ethanporcaro/eric-fulltext-meta huggingface dataset:
Opinions of Primary School Teachers about Mathematics Teaching during the COVID-19 Pandemic Period
Author: Kilinc, Esma
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Elementary School Teachers,Teacher Attitudes,Mathematics Instruction,Distance Education,School Closing,Educational Technology,Teaching Methods,Technology Uses in Education,Family School Relationship,Evaluation Methods,Student Evaluation

This study was conducted to reveal the aspect of distance education studies on teaching of mathematics with the evaluation by class teachers during the COVID-19 Pandemic period. 24 primary school teachers from Onikisubat district of Kahramanmaras province have participated in the research. The semi-structured interview form developed in line with the expert opinions was applied to the primary school teachers separately. This study was required in order to evaluate the events experienced in the distance education process due to the coronavirus pandemic and the effects of the pandemic on the field of education in the direction of the opinions of the class teachers. Qualitative research was carried out to interpret any situation from a different perspective in the study, and a case study has been conducted to reach the depth of the situation. As a data collection tool, a semi-structured interview form was prepared with the approval of expert opinions. After the data were brought together, content analysis was carried out by giving similar descriptions and describing them in a way that the reader could comprehend. The sample of the study consisted of teachers who personally experienced the process in the nearby environment, which consists of easily accessible situation sampling in order to accelerate the study. It is thought that it will be important to work properly execution of the processes that may occur in such times by determining the causes and consequences of the situations experienced in the field of education due to reasons such as the suspension of face-to-face education and the cessation of schools after the pandemic in the world. As a result of the research, suggestions will be made for the studies that can be done about teaching mathematics in distance education.
Problems and Needs Analysis of English for Tourism Industry: A Case of Hotel Staff in Phang Nga Province, Thailand
Author: Sermsook, Kanyakorn
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Tourism,COVID-19,Pandemics,Housing,English (Second Language),Employees,Language Usage,Language Skills,English for Special Purposes,Reading Skills,Writing Skills,Listening Skills,Speech Skills

Tourism is an important industry that has created a lot of income for many nations, including Thailand; therefore, it is essential to increase its potential as a more sustainable and successful industry, in particular to support a sustainable recovery of nations' economies after a tough situation like COVID-19. The present study was carried out to investigate tourism staff's problems and needs for using English at work and to explore their needs for improving English for their work. The participants were 200 hotel staff in Phang Nga Province, Thailand. Data were collected through a 5-point Likert scale questionnaire and a semi-structured interview. Quantitative and qualitative methods were employed for data analysis. The findings showed that in general, the hotel staff's problem in using English at work was at a moderate level (M=2.76, S.D.=1.11). They had English writing problems the most. They found it very difficult to write letters or e-mails in English. Regarding their needs for using English, it was found that every English skill was rated at a high level (M=3.75, S.D.=1.11), and English speaking was the most necessary. The hotel staff reported that they had to speak English to welcome, greet and say good-bye to foreign guests. Pertaining to their needs for improving English, overall, the hotel staff needed to improve their English skills at a high level (M=3.85, S.D.=0.98). They highly needed to improve their English use in every aspect, especially English listening. Based on the interview information, English courses, handbooks or applications relating to English for hotels are truly needed for their English use improvement.
Implementing Antisemitism Studies in German Teacher Education
Author: Gläser, Georg
Date: 2021-00-00
Type: Journal Articles
Subjects: Religious Discrimination,Judaism,Foreign Countries,Teacher Education,Extracurricular Activities,Field Trips,Social Sciences,Social Change,Summer Schools,Study Abroad,College Students

Purpose: Following the current rise of Antisemitism globally and in Germany, this paper examines the current situation regarding Antisemitism in teacher education. The paper aims to make a contribution for the demand of an implementation of education critical of Antisemitism in teacher education. Approach: Combining experience from university teacher training and the field of extracurricular political education we appoint perspectives for a sustainable implementation of education critical of Antisemitism in teacher training via best practice examples. We evaluate the potentials of field trips, international study groups and networks between university and agents located in civil society. Findings: The revised curricula for Social Sciences in the state of North-Rhine-Westphalia (and formerly Berlin) name current Antisemitism for the first time, indicating an urgent need for professionalization in Social Science teacher education where the facets of Antisemitism only play a minor role. Hence, expertise and existing resources must be stabilized, a structural implementation and funding is needed in order to target the challenging topic of Antisemitism. Research limitations/implications: This paper functions as a preliminary research in order to examine the given shape of Social Science teacher education and Antisemitism in Germany. A comprehensive, structured analyses of all teacher training facilities as well as extracurricular agents working in the field of education critical of Antisemitism could be useful in order to pool expertise. Nonetheless this paper encourages local collaborations between university and civil society actors.
Meta-Reflexivity and Epistemic Cognition in Social Science Teacher Education
Author: Kindlinger, Marcus
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Teacher Effectiveness,Schemata (Cognition),Epistemology,Social Sciences,Teaching Methods,Teacher Competencies,Preservice Teacher Education,Reflective Teaching

Purpose: This article argues that in social science teacher education general demands for teacher reflection overlap with subject-specific reflective demands. This calls for conceptual frameworks that account for an extended reflectivity, encompassing both teacher reflection and the subject-specific approach to representing controversial issues. Approach: Concepts of reflective practice and meta-reflexivity in teacher education are presented, and a discussion is provided regarding the challenges inherent in teaching social sciences as a multidisciplinary subject. Furthermore, aspects of meta-reflectivity are identified in a German teacher competence framework (PKP). To enable a broader analysis, frameworks from the field of epistemic cognition are introduced. Findings: Utilizing frameworks of epistemic cognition enables a detailed investigation of how social science teachers manage subject-specific challenges. Epistemic reflexivity offers a concept of teacher reflection that enables a new perspective on connecting theoretical reflection in pre-service teacher education programs with later reflective practice.
Political Education of Young Children: Teacher Descriptions of Social Studies Teaching for Children in 1st-4th Grade in Norwegian Primary School
Author: Utler, Stine Johansen
Date: 2021-00-00
Type: Journal Articles
Subjects: Political Science,Elementary School Teachers,Citizenship Education,Social Studies,Grade 1,Grade 2,Grade 3,Grade 4,Foreign Countries,Teacher Attitudes,Outcomes of Education

Purpose: This study investigated the political aspects of 1st- to 4th-grade social studies education in Norwegian primary schools through qualitative interviews with 30 social studies teachers. The research examined how and to what extent politics is in focus in initial social studies education using the pre-political perspective as a theoretical starting point. Findings: The political sphere is, to a large extent, focused on initial social studies education, in the form of either political actions or preparation -- e.g. building a foundation on which pupils can think and act politically. Despite the fact that not all aspects of the political are equally emphasised in initial social studies education and often seem to tend towards harmony and common agreement, pupils have the potential to be politically orientated or socialised in initial social studies education.
Using Quality Teaching and Learning Resources for Effective Integrated Science Education among Senior High Schools in Ghana
Author: Asano, Rita
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Quality,Science Instruction,High School Students,High School Teachers,Secondary School Science,Student Attitudes,Teacher Attitudes,Instructional Materials,Teaching Methods,Private Schools,Public Schools,Interdisciplinary Approach

The study examined the use of quality teaching and learning resources and how these affect the teaching and learning of Integrated Science. A total of 172 randomly selected second year Senior High School (SHS) students and 25 Integrated Science teachers purposively sampled served as the subjects for the study within six districts in the Central Region of Ghana. Questionnaires were used to collect the students' and teachers' needed data. This study's key findings revealed a lack of teaching and learning materials and the stereotyped nature of Integrated Science teachers' methods of teaching. It was noted that access, selection and usage of good and quality teaching and learning materials and methods influenced learning outcomes of students in SHS Integrated Science. However, it was observed that both government and private school teachers used similar teaching methods in delivering the Integrated Science content. It was concluded that for successful teaching and learning of Integrated Science, the challenges should be addressed by SHS education stakeholders. As a result, the paper recommended possible solutions that would ameliorate the challenges hindering the teaching and learning of Integrated Science.
Student Teachers&apos; Implicit Knowledge and Cognitive Complexity of Perspectives on Being a Citizen
Author: Akbulut-Tas, Mukerrem
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Teachers,Knowledge Level,Student Attitudes,Citizenship,Foreign Countries,Cognitive Processes,Difficulty Level,Social Studies,Citizenship Education

Purpose: Students can learn to be citizens through school education and experiences in socio-cultural contexts. Individuals' perspectives on being a citizen can be represented as implicit and explicit knowledge in cognitive structures. This study aimed to investigate the implicit knowledge and cognitive complexity of student social studies teachers' perspectives on being a citizen Design/methodology/approach: This study comprised 23 student social studies teachers in the Department of Social Sciences Teaching in Turkey. Data were collected by using a RGT. Findings: The findings revealed that the implicit knowledge of the participants reflected an understanding of a personally responsible citizen. Many participants demonstrated cognitive simplicity. Research limitations: As the study included 23 first- and fourth-year student social studies teachers, the findings cannot be generalized to any population as whole. Practical implications: This study indicates that the justice-oriented and participatory citizen understanding of student social studies teachers must be emphasized and strengthened through a multidimensional perspective.
Time for Citizenship in Teacher Training
Author: Nieuwelink, Hessel
Date: 2021-00-00
Type: Journal Articles
Subjects: Citizenship Education,Teacher Education,Foreign Countries,Undergraduate Students,Graduate Students,Pedagogical Content Knowledge

Purpose: With this article we aim to provide insight into how citizenship education receives attention in the formulated national curricula for teacher education in the Netherlands and to what extent the different domains of citizenship and the different tasks of teachers with regard to citizenship education are addressed. Method: For this study the knowledge base for all teacher training curricula at Bachelor and Master level in the Netherlands were analysed. We looked at the extent to which citizenship (education) is addressed in teacher training and the ways in which this takes place. Findings: The results of the study show that several domains of citizenship are mentioned, albeit not often together in one knowledge base. Citizenship education is linked to both the pedagogical and didactic tasks of teachers. The task of teachers to stimulate the development of values in students is addressed a lot less often. The fact that citizenship also involves moral development is only mentioned in some knowledge base. Also, the idea of democracy and rule of law as a framework for citizenship is not mentioned in most knowledge bases. As a result, some knowledge bases seems to lack direction, as if all opinions and all ways of 'dealing with diversity' are desirable.
What Do Turkish Experts Say about Sustainable Development Goals and Teaching about Achieving These Goals?
Author: Kucuk, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Expertise,Sustainable Development,Teaching Methods,Teacher Attitudes,Science Teachers,Science Education

The research aimed to investigate what Turkish experts say sustainable development goals and teaching about achieving these goals. The research has a qualitative design, and the analysis of the interviews consisting of ten questions was made by document and content analysis. Interviews were held with ten academicians, who are experts in their field and have included the topic of sustainable development in their studies. Interview questions consisted of two parts in terms of content, in the upper part only for scientific purposes and for information purposes in consideration of ethical rules, as well as demographic information and the main questions. The main questions are based on determining whether the curriculum is sufficient in terms of the education of sustainable development, as well as identifying students who have gained awareness about this issue and the behaviors that can be expected from students. The interviews lasted an average of twenty-five minutes. The data were analyzed by transcribing the sound recordings. After the analyzes were completed, the codes, categories, and themes related to the questions were determined. As a result, with this study, a needs analysis, which is the first stage of the sustainable development teaching material to be developed within the scope of a large project study, has been made. In line with the results, new acquisitions about sustainable development were developed.
The Constraints of Learning from Home during the Pandemic: Experiences of Rural HEI Students
Author: Uleanya, Chinaza
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Rural Schools,Online Courses,Distance Education,Educational Technology,Barriers,Undergraduate Students,Foreign Countries,Technological Literacy,Student Attitudes,Student Satisfaction,School Personnel,Program Effectiveness,Educational Environment

The outbreak of the COVID-19 pandemic made many institutions of learning at various levels across the globe to shift from onsite to online teaching and learning activities. This was regardless of the level of preparation made available for the transition process. Meanwhile, students from rural institutions of learning are considered to have peculiar challenges with such shift. Thus, this study investigated the constraints of students from a selected South African Rural Higher Education Institution (SARHEI). Quantitative method was employed in this study. Data was collected from 274 randomly selected undergraduates from a rural based South African university. Questionnaire was used for data collection. The collected data was analysed using Microsoft Excel 2016. The findings of the study showed that students tend to experience certain forms of constraints due to the available support systems from the institution of higher learning, as well infrastructure and skills for studying at home. Meanwhile, further findings showed that their level of computer skills did not constitute constraints for the students. The study recommends that appropriate support systems should be made available by rural institutions of higher learning, and students are furnished with necessary infrastructure and skills for learning from home.
Contextual Analysis of Performance Appraisal Models in HEIs in Developed and Developing Countries-A Review of Literature
Author: Kodi, Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Personnel Evaluation,Evaluation Methods,Foreign Countries,Developing Nations,Developed Nations,Literature Reviews,Higher Education,Content Analysis,School Policy,School Culture

This paper carried out a contextual analysis of different models of performance appraisals in both developed and developing countries on Higher Education Institutions (HEIs). First, it conducted a thorough examination of the contextual implications of performance appraisal models in developed and developing countries. Secondly, to better understand the various performance appraisal models for HEIs in both developed and developing countries, a review of the theoretical and conceptual framework of several performances appraisal models were conducted. The third phase of the review focused on performance appraisal in educational institutions in selected countries, as well as a review of Eric Alan Hanushek article on the role of human capital in economic growth in developing countries. Finally, the paper presented the findings and the research gaps identified in the review. In carrying out the first phase of this paper, the emphasis was placed on the importance of the context, which involves the interplay between the extrinsic (such as societal norms, economic and political situation of the country) and the inherent (institutional culture and leadership style) factors within which the HEI operates. Intrinsic and Extrinsic factors affecting the performance assessment of HEIs in Iraq, Kurdistan, have been reviewed. A similar review was carried out in HEIs in the United Kingdom and the United States of America to determine the extent to which organizational culture and social norms influence the formulation of performance appraisal models.
The Effect of Flipped Classroom Model Applications on High School Students&apos; Classroom Engagement and Classroom Life Perceptions in Teaching English
Author: Ayçiçek, Burak
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,High School Students,Learner Engagement,English (Second Language),Second Language Instruction,Educational Technology,Technology Uses in Education,Student Attitudes,Grade 9,Student Participation,Student Behavior,Teacher Student Relationship,Peer Relationship,Foreign Countries,Conventional Instruction

This study investigated the effect of technology-enhanced flipped classroom model applications on high school students' classroom engagement and classroom life perceptions in teaching English. In the study, pretest and posttest experiment-control group quasi-experimental design was used. The experimental group was taught using the flipped method and the control group was taught using the current conventional method. The study was conducted with 45 students attending 9th grade for 8 weeks. The data were collected from classroom engagement inventory and classroom life perception scale quantitatively. According to the findings, there was a significant difference in terms of classroom engagement levels. When the classroom engagement inventory sub-dimensions were examined, significant differences were found in the experimental group in terms of cognitive engagement and affective engagement sub-dimensions. However, there was not a significant difference between the two groups in terms of behavioral engagement--compliance, behavioral engagement-effortful classroom participation and disengagement sub-dimensions. On the other hand, there was a significant difference in terms of classroom life perception levels. When the classroom life perception scale sub-dimensions were examined, significant differences were found in the experimental group in terms of student feelings related to the classroom environment and student feelings related to the teacher sub-dimensions. However, there was not a significant difference between the two groups in terms of student feelings related to other students sub-dimension.
The Effect of Project Supervision Training on Teachers&apos; Views of Nature of Scientific Inquiry
Author: Özdemir, Alev
Date: 2021-00-00
Type: Journal Articles
Subjects: Supervision,Supervisory Training,Inservice Teacher Education,Professional Development,Active Learning,Student Projects,Science Teachers,Secondary School Teachers,Teacher Attitudes,Biology,Scientific Principles,Scientific Research,Inquiry,Investigations,Communities of Practice,Program Effectiveness,Foreign Countries

The study aimed to investigate the effect of project supervision training offered to Biology teachers on their views of the nature of scientific inquiry. We employed an action research design, as one of the qualitative research methods in this study. The participants were composed of 39 Biology teachers who had attended training on project supervision. The data were collected using Views of Scientific Inquiry (VOSI) instrument developed by Schwarts, Lederman, and Lederman (2008). Following that, and a semi-structured interview form developed by the researchers was conducted. The data were analyzed using content analysis methods through creating codes and themes. The results revealed that the project supervision training supported development of teachers on five dimensions; scientific research is directed by questions, use of different methods in scientific investigations, research has many purposes, justification of scientific knowledge, and differences between scientific data and evidence. It was also found out that the training had positive effects on their professional practices.