ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of a Children Questionnaire for Measuring Chinese Character Literacy Learning Satisfaction
Author: Wong, Shiat Lu
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Questionnaires,Chinese,Literacy,Satisfaction,Foreign Countries,Test Reliability,Second Language Learning,Elementary School Students,Writing Achievement,Reading Achievement,Construct Validity,Content Validity

There are limited reports about development of questionnaire to measure learning satisfaction among young children. In this research, guidelines were listed for developing a questionnaire that gauges Chinese Character Literacy Learning Satisfaction (CCLLS) among 8-year-old children. The research was undertaken based on the responses of 232 children from 11 Chinese national type primary schools (SJKC) of Kota Kinabalu, Sabah, Malaysia. The CCLLS questionnaire consists of 12 items developed through three dimensions of satisfaction, which are (1) Satisfaction towards Chinese characters writing, (2) Satisfaction towards Chinese characters recognizing, (3) Satisfaction towards the learning in classroom. Rasch analysis was used to examine the item polarity. The result showed point measure correlation was within 0.47-0.60. The items were also detected with the outfit mean square in the range of 0.76-1.24, indicating CCLLS was fit to measure the children's learning satisfaction. The raw variance explained by measures (33.3%), the unexplained variance in first contrast (9.1%), with the eigenvalue (1.6%) from the principal component analysis, suggested that CCLLS could be unidimensional. The internal consistency was considered very high with 0.81 in Cronbach's alpha (KR-20). The result also showed CCLLS has very good item reliability (0.91) with good item separation index (3.23). The person reliability (0.77) was in satisfactory range with moderately good person separation index (1.81). The findings indicated that CCLLS questionnaire could be a valid and reliable tool in measuring Chinese character literacy learning satisfaction among 8-year-old primary school children of SJKC.
Digitizing and Interpreting the World Map Drawn by Kashgarli Mahmud: Constructing Information Using Evidence Based Political Literacy
Author: Inec, Zekeriya Fatih
Date: 2020-00-00
Type: Journal Articles
Subjects: Maps,Geography Instruction,Geographic Information Systems,Preservice Teachers,Social Studies,Politics,Evidence,Political Divisions (Geographic),Foreign Countries

In this study, a world map featured in Divan-i Lugati't-Türk and drawn by Kashgarli Mahmud was made interactive through the use of Seyyah, a geographic information system (GIS) application developed in response to ADDIE, an instructional design teaching model. The geographical symbols and notes on the world map drawn by Kashgarli Mahmud were transferred to Seyyah's database so evidence-based learning could occur. The aim of the research is to evaluate the process of transforming the information obtained by the Social Studies teacher candidates with evidence into a jointly structured knowledge with the political literacy skill. The study is a qualitative action research project using a technical, scientific and collaborative approach. In this context, descriptive analysis was used to interpret the political literacy information which was interpreted and organized by Social Science teacher candidates into Seyyah's database. A standardized open-ended interview was conducted with the teacher candidates to detect the relationship between the use of Seyyah with evidence-based learning, political literacy and culture, the common structuring process and general status of information. Data from ten Social Science teacher candidates was analyzed by content analysis. The Social Science teacher candidates in the study were determined by the maximum diversity method which is a purposeful sampling method. According to the findings from Seyyah's database, Social Studies teacher candidates organized the political literacy information from the world map under four elements: cities; countries; regions and physical geography elements. There were three different categories of political knowledge in other geographical signs and nations themes. Findings obtained from the opinions of candidates show that Seyyah requires the use of high-level thinking skills in evidence-based learning to jointly structure political literacy information in a database, and present and evaluate Turkish culture in a different form.
Development of Civil Literacy Scale: A Study of Validity and Reliability
Author: Çakmak, Zafer
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Test Reliability,Citizenship,Multiple Literacies,Preservice Teachers,Foreign Countries,Factor Analysis,Content Validity,Construct Validity

Civil literacy is a concept that enables individuals to act with an awareness about their own rights and responsibilities; to become active in civil life; and to express individual knowledge about the state's management process. Civil literacy is one of the skills that individuals should acquire in learning about the development and change of society because it demonstrates the effectiveness of individuals who have a voice and who can influence the functioning and development of the state especially in democratic societies. The purpose of this research is to develop a valid and reliable Civil Literacy Scale to measure levels of civil literacy demonstrated by pre-service teachers. The participant sample for the research was determined by a convenience sampling method from prospective teachers studying in the Faculty of Education at a university in Turkey. Exploratory factor analysis occurred on 242 pre-service teachers while a test-retest operation was conducted on 50 pre-service teachers and confirmatory factor analysis was performed on 231 pre-service teachers. As a result of the exploratory factor analysis, a 25-item Civil Literacy Scale emerged with a total variance value of 57.23%. The four-factor structure revealed by this analysis was confirmed by a confirmatory-factor analysis process. In the test-re-test operation, the internal consistency co-efficient was determined as 0.81 which is in accordance with the consistency of the scale between the first test and the re-test. According to Cronbach's Alpha reliability test (one of the reliability tests carried out for the overall and sub-dimensions of the scale) the overall scale of 25 items received a value of 0.92, which proved that the scale was highly reliable. In this context, it can be stated that a reliable and valid Civil Literacy Scale was obtained.
Subject Panels as Sustainable Innovation for Teacher Professional Development
Author: Mumhure, Godwin
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,Sustainability,Educational Innovation,History Instruction,Beginning Teachers,Beginning Teacher Induction,Teacher Responsibility,Teacher Collaboration,Communities of Practice,Networks,Barriers,Foreign Countries,Facilitators (Individuals),Agenda Setting,Meetings,Activities,Student Participation,Seminars,Teacher Competencies,Educational Improvement,Financial Support,Principals,Administrator Attitudes,Class Size

For centuries, teacher professional development has largely been done by external experts who advise teachers on how to improve classroom practice and learner performance. This research explores a relatively unchartered idea of history subject panels/clusters as an innovation meant to break away from orthodox teacher professional development spearheaded by external experts. The research adopts a qualitative case study design. One history subject panel was case studied to examine how teachers initiated and sustained improvements in classroom practice and learner performance. Eight history teachers, who were active participants in the panel, were purposively sampled out of 25 teachers who constituted the history subject panel. Data were gathered through semi-structured interviews, document analysis and focus group discussion. Symbolic interactionism was used as the theoretical lens to gain deeper insights into how teachers socialised and shared ideas in the subject panel. Results indicated that the history subject panel was involved in the induction of new history teachers into the profession and the creation of learning communities for history students; practices hitherto undocumented in existing literature on subject panels and teacher networks. Results also showed that the activities of the history subject panel improved teachers' classroom practice. The implications of this research are that teacher-led subject panels need to be nurtured and supported so that teacher-driven continuous professional development can be enacted across all the subjects offered in the school curriculum. Subject panels can reduce schools' dependency on external experts for teacher professional development, making teachers the proverbial doctors who can heal themselves.
Exploring Business and Technical Education University Lecturers&apos; Work Motivation, Basic Need Satisfaction and Engagement Relationship
Author: Chukwuedo, Samson Onyeluka
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Business Administration Education,Technology Education,College Faculty,Public Colleges,Teacher Motivation,Work Attitudes,Job Satisfaction,Psychological Needs,Professional Autonomy,Teacher Competencies,Interpersonal Relationship,Predictor Variables,Foreign Countries

The link between basic psychological needs satisfaction of employees and their engagement in other administrative organizations is relatively established. However, there is a paucity of research findings regarding this link in the educational organizations in general, and vocational education in particular. This research, therefore, determined the relations between work-related basic need satisfaction (WBNS), work engagement, and work motivation in aspects of vocational education. The participants were 299 business and technical education lecturers of the vocational education programme in Nigeria universities. The research utilized three scales, which were embedded in a questionnaire for data collection. The face and construct validity of the scales were established. Data analyses were performed with correlation, and regression of paths by applying 2000 re-samples bias-corrected (BC) bootstrapping method. The result revealed a significant positive WBNS-motivation, WBNS-engagement, and motivation-engagement relations. However, work motivation could not mediate the link in the research model.
A Search for a Method to Improve Critical Thinking Skills in Social Studies Teaching: Writing-to-Learn
Author: Kayaalp, Fatih
Date: 2020-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Social Studies,Preservice Teachers,Teacher Education Programs,Content Analysis,Measures (Individuals),Teaching Methods,Writing Processes,State Universities,Scoring Rubrics,Letters (Correspondence),Diaries,News Reporting,Student Research,Holistic Approach,Student Attitudes,Foreign Countries

The aim of this study is to investigate the effects of using multiple writing-to-learn activities on the critical thinking skills and dispositions of prospective teachers. For this purpose, the current study employed an embedded mixed-methods design and was carried out with 34 prospective Social Studies teachers who are studying at a public university. Research data were collected with the California Critical Thinking Disposition Inventory, as well as using the Holistic Critical Thinking Scoring Rubric, and also, semi-structured interview forms. In the research process, a variety of writing activities such as letters, diaries, columns and news articles were used for learning purposes. The quantitative data obtained in the research were analyzed descriptively and predictively, while the qualitative data were subjected to content analysis. The results of the study revealed that the writing-to learn activities led the prospective Social Studies teachers to do research, use evidence, get to know different ideas, and evaluate what they learned in a holistic way. Such a situation made a significant difference on the critical thinking skills and critical thinking dispositions of the prospective Social Studies teachers. Given such a result, it is recommended to draw upon writing-to-learn activities in order to develop different courses, subjects and higher-order thinking skills.
Objective Structured Clinical Examination (OSCE) as a Reliable Evaluation Strategy: Evidence from a Brazilian Medical School
Author: Castellani, Luciana
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Medical Schools,Graduate Medical Education,Medical Students,Student Evaluation,Objective Tests,Performance Based Assessment

The new curriculum of medical schools has brought the need to develop a professional committed to ethics, capable of understanding the role of social factors, the insertion of the individual into the family and their role in promoting health. These skills and the use of new methodologies in teaching-learning process have demonstrated that the traditional performance assessment methods are limited in holistically evaluating the student. This study analyzed the correlation among different methods for evaluating competencies in medical internship students and Objective Structured Clinical Examination (OSCE). A cross-sectional, descriptive and analytical study was performed among 5th year medical students at Pediatric, Surgery, Medical Clinic, Family and Community Medicine and Gynecology and Obstetrics. Grades of each student obtained through different evaluations (theoretical test, conceptual evaluation and test skills) at the end of each rotation were correlated with the individual results from OSCE. In regard to correlations with the OSCE score values, it was found a weak to moderate positive and statistically significant relationship with the global cognitive score (r= 0.22, p&lt; 0.001), global abilities score (r= 0.26, p&lt; 0.001) and with the global behavioral score (r= 0.38, p&lt; 0.001). The students' performance in the various assessments of performance evaluated here was positively correlated to their performance on OSCE. Furthermore, the organization of an OSCE-type assessment prepared in multiple, committed and competent hands may serve as a unique assessment and, in fact, assess the development of clinical skills for future doctors.
Limitations of Teaching and Learning Redox: A Systematic Review
Author: Goes, Luciane F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Chemistry,Scientific Concepts,Concept Formation,Teaching Methods,Science Experiments,Science Teachers,Faculty Development,Educational Research,Research Methodology,Instructional Program Divisions,Barriers,Elementary Secondary Education,Postsecondary Education,Teacher Education,Professional Development,Journal Articles

Redox reactions are considered one of the most difficult chemistry subjects to teach and learn. However, this is an important content that permeates several topics and includes many everyday life-related phenomena. To understand the teaching and learning difficulties of the 'redox reactions' topic, a systematic literature review was conducted. Initially, 318 articles were mapped, between the years 2000 to 2019, related to the teaching of redox reactions. The inventoried articles were analyzed to identify, in their results, the aforementioned difficulties. Only 54 presented difficulties related to teaching and learning redox reactions. To analyze these articles, the year of publication, the conceptual/procedural difficulties resulting from the study, the researched participants, and the strategies used throughout the data collection were adopted as categories. As a result, the main participants of the investigations were students. It was observed that the research studies favored bachelor degree as the level of education. Moreover, most of the analyzed studies mainly proposed experimentation as teaching strategy for teaching redox reactions. This study points to the need for continuing education courses for chemistry teachers to discuss emerging difficulties, in addition to proposing teaching strategies to remedy these difficulties.
An Examination of Syrian Students&apos; Educational Experiences at School from the Reflections of Teachers
Author: Karabacak, Nermin
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Experience,Teacher Attitudes,Reflection,Refugees,Public Schools,Elementary School Students,Secondary School Students,Student Needs,Parent Student Relationship,Socioeconomic Status,Barriers,Language Proficiency,Communication Problems,Psychological Patterns,Trauma,Social Integration,Foreign Countries

Education is the most effective tool for enabling immigrants' integration into the country they live in. The aim of this research is to determine teachers' views related to the education of Syrian students attending state schools. By presenting them through the experiences of their teachers, this paper deals with how the educational experiences at school of Syrian children of school age are shaped in state schools. The research is planned with a qualitative approach as a case study design. The participants of the research were 34 teachers working in state schools and having Syrian students in their classes. The research data were collected via focus group interviews and semi-structured interviews in Rize, Turkey between the years 2017-2019. The data in the focus group and semi-structured interviews were supported by means of observations. The research findings reveal that the biggest problem in teachers' opinions was the language problem and the communication and academic barriers resulting from this, that Syrian students suffered from depression and trauma because of war and migration, that they had a feeling of loneliness, and that nevertheless, they were happy at school. Therefore, this research reveals that teachers working with Syrian students are in need of vocational training and development consolidation in order to provide academic and psychological support for these students. Successfully addressing the educational needs of Syrian students in school will be especially beneficial for enabling Syrian children's integration into society. [This research was presented at the International Conference on New Horizons in Education (INTE), 3-5 July 2019 Prague, Czech Republic.]
The Relationship of Prospective Teachers&apos; Educational Philosophy and Life-Long Learning Tendencies to Their Teaching-Learning Process Competencies = Ögretmen adaylarinin egitim felsefesi egilimleri ve yasam boyu ögrenme egilimleri ile ögretme-ögrenme süreci yeterlikleri arasindaki iliski
Author: Sahan, Hasan Hüseyin
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Preservice Teachers,Educational Philosophy,Lifelong Learning,Learning Processes,Teacher Competencies,Gender Differences,Departments,Student Characteristics,Public Colleges,Foreign Countries,Self Efficacy

The purpose of this study is to determine the relationship between prospective teachers' tendencies towards educational philosophy and lifelong learning and their teaching-learning process competencies. The study used the descriptive model to determine the current situation and adopted a predictive correlational design to find out the extent to which educational philosophy and lifelong learning tendencies predict teaching-learning process competencies. The study group consisted of 238 prospective teachers. The data were obtained using three scales, namely &quot;Educational Philosophy Tendencies Scale&quot;, &quot;Lifelong Learning Tendencies Scale&quot; and &quot;Teaching-Learning Process Competencies Scale&quot;. The study revealed that prospective teachers adopted more the philosophy of progressivism and reconstructionism, and their lifelong learning and teaching-learning process competencies were at a high level. The gender variable was effective only in the essentialism dimension in terms of the educational philosophy tendencies. While it was effective in lifelong learning tendencies, it had no effect in teaching-learning process competencies. The branch variable, on the other hand, was effective in all dimensions of educational philosophy tendencies except for perennialism. It was determined that the tendencies towards educational philosophies alone are not predictors of the teaching-learning process competencies. When, however, lifelong learning tendencies and educational philosophies are taken into account together, they predict the teaching-learning process competencies.
Interview with Eric Jensen: Enriching Mindsets for Teachers of Students in Poverty
Author: Rea, Dan W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Interviews,Poverty,Brain,Neurosciences,Teaching Methods,Educational Strategies,Books,Educational Change,Learning Processes,School Culture,Academic Achievement,Learner Engagement,Achievement Gap,Authors,Teacher Attitudes,Cognitive Development,Feedback (Response),Teacher Student Relationship

In this interview, Eric Jensen, an internationally recognized speaker and writer on student poverty and brain-based learning, discusses how the educational mindsets and practical strategies from his latest two books, &quot;Poor Students, Rich Teaching: Mindsets for Change&quot; (2016) and &quot;Poor Students, Richer Teaching: Mindsets for Change&quot; (2017), can enrich the learning of students in poverty. Some of the new mindsets include how to enrich classroom relationships, student achievement, student engagement, and school climate for student success.
Conceptualization and Application of a Model for Flipped Instruction: A Design Case within Teacher Education
Author: Hall, Jacob Andrew
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,Models,Instructional Design,Educational Technology,Technology Integration,Preservice Teacher Education,Educational Principles,Taxonomy,Problem Based Learning

Amidst the significant optimism for blended learning and flipped classrooms, there is a need for a model to guide the systematic design of flipped instruction. An effective flipped model could potentially improve learning outcomes and provide guidelines for designing future blended instruction. This paper presents a model for designing flipped instruction that integrates the First Principles of Instruction and Bloom's Revised Taxonomy. Application of the model is examined through a design case conducted in a technology integration course in a teacher preparation program. This context was selected as the growth of blended learning in K-12 schools has made increasingly evident the gap in preservice teachers' technology integration development related to inadequate preparation for these emerging environments. The model's applicability to flipped design in broader contexts is made clear through the analysis of the underlying principles and lessons learned from the design case. Recommendations for future research include studying the model's influence on specific learning outcomes and applying it to the design of instruction in varying contexts.