00
Type: Journal Articles
Subjects: Critical Theory,Race,Culturally Relevant Education,Social Justice,Dance Education,STEM Education,After School Programs,African Americans,Females,Preadolescents,Undergraduate Students,Mentors,Self Efficacy,Reflection,Urban Education

The preparation of urban educators has gained widespread attention across education policy, research, and practice. As US urban cities have become more diverse, the teacher workforce has not kept up, and the racial/ethnic demographics of students and teachers are disproportionately incongruent. In order to eradicate an education landscape that perpetuates white, middle-class ways of knowing and being, often at the expense of the cultural practices and cultural wealth of historically marginalized students of color, urban teacher education must be centered toward justice and rooted in critical pedagogies. The literature, albeit bleak, reveals that these perspectives must also be applied to urban dance education. Dance education programs have been significantly eliminated from urban schools over time, and although dance has historical roots in African and African diasporic cultures, dance education continues to be Eurocentric. This phenomenological case study examines the emerging critical pedagogies of undergraduate dance majors and minors who served as dance teachers in an urban Science, Technology, Engineering, Arts, and Mathematics (STEAM) after-school program for 7-12-year-old Black girls. Findings reveal that (a) navigating race, place, and space; (b) mentorship and practice; and (c) critical reflection and self-efficacy were critical components of the urban dance educators' emerging critical pedagogies. Implications for urban dance education and the broader field of urban education are provided.
Where Are They Now?: Career Paths and Perspectives of Urban Teacher Enhancement Program Graduates
Author: Voltz, Deborah L.
Date: 2021-03-00
Type: Journal Articles
Subjects: Urban Teaching,Urban Education,Preservice Teacher Education,Preservice Teachers,Urban Schools,Poverty,Outcomes of Education,College Graduates,Career Choice,Teacher Persistence,Longitudinal Studies,Role of Education

Available evidence suggests that inequities exist in the distribution of qualified teachers within high-poverty urban schools, and further, that such inequities adversely affect student achievement in these schools. This paper highlights the role of teacher education in addressing this challenge by describing the findings of a study of the graduates of University of Alabama at Birmingham's Urban Teacher Enhancement Program. The career paths of program graduates who began teaching in urban schools were examined at the first-, fifth-, and tenth-year mark to investigate their longevity in urban schools, their perceptions of their greatest rewards and challenges, their perspectives regarding their reasons for entering and/or staying in urban teaching, and their thoughts about the role their teacher education program played in their career trajectory. Findings indicate that retention rates of study participants compare favorably with national averages, and that program participants felt that their teacher education program had a positive influence on their longevity in urban teaching.
Using &quot;Photovoice&quot; as a Teaching Tool to Explore Pre-Service Teachers&apos; Perceptions of Students from Impoverished Backgrounds
Author: Bazemore-Bertrand, Shamaine
Date: 2021-03-00
Type: Journal Articles
Subjects: Photography,Teaching Methods,Student Projects,Preservice Teacher Education,Preservice Teachers,Elementary Education,Poverty,Socioeconomic Background,Disadvantaged Youth,Urban Schools,Reflection

Despite the diversity of the American student population, the current teacher force and cohorts of future teachers are overwhelmingly white women from middle class backgrounds. In addition to the work around race, gender, and disability status, there is a clear need for us to help future teachers reconsider how they think about children experiencing poverty in urban schools and communities. Based on its use in an elementary education foundations course, this article provides a first-person accounting of how the pedagogical tool photovoice helped future teachers critically reflect on their perceptions of students from these backgrounds and offered their professor entry points for knowledge and skill development related to teaching students living in impoverished backgrounds.
The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students
Author: Wu, Yong
Date: 2021-06-00
Type: Journal Articles
Subjects: Writing Improvement,Revision (Written Composition),Peer Evaluation,Feedback (Response),Learning,Performance Factors,Predictor Variables,High School Students,Adolescents,Advanced Placement Programs,Educational Legislation,Federal Legislation,Instructional Effectiveness,Skill Development

Research has shown that engaging students in peer feedback can help students revise documents and improve their writing skills. But the mechanistic pathways by which skills develop have remained untested: Does receiving and providing feedback lead to learning because it produces more extensive revision behavior or is such immediate implementation of feedback unnecessary? These pathways were tested through analyses of the relationships between feedback provided and received, feedback implemented and overall revisions, and improved writing quality in a new article. Overall, the number of revisions predicted growth in writing ability, and both amount of received and provided feedback were associated with being more likely to make revisions. However, providing feedback was also directly related to growth in writing ability.
Social Inclusion of German Students Who Complete an Academic Stay Abroad
Author: Resch, Katharina
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Integration,Study Abroad,Cultural Awareness,Student Placement,Peer Relationship,Teacher Student Relationship,Longitudinal Studies,Social Capital,Educational Experience,Cultural Capital,Educationally Disadvantaged,Family Characteristics,Students with Disabilities,Immigrants,Correlation,Intervention,Foreign Countries,Student Mobility,Social Differences,Undergraduate Students,Student Attitudes

More and more student trajectories involve an academic stay abroad. To achieve the intercultural, personal or linguistic objectives associated with such placements, social inclusion with peers and faculty in the place of study is needed. This paper applies Bourdieu's theory of capital as a conceptual framework to examine the experiences of students who have competed a placement abroad, in particular students from educationally disadvantaged families, students with disabilities, and migrant students. Longitudinal data were taken from the German National Education Panel Study (NEPS) with N=8.469 students. The findings show the interrelatedness of social inclusion and a placement abroad: students who experience high social inclusion with peers and faculty at the beginning of their studies are more likely to study abroad. Social capital with faculty increases after such a placement, in particular for at-risk student groups, while no difference in the increase in social inclusion is observed between student groups. The findings imply a need for early interventions as some of the effects already take place in the first semester.
Smart Automated Language Teaching through the Smart Sender Platform
Author: Lychuk, Mariia
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Software,Student Motivation,Attendance,Second Language Learning,Second Language Instruction,English (Second Language),Feedback (Response),Time Management,Learner Engagement,Linguistics,International Trade,Legal Education (Professions),Majors (Students),Dropouts,Integrated Learning Systems,Cognitive Ability,Intervention,Student Attitudes,Educational Quality,Outcomes of Education,Teaching Methods,Independent Study,Electronic Learning,Foreign Countries

The purpose of the research was to identify whether the English language e-classes that are automated and delivered through the Smart Sender platform influence the students' attendance and procrastination rates, their motivation, time management skills, cognitive processing speed, and satisfaction. The study used qualitative and quantitative methods to monitor students' attendance and procrastination rates, motivation and engagement, time management skills, thinking speed, and satisfaction. The questionnaire on learning motivation, engagement, and competence, the time management skills test, the mental speed test, and the course satisfaction questionnaire were used to collect data. The focus group discussion questionnaire was used to obtain verbal feedback for the participants. The Smart Sender platform proved effective as an instructional tool for teaching the English Language to students majoring in Philology, International Business, and Law. The automated delivery of the English language e-classes was effective in addressing the issues of dropouts and procrastination in distance learning through automation of the lesson delivery based on the 'push' factor. It increased students' motivation, improves time management skills, and satisfaction. The quantitative findings showed that the students experienced a positive change in attendance, motivation and learning engagement, time management skills, and thinking speed due to the intervention. The students perceived the automated delivery-based approach to language teaching positively. They reported that the delivery approach content met the participants' expectations and needs. Focus group discussion revealed that the intervention changed their learning behaviour and strategies which were considered the improvements of the quality learning outcomes.
An Investigation of Students&apos; Algebraic Proficiency from a Structure Sense Perspective
Author: Jupri, Al
Date: 2021-01-00
Type: Journal Articles
Subjects: Algebra,Mathematics Skills,Intuition,Symbols (Mathematics),Secondary School Students,Mastery Learning,Case Studies,Grade 11,Equations (Mathematics),Mathematics Tests,Problem Solving,Learning Strategies,Foreign Countries,Cognitive Processes,Mathematics Instruction

Structure sense can be interpreted as an intuitive ability towards symbolic expressions, including skills to perceive, to interpret, and to manipulate symbols in different roles. This ability shows student algebraic proficiency in dealing with various symbolic expressions and is considered important to be mastered by secondary school students for advanced study or professional work. This study, therefore, aims to investigate students' algebraic proficiency in terms of structure sense. To reach this aim, we set up a qualitative case study with the following three steps. First, after conducting a literature study, we designed structure sense tasks according to structure sense characteristics for the topic of equations. Second, we administered an individual written test involving 28 grade XI students (16-17 year-old). Third, we analyzed students' written work using a structure sense perspective. The results showed that about two-thirds of the participated students lack of structure sense in which they tend to use more procedural strategies than structure sense strategies in solving equations. We conclude that the perspective of structure sense provides a fruitful lens for assessing students' algebraic proficiency.
Turkish Adaptation of Preschool Children&apos;s Science Motivation Scale: A Validity and Reliability Study
Author: Yilmaz, Melek Merve
Date: 2021-00-00
Type: Journal Articles
Subjects: Turkish,Preschool Children,Learning Motivation,Science Education,Measures (Individuals),Reliability,Validity,Factor Structure,Self Esteem,Scientific Concepts,Goodness of Fit,Foreign Countries

The aim of the study is to adapt Preschool Children's Science Motivation Scale (PCSMS) developed by Oppermann et al. into Turkish and conduct the validity and reliability analyses. This scale is considered important in terms of evaluating the science motivation of preschool children through the science concepts they are familiar with, based on their daily life experiences. The research data were obtained from 303 children attending preschool education in central districts of Adana. The findings of exploratory factor analysis, a two-factor structure named self-confidence and enjoyment consist of 28 items was determined in accordance with the original structure of the scale. Confirmatory factor analysis showed that this two-factor structure showed good fit. Subsequently, the study proceeded to reliability analyses and Cronbach's a and Composite Reliability values were calculated. In consequence of the study, it was seen that the original form of the scale and the goodness of fit and internal consistency values obtained within the scope of the adaptation form coincided. The findings of the study indicate that the Turkish version of the PCSMS is valid and reliable for Turkish preschoolers. [This study was resented as an oral presentation at the 2nd International Elementary Education Congress held between October, 23-27 2019.]
Ethnomathematics: &quot;Pranatamangsa&quot; System and the Birth-Death Ceremonial in Yogyakarta
Author: Prahmana, Rully Charitas Indra
Date: 2021-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Learning Processes,Cultural Education,Birth,Death,Computation,Mathematical Models,Foreign Countries,Ethnography,Units of Study,Ceremonies

Mathematics exists as rooted in human ideas, ways, and techniques to respond to their environments. Along with its development, mathematics has been taught through formal education or schooling in the flat- not flexible ways and far from students' social and cultural lives. Indonesia is rich with culture, including the Special Region of Yogyakarta (DIY). It is called a city of culture. Educators are not yet aware of this richness in the learning process to integrate it as the starting point. It is hard to find in mathematics textbooks in Indonesia, which put cultural context as starting points. Therefore, this study aims to explore Yogyakarta's culture in terms of contexts used in mathematics learning. It is an ethnography study. Furthermore, the data was collected through literature artifacts, field observation, and interviews with resource persons who understand the seasons, system, and calculation of birth and death days. It is to clarify the researcher's understanding of the literature. This study showed that Yogyakarta's people use mathematical modeling to determine the seasons' system and funerary dates. These models have the potential to be used as a starting point in learning mathematics.