ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Basic Psychological Needs in Learning Science: The Role of Teacher Autonomy Support and Classmate Support
Author: Koçak, Gülsen
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Public Schools,Science Teachers,Psychological Needs,Social Cognition,Professional Autonomy,Science Instruction,Teacher Student Relationship,Peer Relationship,Student Attitudes,Student Needs

This study examined the predictive effect of students' perceptions of science teacher's autonomy support and classmates' support on their basic psychological needs (i.e., relatedness, autonomy, and competence) in science. 1,018 middle school students from 9 public schools in Turkey completed self-report surveys. Hierarchical multiple regression analyses showed that while controlling for students' gender and previous achievement, both teachers' autonomy support and classmates' support positively predicted students' basic psychological needs and teacher autonomy support emerged as a better predictor than classmates' support. The amount of explained variance was 0.41, 0.38, and 0.33 in the relatedness, autonomy, and competence aspects, respectively. It can be concluded that students tend to feel more autonomous, related, and competent in science classes where science teachers consider their ideas, encourages them ask questions, and give opportunity to make choices about the lesson and where classmates pay attention to them, treat them nicely, and spend time with them.
Class Dismissed: Quantifying Achievement and the Reinforcement of Inequality
Author: McCleish, Kevin
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Socioeconomic Status,Scores,Standardized Tests,Correlation,Racial Differences,Ethnicity,Equal Education,Social Bias,Racism,High School Students,Minority Group Students,College Entrance Examinations,Expenditure per Student

Academic achievement in American high schools is increasingly defined in terms of quantifiable values. Despite being designed to produce favorable data, explicit standardized-test preparation has an insignificant impact on scores and is counterproductive to the cultivation of attributes necessary for success in higher education and effective civic engagement. Reaffirming trends known since the 1970s, standardized test scores directly correlate to socioeconomic status (SES) across time and space, as this study of six Illinois high schools demonstrates. SES functions to engender test scores independent of curriculum decisions and to a higher degree than racial/ethnic demographics alone. Educational inequality cannot be addressed without broader systemic changes to the American political economy. To implement such changes, it is incumbent upon teachers to transcend class-specific curriculums, foster the imagining of different social realities, and develop students' propensity for collective action through critical pedagogy.
Critical Pedagogy and Socio-Political Issues in Language Teaching: Views from Turkey
Author: Ordem, Eser
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Theory,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Political Attitudes,Power Structure,Social Problems,Risk,Controversial Issues (Course Content),Language Teachers,Teacher Attitudes

Post-method era has been hailed in second language teaching, although a few practitioners have been able to use the tenets of critical pedagogy. Critical pedagogy aims to raise sociopolitical issues to emancipate both teachers and learners from power-centric ideas. The practical use of critical pedagogy has been the participatory approach that intends to discuss socio-political topics on the agenda. This study aimed to investigate the views of Second Language (ESL) instructors (N=20) teaching English in a preparatory school of foreign languages regarding the use of participatory approach. The study was qualitative and descriptive in nature. This study used two data collection tools composed of a list of topics and a semi-structured interview form. The results show that the participants hardly used the participatory approach and barely negotiated socio-political issues in classroom settings since they thought that these topics could be risky to discuss in the socio-political context of Turkey. However, almost all of them ideally believed that this approach should be applied in English language education.
Deconstructing Generous Reading: Revising a Writing Assessment
Author: Spence, Lucy K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Writing Tests,Alternative Assessment,African American Students,Writing Skills,Mathematics,Discourse Analysis,Culturally Relevant Education,Grade 5,Teacher Attitudes,Elementary School Teachers

This discourse analysis explored the affordances and constraints of Generous Reading (GR), an alternative writing assessment used in teacher professional development. First, GR is traced through its development in empirical studies. Next, a critical discourse analysis of a GR professional development conversation between three European-American educators is described. A teacher of math and science, a teacher of language arts and social studies and a university researcher discussed an African American girl's math writing. The conversation was excerpted from a larger study of GR. A discourse analysis of this conversation uncovered raciolinguistc ideologies that negatively positioned the student, even as the math teacher began to address new possibilities for instruction. The article concludes with a discussion of culturally sustaining pedagogy used to revise the GR form.
Comparative Analysis of Literacy Skills, Writing and Numeracy Attained by the Students of Formal and Non-Formal Schools at Primary Level in Islamabad Capital Territory
Author: Ajmal, Muhammad
Date: 2022-04-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Reading Skills,Writing Skills,Mathematics Skills,Numeracy,Institutional Characteristics,Teacher Competencies,Teacher Education,Foreign Countries,Nontraditional Education,Program Effectiveness

The aim of the study was to compare the quality of literacy skills of 4th grade students at Formal primary schools and non-formal basic schools in Islamabad. A comparative analysis was conducted to compare the writing and numeracy skills among the 4th grade students of Formal and Non-formal schools. The research was descriptive in nature. The population of the study consisted of 100 students (50 students from formal primary school and 50 students from non-formal basic school).All the students taken for study were girls. The researchers adopted purposive sampling technique and collected data through a self-developed achievement test. The study concluded that the non-formal basic school students were lower in writing skill as compared to Formal primary school students, but they were equal in numeracy level. The study recommended that students at non-formal schools should be treated equally with Formal schools and training of teachers should be made mandatory in field of literacy specially in writing and numeracy skills. Gamification, playful pedagogy, pencil grip exercises, and using latest apps for writing and numeracy skills were recommended for both formal and non-formal schools.
Exploring Problems, Faced by B.Ed (1.5 Year) Program Students&apos; during Their Stay at Institute of Education and Research, Lahore
Author: Ummaimah
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Barriers,Intellectual Disciplines,Student Responsibility,Time Management,Teacher Influence,Instructional Program Divisions

Universities years are a peak time when students learn to behave as responsible adults and preparing themselves as professionals and rarely have issues with their institutions. The purpose of the study was to explore the various problems and difficulties of B.Ed (1.5 years) program students of Institute of Education and Research, University of the Punjab, Lahore. The study was designed to identify the problems faced by B.Ed students during their 1.5 year degree. Other objectives of the study were to compare the difference of pioneers and junior students' problems and to determine the problems faced by the students on the basis of their graduation degree background (Art/Science) during 1.5 year stay at IER. The research was carried out in positivistic paradigm and descriptive in nature. By using the quantitative research design, survey was conducted. Every student of B.Ed 1.5 year degree program of IER, University of the Punjab, Lahore, were the population of the study. The study sample was comprised of 183 students which was chosen using a census sampling method. By using self-developed questionnaire, researcher found that the majority of B.Ed students' faced academic workload, time management and teachers' punctuality difficulties during their stay at IER. The results of analysis were overall mean, M of 183 B.Ed students' who faced problems during their stay at IER was 67.032 and the SD 10.719. Further it was also found that pioneers' students faced more problems (M = 70.186, SD = 11.16) as compared to junior students (M = 65.532, SD = 2.73). Results shown that Science students have faced almost equal problems (M = 67.159, SD = 9.53) as compared to Arts students (M = 66.915, SD = 11.76). The conclusions have been drawn that no significant difference observed with respect to graduation degree/faculties (Science/Arts) of B.Ed students' but noteworthy variation in facing problems by pioneers and juniors session during their 1.5 years stay at Institute of Education and Research. It is recommended to identify causes of the problems in depth faced by higher education students during their stay at the institute.
Opinions of Science Teachers Who Are Graduate Students on Teaching Socio Scientific Issues
Author: Özbugutu, Emrah
Date: 2022-04-00
Type: Journal Articles
Subjects: Science Teachers,Graduate Students,Teacher Attitudes,Foreign Countries,Science and Society,Barriers,Course Content,Teaching Methods,Knowledge Base for Teaching,Current Events,Science Education,Social Media,Information Sources,Internet

This study was carried out in order to determine what postgraduate science teachers perceive when socio scientific issues are mentioned, how they teach these subjects, what difficulties they encounter during teaching the subjects and what they need during the teaching of socio scientific issues. For this purpose, three groups of interviews were conducted over ZOOM with 14 science teachers working in different provinces and doing a master's degree in science education at Faculty of Education, Siirt University in the 2021-2022 academic year. Focus group interview, one of the qualitative research methods, was used in the research. Research data were collected with a semistructured interview form. In the analysis of the data, the thematic content analysis was made. According to the answers given to the questions, themes, categories, and codes were created and frequency values were given. According to the results obtained, teachers can define socio scientific issues, give enough examples, explain the reasons for discussing the issues in detail, follow current developments especially on social media and the internet, use traditional teaching methods such as lecture methods and question-answer, and draw upon student-centred methods such as discussion and debate while teaching some subjects. It was understood that they need domestic materials and foreign resources, a reduction in the class size, and teacher training, have difficulties due to reasons such as the lack of a clear answer to the subjects, religious beliefs, prejudices and lack of sufficient time for the subjects, mostly benefit from the textbooks while teaching the subjects, and could give examples of socio scientific issues in their close environment.
Professional Development and EFL Teachers&apos; Practices in Activating Learners&apos; Acquisition of 21st Century Skills
Author: Alzahrani, Mona Abdullah
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Faculty Development,21st Century Skills,Skill Development,Correlation,Cooperation,Interpersonal Communication,Foreign Countries,College Students,College Faculty,Critical Thinking,Creativity,Technological Literacy,Global Approach,Citizenship

Teachers who teach English as a foreign language (EFL) should constantly develop their skills and knowledge by taking part in professional development programs (PDPs) which keep them aware of the most recent teaching trends. This mixed method study seeks to explore how PDPs influence EFL teachers' teaching practices in activating 21st century skills, and therefore their students' acquisition of these skills. It also examines the correlation between EFL teachers' activation of 21st century skills and their students' acquisition of these skills. The study used a sequential explanatory research design by utilizing questionnaires and semi-structured interviews. The results revealed that the two dimensions of 21st century skills that got the highest level of activation were the collaboration and communication skills. Furthermore, the results showed that the students acquire all 21st century skills with different levels of acquisition. Finally, the results showed that EFL teachers' activation of 21st century skills had no significant direct correlation with students' acquisition of these skills. These findings could provide insights on the area of PDPs that need to be researched more in different contexts. They also suggested that PDPs designers should incorporate all dimensions of 21st equally to be activated accurately by teachers in higher education institutions.
Towards the Different: A Case Study of a Syrian Asylum Seeker in Croatian School Context
Author: Klasnic, Irena
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Elementary School Students,Childrens Rights,Barriers,Equal Education,Grade 3,Inclusion,Interpersonal Communication,Language Proficiency,English (Second Language),Peer Relationship,Religious Education

Migrations and migrants have been in the focus of interest and activities of many governments, organizations, and institutions, both worldwide and in Croatia. According to international policies, children who seek or are under international protection have the right to education. To access the education system of the Republic of Croatia more easily, they are given the opportunity to attend Croatian language preparatory or remedial classes. The research aim was to determine the needs and challenges posed by the inclusion of a Syrian asylum seeker in a Croatian primary school. The qualitative approach was applied. The case study presents a ten-year-old Syrian girl, attending a primary school in Zagreb. The data were gathered with the use of semi-structured interviews with the girl's sister, teachers in the primary school, and her classmates. In order to gain a deeper insight into the girl's functioning in the school context, notes made by teachers during observation of the girl's performance in the course of the educational process were gathered and analysed. Guidelines and recommendations were developed that could have a positive impact on quality inclusion of children refugees and asylum seekers in the Croatian education system.
Investigation of Mathematics Achievements of Eighth Grade Students on Transformation Geometry and Van Hiele Geometric Thinking Levels
Author: Akil, Yesim Buyruk
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Achievement,Grade 8,Geometry,Geometric Concepts,Thinking Skills,Middle School Students,Urban Schools,Models

The study aimed to investigate the mathematics achievement of eighth grade students on geometric transformation and geometric thinking levels. This research was carried out in the fall semester of 2018-2019. The sample was 88 students from two different middle schools in an urban area of Erzincan, Turkey. The survey model was used. The geometric transformation achievement test with 20 questions and the first 15 questions of the van Hiele geometric thinking test, which are suitable for the middle school student level, were administered to students at different times. SPSS was used to conduct analysis for descriptive statistics, standard deviation, percentage, mean and frequency, independent samples t test, and Pearson correlation. Pearson correlation was conducted to determine the relationship between the total scores that the students got from the van Hiele geometric thinking test and geometric transformation achievement test. While there was a significant relationship between the van Hiele geometry test and transformation geometry test, the geometric thinking levels of the students were below the expected level. There was no statistically significant mean difference between the boy and girl students across the schools.
Relationship between Social Media, General Anxiety Disorder, and Traits of Emotional Intelligence
Author: Farid, Muhammad Faisal
Date: 2022-04-00
Type: Journal Articles
Subjects: Social Media,Anxiety,Anxiety Disorders,Emotional Intelligence,Addictive Behavior,Graduate Students,Student Behavior,Foreign Countries

Social media propagation carries the capacity for global communication and societal wellbeing, digital trading, entertainment, and the centre of engagement. The consequences of over-engagement in social media lead to depression, stress, and low performance. This study unfolds tendencies of excessive use of social media towards general anxiety and individuals' traits of emotional intelligence. The researcher adopted a questionnaire to collect data from participants (n = 340) through the Generalized Anxiety Disorder scale by Spitzer et al. (2006), Trait Emotional Intelligence Questionnaire--Short Form by Cooper &amp; Petrides (2010), Social Media Addiction Scale by Young (2009), and Social Media Engagement Questionnaire (SMEQ) by Przybylski, Murayama, DeHaan, and Gladwell (2013). The findings demonstrated that social media addiction diffuses general anxiety disorder with positive and strong relationships. A weak association is found between obsessive use of social media applications and emotional intelligence. Though, Social media engagement lightens emotional intelligence traits of personality at a moderate level. An obsessive behaviour towards social media can predict general anxiety disorder more than emotional intelligence. While social media engagement with proper management can benefit emotional intelligence.
Examining the Mediating Role of School Culture in the Relationship between Heads&apos; Instructional Leadership and Students&apos; Engagement at Secondary Level in Punjab, Pakistan
Author: Khan, Zara
Date: 2022-08-00
Type: Journal Articles
Subjects: School Culture,Role,Instructional Leadership,Learner Engagement,Foreign Countries,Secondary School Teachers,Secondary School Students,Public Schools,Teacher Attitudes

Present study aims to investigate the mediating role of school culture (SC) in the relationship between heads' instructional leadership (IL) and students' engagement (SE) at secondary school level. The target population was comprised of all secondary school teachers of district Punjab. Multistage sampling techniques were used to select the sample. The sample was consisted of 1016 secondary school teachers. Questionnaire was used to collect data. Structural Equation Modeling (SEM) technique was used to analyze the mediating effect. Results revealed that total effect of IL on SE is statistically significant ([beta]=0.655, t= 27.572, p= 0.000), while the direct effect of IL on SE becomes statistically in significant ([beta]= 0.109, t=1.480, p=0.139). However the indirect effect of IL on SE through the mediation of SC is statistically significant ([beta]=0.546, t= 8.662, p= 0.000). These findings show that school culture is a statistically significant mediator for the relationship between heads' instructional leadership and students' engagement.
The Effect of Distance Education and Technology Use in Online Family Education Program during the COVID-19 Pandemic
Author: Akyol, Tugçe
Date: 2022-04-00
Type: Journal Articles
Subjects: Family Involvement,Family School Relationship,Distance Education,Educational Technology,COVID-19,Pandemics,Online Courses,Parent Attitudes,Kindergarten,Attitude Change,Program Effectiveness,Barriers,Technological Literacy,Foreign Countries,Parent Role,Family Programs,In Person Learning

Family involvement and school-family cooperation are essential determinants in a child's learning process in early childhood have further increased the significance of family involvement in the distance education process. This study aims to investigate the effects of the &quot;Distance Education and Technology Use during the Pandemic&quot; online education program on the parents' views on their children's technology use and online education. In the present study, the research study group, which has a convergent mixed method parallel research design, consisted of 10 mothers and 10 fathers with five-year-old children who attended kindergarten in a province in the inner Aegean region of Turkey and participated in online education during the COVID-19 pandemic. The Parents' Views on Preschool Children's Technology Use Scale and Online Education Evaluation Forms were used as data collection tools for this research. This research revealed a positive change in the views of parents on family guidance in technology use, benefits of technology, using technology, harms of technology, ability to use technology, and suggestions after the education they attended. The parents' views participating in the education about their children's use of technology and their skills changed positively and that the awareness of parents about their roles regarding their children's use of technology increased.
Analyzing the Role of UK Aid in School Education in Pakistan
Author: Abdullah, Nauman A.
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Financial Support,Educational Finance,Program Effectiveness,Barriers,International Programs,Grants,Elementary Secondary Education

UK Aid has been aiding school education in Pakistan since long. Historically, Pakistan has received the largest aid from UK aid in education sector but little research is done to evaluate the role of this aid. For this purpose, an evaluative case study research design was used to evaluate the role of UK Aid. Qualitative research approach was employed to do this evaluative study. Five programs were selected to study UK aid as a case in this research. Two programs were in postcompletion stage and three programs were in implementation stage. Data triangulation was done to incorporate different aspects related to the aid in the five selected programs. Purposive sampling technique was used. Semi-structured interviews from the recipients of UK aid were conducted. Document analysis was carried out to specific, formal documents to critically review the donor's perspective. Following strict ethical guidelines, thematic analysis for the interviews and document analysis was performed. After evaluating the programs and comparing outcomes with education indicators, contextual discussion points were raised. It was found that the aid is used for multipurpose to enhance the educational outcomes but the problems are grave and require consistent long-term combined efforts. Recommendations were given to enhance the effectiveness and utility of UK Aid.