ethanporcaro/eric-fulltext-meta huggingface dataset:
Analyzing the Mediating Effect of Psychological Resilience on the Relationship between COVID-19 Fear and Happiness
Author: Yirci, Ramazan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Fear,Resilience (Psychology),Psychological Patterns,Teachers,Social Cognition

Background/purpose: Psychological resilience is considered a factor that can support teachers' adaptation to rapidly changing situations such as COVID-19, and in turn help to reduce the fear they may experience. The current study aims to examine the effect of COVID-19 fear on happiness through the mediating effect of psychological resilience based on teachers' perceptions. Materials/methods: The study was designed according to the relational survey model, and was conducted with the participation of 346 teachers. Research data were collected through online surveys. The study used the Sobel, Aroian, and Goodman tests to test the significance of the effect of the mediator variables between the dependent and independent variables Results: The results of the study showed that teachers' fear of COVID-19 significantly affected their happiness level. However, it was found that fear related to COVID-19 significantly predicted resilience and teachers' resilience level had a significant effect on their happiness. Conclusion: Fear and resilience associated with COVID-19 have a significant impact on happiness. In addition, psychological resilience was found to have a mediating effect on the relationship between fear and happiness associated with COVID-19. The findings of this study will lead the other researchers to expand their studies to assess other behavioral variables, such as apathy and depression that might influence the relationship between fear of COVID, resilience and happiness.
Systemic Approaches for Professional Development on Diverse Learners in Rural Communities
Author: Thorne Wallington, Elizabeth
Date: 2022-07-00
Type: Journal Articles
Subjects: Faculty Development,Student Diversity,Rural Areas,Teacher Attitudes,Disadvantaged,Student Needs,Cultural Differences,Educational Policy,Self Efficacy,English Language Learners,Teacher Certification,Knowledge Base for Teaching,Pedagogical Content Knowledge,National Competency Tests,Geographic Information Systems,Academic Achievement,Grade 4,Grade 8,Elementary Secondary Education,State Policy,School Districts,Limited English Speaking,Language Arts,English,Mathematics Achievement

While rural communities are not monolithic, many have seen recent shifts in demographics from historically homogenous populations to more racially, culturally, and linguistically diverse residents (e.g., Sharp &amp; Lee, 2017; Brenner, 2016). Such shifts can occur very rapidly as new regional economic, social, or political forces emerge and are particularly impactful on educational communities which may have little time to adjust to the distinct needs of culturally and linguistically diverse students (Hansen-Thomas et al., 2016). Without clear systems for addressing such changes, reactionary policies to address the accompanying conflict can establish marginalized communities, deficit-based perspectives, and structural inequities (Lee &amp; Sharp, 2017). As an alternative approach, this paper outlines promising practices for systemic approaches to addressing the ongoing professional development needs for teachers in rural communities who are supporting students from increasingly diverse backgrounds. These practices provide the support and professional development that is needed to meet emerging student needs and strengthen educators' self-efficacy (Flores et al., 2008) in relation to working with diverse populations. Research addressing the specific needs of a growing number of rural districts with low-incidence populations of students who are learning English as an additional language, known as &quot;English learners&quot; or &quot;ELs,&quot; is limited. This paper, then, focuses on state-level teacher certification policies and accompanying postsecondary teacher training programs that are designed to ensure that teachers are prepared to meet the needs of students who are learning English as an additional language.
Exploring College Choice Experiences of Rural Students through Creative Nonfiction
Author: Gannon, Jenna L.
Date: 2022-07-00
Type: Journal Articles
Subjects: Student Experience,College Choice,Rural Areas,Creativity,Nonfiction,College Bound Students,Student Attitudes

Rural students pursue post-secondary education at a lower rate than their urban and suburban counterparts. While the college choice process is complex for all students, it is important to further examine this process for rural students because they are an underserved population. This study utilized Perna's (2006) college choice model to examine the unique experiences of rural students in Kansas through narrative inquiry. This research sought to answer how rural students described their college choice process as well as the lived experiences that they believed affected their choice in college majors. This research found that the college choice process for rural students is incredibly complex and interrelated. This report utilizes creative nonfiction to showcase that while there are many important factors in the rural student college choice process, previous experiences as well as high school supports/people were two of the most influential factors for the participants.
Integrating the Contents of Financial Literacy in the Teaching Process: Teachers&apos; Perspectives
Author: Lovšin Kozina, Francka
Date: 2022-00-00
Type: Journal Articles
Subjects: Money Management,Teacher Attitudes,Teaching Methods,Group Activities,Critical Thinking,Consumer Education,Elementary Secondary Education,Curriculum Design,Foreign Countries

The article deals with financial education. The data were collected as part of the Slovenian project &quot;NA-MA POTI&quot; (NAroslovje, MAtematika, Pismenost, Opolnomocenje, Tehnologija, Interaktivnost- Science, Mathematics, Literacy, Empowerment, Technology, Interactivity), which aims, among other things, to promote financial literacy at the national level. The aim of the survey presented here is to determine teachers' attitudes towards financial literacy and their teaching strategies in teaching topics related to financial literacy. A total of 158 teachers participated in the survey. The results show that most teachers agree that financial literacy is important. Those teachers who agreed that financial literacy is important were also statistically significantly more likely to use group work, approaches and work methods that require the development of critical thinking and authentic tasks, which provides a good foundation for knowledge transfer in everyday life.
The Impact of the Pandemic on Teachers&apos; Attitudes toward Online Teaching
Author: Rotnitsky, Irina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teachers,Elementary Secondary Education,Teacher Attitudes,Electronic Learning,Distance Education,Pandemics,COVID-19,Teacher Behavior,Age Differences,Evaluation

The pandemic affected the most on the student population in the shortest time. The number of students whose studies were discontinued in March 2020 was about 300 million. The number reached to 1.6 billion on April 2020. To provide basic education for the students during the pandemic, many countries transferred to a mandate of distance learning for the education system. Use of different platforms for distance learning has helped reduce learning gaps. The Corona virus has forced educational systems to enter in a mode of digital transformation and to leave physical classrooms. The impact of this situation was felt at every level of the education system, from kindergartens to universities. This situation creates not only challenges, but many opportunities. Learning in the global open space creates new learning environments and the use of new learning materials. A case study was conducted in Israel. Self-prepared questionnaires were given to 123 educators who teach in elementary schools, middle schools and high schools Teachers who participated in case study teach exact sciences (mathematics, physics, science, and technology), multi-text subjects (language, literature and history) and foreign languages (Arabic and English). The purpose of the case study is to examine the habits of using tools for distance learning, to examine whether there is a difference in the habits of using technological tools between teachers at different age groups, to examine teachers' attitudes to distance learning assessment tools and to examine teachers' recommendations for different subjects and different age groups. The findings indicate that middle school and high school teachers prefer close help and support during online learning. High school and middle school teachers would prefer to continue distance learning even when face-to-face teaching is possible, unlike teachers who teach in elementary schools who prefer face-to-face teaching. The recommendations of high school teachers also indicated that it is necessary to increase the support system during online learning. When we examined the differences between the different subjects, we saw that teachers of science and mathematics subjects feel that most students do not take an active part during the lesson. Despite this, teachers that teach humanities subjects report that they feel that students are actively participating in online learning processes. Teachers report that changes must be done in assessment's methods. Teachers also report that during distance learning it is more difficult to follow students' progress.
Longitudinal Data of High-School Students&apos; Grades during the COVID-19 Pandemic in Relation to Their Skills
Author: Hacatrjana, Liena
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,COVID-19,Pandemics,Distance Education,Grade 11,Scores,Problem Solving,Self Management,Cognitive Ability,Academic Achievement,Foreign Countries,Nonverbal Ability,Verbal Ability,Grades (Scholastic)

The longitudinal changes of the average grades in four study semesters before and during the COVID-19 pandemic and distance learning are presented in the current study. 11th grade students' (n=586; age M=17.38, SD=0.53) average grades were assessed, as well as their verbal and non-verbal reasoning abilities, and self-evaluations of problem-solving and self-management skills. The main findings of the study are: (1) There is a general pattern for the grades to increase during the four semesters from the autumn 2019 to the spring 2021; (2) The general tendency of changes in the grades is similar to various students' groups based on their level of skills; (3) Higher level of students' skills and cognitive abilities determined that students' grades were higher and were more likely to increase during the &quot;second wave of the pandemic&quot;, compared to the middle and low-level skill groups. Results of the current study show a tendency for the average grades to increase during the pandemic and distance learning, however, there are group differences in the findings, relating the grade level to the individual level of students' skills and abilities.
Environmental Literacy and Teaching Activities of Preschool Teachers in Vietnam
Author: Tran, Ho Uyen
Date: 2022-00-00
Type: Journal Articles
Subjects: Environmental Education,Foreign Countries,Preschool Teachers,Inservice Education,Conservation (Environment),Learning Activities,Teacher Attitudes,Preschool Curriculum,Teacher Influence

In this study we modeled the environmental literacy of Vietnamese preschool teachers. 324 in-service preschool teachers from Ha Noi, Da Nang, and Ho Chi Minh, Vietnam contributed to the study via an online survey. Structural Equation Modeling (SEM) was used to test the hypotheses of the relationships between environmental knowledge (KN), environmental awareness (AS), decision attitude (DA), personal behavior (PB) and environmental teaching activities (ACT) of these teachers. The results showed that the level of environmental literacy of preschool teachers in Vietnam was moderate with mean score for AS, DA, PB, and ACT ranged from 3.18 to 4.32 on a 5-point Likert-type scale. The results also indicate that the preschool teacher's KN had a positive impact on AS and DA; PB was influenced by AS, but not by KN or DA. In addition, a correlation analysis showed AS and PB had a positive impact on ACT, while DA had a negative influence on ACT. These findings imply that preschool teachers with certain desirable environmental literacy had more tendencies to implement ACT. Based on the findings, recommendations and implications are provided for policy makers, preschool teachers, and researchers in Vietnam and other countries.
The Relationship between Pre-Service Primary School Teachers&apos; Perception of 21st-Century Skills, Mathematical Literacy Self-Efficiency, and Financial Literacy Attitudes and Behaviors
Author: Akcay, Ahmet Oguz
Date: 2022-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Student Attitudes,21st Century Skills,Numeracy,Self Efficacy,Money Management,Gender Differences

Primary school teachers are one of the main actors in basic education. In this context, their 21st-century skills, math literacy, and financial literacy affect the quality of their teaching. This study aims at examining the relationship between pre-service primary school teachers' mathematical literacy, 21st-century skills, and financial literacy levels. This study used a relational survey model, and the study group involved a total of 276 pre-service primary school teachers. &quot;Mathematical Literacy Self-Efficacy Scale,&quot; &quot;21st-Century Skills Efficacy Perceptions Scale,&quot; and &quot;Financial Literacy Attitude and Behavior Scale&quot; were used in the study. The results showed that pre-service primary school teachers' perceptions of 21st-century skills efficiency were high, the mathematical literacy self-efficacy of the pre-service primary school teachers was above the average, and the pre-service primary school teachers' financial literacy attitude and behavior levels were low. Also, a positive and significant relationship was found between the mathematical literacy self-efficacy of pre-service primary school teachers and their perceptions of 21st-century skills efficiency. In addition, a negative and significant correlation was found between the mathematical literacy self-efficacy of the pre-service primary school teachers and their financial literacy attitudes and behaviors.
The Impact of Allosteric Learning on Students&apos; Academic Achievement and Research Skills in the 5th Grade Social Studies Course
Author: Bayram, Huseyin
Date: 2022-04-00
Type: Journal Articles
Subjects: Teaching Methods,Academic Achievement,Research Skills,Grade 5,Elementary School Students,Social Studies,Foreign Countries,Instructional Effectiveness

Allosteric learning approach advocates the acquisition of knowledge through experiences, and this could be appropriate for social studies course since its content is based on daily life. This study was conducted in a middle-school located in a province of Turkey during the fall-semester of the 2021-2022 academic year. The study investigated the impact of allosteric learning on 5th grade learners' academic achievement and research skills in social studies course. Moreover, the participating learners' views on the impact of allosteric learning on their academic achievement and research skills were also explored. The mixed embedded design was employed in the study. The participants consisted of 48 students, 23 in the experimental and 25 in the control group. To collect data, Science, Technology and Society Achievement Test, Research Skills Test, and interview form were employed. For analysis, t-test for independent samples, covariance analysis, and content analysis were used. It was found that the social studies course carried out within the scope of the allosteric learning approach increased students' academic achievement and improved their research skills. In addition, students believed that allosteric learning increased their academic achievement and equipped them with research skills.
Teaching Literacy in First-Grade of Primary School during COVID-19 Pandemic
Author: Bozan, Mehmet
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 1,Elementary Education,Literacy Education,COVID-19,Pandemics,Elementary School Teachers,Parents,Distance Education,Electronic Learning,Teaching Experience,Teacher Attitudes,Emergency Programs,Adjustment (to Environment),Outcomes of Education

Along with the COVID-19 pandemic, a new era had to be passed in education. The education process in Turkey has been maintained entirely or partially in the form of remote or distance education, or partly face-to-face since the outbreak in the process of being face-to-face education opportunities. This research seeks to examine in-depth how literacy teaching in the first grade, one of the essential processes of primary school education, took place during the pandemic. The research applied a case study, one of the qualitative research methods. In addition, the participants in this research were determined based on criterion sampling. The data were collected using semi-structured interviews with teachers and parents of students and the observations made by one of the researchers in online lessons. The data obtained were analyzed through content analysis. The findings are presented under the themes of &quot;the teaching process, the stakeholders, and the factors that make the teaching process difficult&quot;. The conclusion reveals that the pandemic negatively affected the literacy teaching process, as well as every field. In other words, teachers could not get enough support from parents and MoNE so that teachers and parents were anxious.
Speaking Skills Attitude Scale for Primary School Students: Validity and Reliability Study
Author: Guvey Aktay, Emel
Date: 2022-04-00
Type: Journal Articles
Subjects: Speech Skills,Student Attitudes,Elementary School Students,Test Validity,Test Reliability,Attitude Measures,Foreign Countries,Grade 3,Grade 4

The current study was conducted to develop a scale to measure students' speaking skills attitudes. This study is a scale of development study. The current research study group comprises 225 third and fourth-grade students attending primary schools in Mugla in the 2019-2020 school year. After conducting a literature review and interviews with primary school students, an item pool consisting of 106 items was created. KMO value was found to be 0.759. The exploratory factor analysis was conducted on the 32-item scale, and a scale composed of 18 items gathered under three sub-dimensions was obtained. Cronbach Alpha test was found to be 0.78. Thus, it can be said that the scale developed to measure primary school students' attitudes towards speaking skills is a reliable and valid scale. In addition, it can be noted that this scale will provide convenience in measuring primary school students' attitudes towards speaking skills and in evaluating and interpreting students' attitudes.
Adapting the Education System to 21st Century Skills: The Case of Israel
Author: Sabag, Ziva
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Advancement,Generational Differences,21st Century Skills,Job Skills,Labor Needs,Technological Literacy,Employment Qualifications,Teacher Competencies,Administrator Qualifications,Labor Market,Thinking Skills,Citizenship,Ethics,Problem Solving,Decision Making,Environmental Influences,Social Influences,Emotional Response,Higher Education

This article addresses the impact of accelerated technological development on the world of work, the main characteristics of the new expected generation of workers (Generation Z), and the unique demands placed on educational systems. The educational systems must adapt to society's expectations in the 21st century to remain relevant in a world with uncertainty regarding the labor market. Throughout the article, we present findings from the research literature on the new requirements of learners in the 21st century, highlight the main characteristics of the new generation of workers (Generation Z), and outline the importance of the education system in training and acquiring necessary skills. These requirements include skills for integrating learners into society and employment due to the new demands of the labor market.
An Inventory of Acquired Attributes of Graduates in a Higher Education Institution versus Industry Required Attributes
Author: Malinao, Client William M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Technology,Undergraduate Study,College Graduates,Industry,Education Work Relationship,Job Skills,Foreign Countries,Career Readiness,Employers,Attitudes

COVID-19 has substantially affected the majority of work capabilities. Higher education is responsible for preparing graduates for employment and well-rounded individuals with varied talents. This study determined the acquired attributes of Bachelor of Science in Information Technology (BSIT) graduates and whether it is anchored to the required attributes by the industry. Descriptive and comparative research designs of the quantitative research method were used in this study. This study had two sets of participants. Data on acquired attributes were gathered from the BSIT graduates from 2017-2020 of the Private Higher Education Institution (HEI) in Santiago City, Philippines, who are presently employed. At the same time, required graduate attributes were provided by the representatives from the industry partners of the Private HEI. A total of 45 BSIT graduates and 26 companies participated in the study. Data were collected using a modified questionnaire through online surveys and drop and collect method. Through confirmatory factor analysis, mean scores, t-tests, and ANOVA, rankings, findings revealed the six-factor result, which tallies the latent variables used for this study. BSIT graduates confirmed that they acquired the necessary attributes to be competitive in the IT industry according to the prescribed attributes for BSIT graduates. The Graduates and the Industry agreed that Modern tool usage and resiliency are essential in these challenging times in the workplace. According to the findings, graduates' university-acquired skills and competencies considerably increased their opportunities in national and global markets and sectors, making them timely and relevant during COVID-19 and beyond.