ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying of Emotional Quotient Junior High School Students in Mathematics
Author: Syaiful
Date: 2021-03-00
Type: Journal Articles
Subjects: Emotional Intelligence,Junior High School Students,Mathematics Education,Emotional Response,Self Motivation,Foreign Countries,Self Concept,Interpersonal Competence,Self Control

This study aimed to determine the emotional intelligence of junior high school students, especially in managing emotions, recognizing emotions, and motivating themselves. This was quantitative study with survey design. There were 102 respondents participated in this research that were obtained based on purposive technique. The instruments used in this study were questionnaires and semi-structured interviews and data analysis using descriptive statistics, including mean, min, max, categorization, and percentage. From the results of the investigation that has been done, it is found that there is emotional intelligence of students in mathematics which is shown by the aspect of recognizing emotions which has a suitable category of 61.8% (63 of 102) students, the issue of managing emotions has an appropriate category of 53.9% (56 out of 102) students. The self-motivation aspect has a suitable category of 60.8% (62 out of 102) students. Students need to be allowed to develop direct experiences and thoughts on learning activities.
An Empirical Examination of the Role of Emotional Knowledge in the Teaching Profession
Author: Riveiro-Villodres, Laura Erundina
Date: 2020-12-00
Type: Journal Articles
Subjects: Emotional Intelligence,Music Teachers,Music Education,Teacher Attitudes,Teacher Competencies,Pedagogical Content Knowledge,Knowledge Level,Preservice Teacher Education,Teacher Student Relationship,Teacher Characteristics,Trust (Psychology),Classroom Techniques,Bullying,Student Motivation,Student Development,Foreign Countries

Modern society has plunged us into a maelstrom of telematics information with little control. Teachers from any field must be trained in order to pass on the confidence and values to withstand this media pressure to their students. To this end, one of the areas of knowledge on which greater emphasis should be placed is that related to emotional intelligence. The study reported on here focused on this type of knowledge among professional music studies teachers in conservatories, asking what the perception of this group on the aforementioned area of knowledge is and to what extent it has been received during their initial training. For this investigation we used a quantitative methodological approach, and via descriptive analysis, a non-parametric Wilcoxon signed-rank test, and inferential analysis, we found significant differences regarding the two scales considered: level of agreement and emotional intelligence training received. Furthermore, regarding the descriptive variables, significant differences were also found through the application of the Mann-Whitney U and Kruskal-Wallis test.
Successful Online Learning Factors in COVID-19 Era: Study of Islamic Higher Education in West Papua, Indonesia
Author: Yudiawan, Agus
Date: 2021-03-00
Type: Journal Articles
Subjects: Electronic Learning,COVID-19,Pandemics,Islam,Religious Colleges,Foreign Countries,Student Characteristics,Student Motivation,Teacher Characteristics,Educational Quality,Predictor Variables,Regression (Statistics)

This study aimed to map and tests the factors that influence online learning success in the COVID-19 era in Islamic Religious Higher Education in the West Papua region. Factors to be analyzed are student characteristics, internal motivation, instructor characteristics, quality of institutions and services, infrastructure and system quality, quality of courses and information, online learning environment. The sample size obtained from the Slovin formula was 302 students. Data collected through surveys by distributing questionnaires. Analysis of the regression model used to carry out data analysis. The results showed that the seven factors tested influenced online learning success in the COVID-19 era, with varying significance. Infrastructure and system quality are the most dominant influences (94.2%), while institutions' variety and services have no significant impact (6.3%). The conclusion is that the seven factors can be used to determine the success of online learning in the COVID-19 era in Islamic Religious Higher Education in the West Papua region.
Teachers&apos; Views on Challenges Affecting Learners&apos; Performance in Natural Science
Author: Ndjangala, M. N. N.
Date: 2021-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Academic Achievement,Natural Sciences,Elementary School Students,Teaching Methods,Educational Resources,Crowding,Controversial Issues (Course Content),Attendance Patterns,Educational Environment,Hunger,Middle School Teachers

In Namibia, natural science (NS) is one of the priority subjects in upper primary phases (Grades 4 to 7). However, in the Omusati Region of Namibia, there are increasing public concerns that many learners are not performing well in NS. This study surveyed the views of NS teachers on the challenges affecting upper primary learners' performance in NS at three selected combined schools in the Omusati Region. Qualitative research design using face-to-face interview was used to gather the views of upper primary NS teachers in the schools. Seven teachers who are currently teaching NS at the selected schools were selected using the purposive sampling method to participate in the study. The results obtained revealed that the following challenges affect upper primary learners' performance in NS in the selected schools: medium of instruction, lack of adequate teaching and learning resources, lack of laboratories, sensitive topics, overcrowded classroom, indiscipline among learners, absenteeism, unfavorable teaching environment, hunger, and lack of proper guidance from subject advisory teachers. The study recommended that the government should provide schools with feeding programs, build laboratories, renovate classes and provide teaching materials. The schools should evolve disciplinary measures to check the learners' indiscipline.
Teachers&apos; and Administrators&apos; Perception about the Concepts of &quot;Ethical Behavior&quot; and &quot;Attitude&quot;
Author: Debes, Gülyüz
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Middle School Teachers,Teacher Attitudes,Administrator Attitudes,Principals,Leadership Styles,Ethics,Professionalism,Moral Values,Gender Differences,Age Differences,Work Experience,Behavior Standards,Foreign Countries

The study attempted to assess teachers' and administrators' perceptions about the concepts of ethical behavior and attitude. Mainly due to the study a multidimensional instrument for administrators' and teachers' Ethic Behaviour and Attitude Scale (EBA) was developed and validated. Through confirmatory factor analysis, EBA was validated in two dimensions: work-related flexibility and work-related pragmatism. The study adopted relational scanning model research method based on quantitative data. The participants of the study comprised 70 administrators and teachers in North Cyprus Republic who were selected using randomly. The data were collected via Ethic Behaviour and Attitude Scale and analyzed using a series of T-test and Mann Whitney-U test were conducted (ANOVA non-parametric test) to investigate variables with respect to gender, age and working experience. The results revealed that administrators' and teachers' perceptions about the concept of ethical behavior and attitude were high corresponding with the highest value of the scale. Meanwhile, school managers' perceptions about ethical behavior and attitude were higher than teachers' perceptions about ethical behavior and attitude regarding to work-related pragmatism. In addition, the results revealed that there were significant difference between administrators' and teachers' concerning their perceptions about the concept ethical behaviour and attitude according to their ages and working experiences accordingly, when school actors grow up their perceptions about the concept of ethical behavior and attitude increase school actors and school actors who are older than 25 ages were higher perceptions than are those who are under than 25 ages about ethical behavior and attitude.
The Reasons for Teachers&apos; Preference for Master&apos;s Degree
Author: Vural, Ömer Faruk
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inservice Teacher Education,Preferences,Masters Degrees,Teacher Improvement,Career Development,Faculty Development,Teacher Attitudes,Graduate Study,Intellectual Disciplines

The purpose of the study was to determine the reasons for teachers' enrollment in master's degree programs and their problems during their education. The study group was determined by the maximum diversity sampling method. The study group was conducted on graduates of different branches, ages, and professional experience who are already teachers or waiting to be appointed as teachers. This research is a phenomenology study. The data collection tool consisted of the personal information protocol and the interview form consisting of 8 open-ended questions. As a result of the study, it was determined that the teachers with master's degree stated that the reasons for wanting to study for a master's degree are personal development or self-improvement in the field of education, pursuing an academic career, professional development, having in-depth knowledge in the field. Considering the purpose of the teachers who have not completed a master's degree but want to pursue a master's degree, the aim of the teachers is to increase their knowledge in the field, but also to do academic studies, to specialize, to do their profession better. Economic conditions, insufficient time, interview and language barrier, and the institution-based reasons that prevent teachers who have not completed a master's degree, but who want to do a master's degree, come to the fore.
Technological Pedagogical Content Knowledge Self-Confidence of Prospective Pre-School Teachers for Science Education during the COVID-19 Period: A Structural Equational Modelling
Author: Gozum, Ali Ibrahim Can
Date: 2021-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Self Esteem,Preservice Teachers,Preschool Teachers,Science Education,COVID-19,Pandemics,Structural Equation Models,Foreign Countries,Educational Technology

In the age of the COVID-19 pandemic, the use of technology and competencies of educators to support the education of early childhood children drew attention to the education that teachers need to receive in the pre-service period. In this context, it could be significant to examine the relationship between technology, pedagogy, and content knowledge that teachers acquire in the pre-service period. The study aimed to identify the relationship between prospective pre-school teachers' Technological Pedagogical Content Knowledge (TPACK) self-confidence for Science Education and TPACK sub-scales. The study utilized the relational screening method based on the quantitative research paradigm. Path analysis was conducted for structural equational modeling. The study group of the research consisted of 280 pre-school teacher candidates who study at the faculties of education in two different state universities located in the eastern region of Turkey. The data were collected via the &quot;Technological Pedagogical Content Knowledge Self-Confidence Scale&quot; developed by Graham, Burgoyne, Cantrell, Smith and Harris (2009) and adapted to Turkish by Timur and Tasar (2011). The theoretical validity of the data collection tool was tested through the validity and reliability performed on the data set obtained from the prospective pre-school teachers. The results showed that the TPACK variable was affected by the TPK and TCK variables directly and positively. TPK and TCK variables were affected by the TK variable directly and positively.
The Connection between School and Student Characteristics with Mathematics Achievement in Turkey
Author: Sevgi, Sevim
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Student Characteristics,Secondary School Students,Student Attitudes,Self Efficacy,Mathematics Achievement,Economically Disadvantaged,Socioeconomic Status,Family Environment,Parent Participation,Educational Environment,Educational Resources,Administrator Attitudes,Principals,Institutional Characteristics,School Safety,Achievement Tests,Foreign Countries,International Assessment,Mathematics Tests,Grade 8

This study aims to investigate the effects of school-level and student-level variables on Mathematics achievement of Turkish students. The study adopted quantitative research design. The participants were composed of 4498 students in 146 schools. Both schools and students were selected randomly, and they took part in the study on voluntary basis. The data were collected using a school questionnaire, student background questionnaire and Mathematics achievement test of &quot;Trends in International Mathematics and Science Study&quot;. The data were analyzed via Hierarchical Linear Modeling. The results showed that 45% of variance between schools, 54.6% of the variance was in schools, 57.33% of school the variance in Mathematics achievement accounted by principals' report on percentages of students coming from economically disadvantaged homes, parents to volunteer for school programs, school resources for mathematics instruction and principals' perception of school climate.
The Effects of Speaking Instruction via Whole Language Approach Collaborative Instructional Design on Preservice Teachers&apos; Speaking Anxiety and Speaking Self-Efficacy
Author: Özenç, Emine Gül
Date: 2021-00-00
Type: Journal Articles
Subjects: Speech Communication,Cooperative Learning,Instructional Design,Preservice Teachers,Anxiety,Self Efficacy,Speech Skills,Teaching Methods,Student Attitudes,Foreign Countries

The aim of this study, which is a need in the field in the context of improving pre-service teachers' speaking skills, is to determine the effects of speaking instruction on pre-service teachers' speaking anxieties and speaking self-efficacy based on whole language approach collaborative instructional design. The study group of the study consists of 180 pre-service teachers, 140 of whom are girls and 40 are boys, who are 1st grade students attending different departments of the education faculty of X University, which can be reached with the appropriate sampling method, which is one of the non-selective sampling methods. The groups formed by taking into account the quality of efficacy criteria were planned in the context of collaborative instructional design, each of them for 13 weeks and carried out the activities to improve the speaking skills including (1) self-introduction, acquaintance; (2) thanking and apologizing, (3) speaking on the phone, (4) welcoming and farewell, (5) visiting speeches, (6) asking for directions and describing, (7) memorial and anniversary talks, (8) opening and presentation speeches, (9) chat and conversation, (10) asking and answering questions, (11) speaking with the officers, (12) debate and (13) interview. The research was designed according to a single group pretestposttest model was used in the quantitative dimension of the research. In the context of the experimental process, the groups formed by taking into account the efficacy criteria were planned in the context of collaborative instructional design, each of them for 13 weeks and carried out the activities to improve the speaking skills including (1) self-introduction, acquaintance; (2) thanking and apologizing, (3) speaking on the phone, (4) welcoming and farewell, (5) visiting speeches, (6) asking for directions and describing, (7) memorial and anniversary talks, (8) opening and presentation speeches, (9) chat and conversation, (10) asking and answering questions, (11) speaking with the officers, (12) debate and (13) interview. In order to collect quantitative data, &quot;Speaking anxiety scale for pre-service teachers&quot; developed by Sevim (2012) and the self-efficacy scale developed by Katranci and Melanlioglu (2013) is used and qualitative data were obtained by making phone calls with teacher candidates. The obtained data were analyzed with anova, t test and content analysis in the light of the findings, it has been concluded that pre-service teachers who receive collaborative speech instruction have decreased speaking anxiety and self-efficacy while speaking anxiety levels and self-efficacy do not change according to gender, age and department.
The Impact of COVID-19 on Higher Education: Rethinking Internationalization behind the Iceberg
Author: Tasçi, Gülsah
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Higher Education,School Closing,Distance Education,Online Courses,Economic Impact,Equal Education,Foreign Students,Socioeconomic Influences,Politics of Education

The Corona virus (Covid-19) pandemic, which was first indicated in Wuhan, China and rapidly became a pandemic, led numerous deaths around the world until today. The global Covid-19 pandemic affected higher education institutions, as it affected all areas of life. The pandemic caught the nations off-guard. The effects of the pandemic on internationalization in higher education institutions were among the important issues emphasized in this process. Due to the pandemic, higher education institutions were closed in most nations. While certain countries attempted to solve the problem through distance education, certain others failed to manage the crisis due to the socio-economic and technological infrastructure problems. That's way, as the impact of the pandemic on the economy was felt both in developed and developing countries, it also led to an increase in prevailing inequalities in several fields. Ironically, the invisible part of iceberg of internationalization in higher education became even more significant. Because the inequalities in the opportunities provided for international students became more pronounced. The possibility of an increase in the decline in number of international students made it necessary to rethink internationalization in higher education in the near future. Thus, this study aimed to investigate the impact of Covid-19 on higher education with a critical approach and to present sustainable internationalization recommendations for higher education institutions.
The Comparison of Math Textbooks in Turkey and Singapore in Terms of Technology Integration
Author: Mersin, Nazan
Date: 2021-00-00
Type: Journal Articles
Subjects: Textbooks,Comparative Education,Textbook Evaluation,Foreign Countries,Technology Integration,Middle School Mathematics,Educational Technology

This study aimed to compare the math textbooks for 5th-8th grades in Turkey and Singapore in terms of their integration of educational technology. In this regard, the textbooks a) approved by Turkey's Ministry of Education, and b) Singapore's New Syllabus series of math were analyzed via document analysis method. For the analysis, this study drew on the framework developed by Sevimli and Kul (2015). Based on this framework, the contents were evaluated according to the type of educational technology, learning area and the integration of technology. As a result, it was observed that technology integration is quantitatively more in Singapore textbooks. However, this difference is largely due to the use of a calculator. However, the usage purpose of technological tools is similar in both countries. The distribution of technological tools according to learning areas has shown a more homogeneous structure in Singapore. The use of technological tools distribution in Turkey has focused on &quot;numbers and operations&quot; and &quot;geometry and measurement&quot; in the learning area. From this point of view, it is thought that the technology integration in the textbooks of both countries should be improved in terms of quality.
Reflecting on Emotions during Teaching: Developing Affective-Reflective Skills in Novice Teachers Using a Novel Critical Moment Protocol
Author: Bleakley, James
Date: 2020-10-00
Type: Journal Articles
Subjects: Psychological Patterns,Teacher Response,Emotional Response,Reflection,Affective Behavior,Elementary School Teachers,Beginning Teachers,Reflective Teaching,Self Evaluation (Individuals),Self Efficacy,Emotional Experience,Protocol Analysis

Affective-reflective skills are an integral component of classroom pedagogy, providing teachers with emotional understandings and confidence that can improve overall classroom performance. This article presents a case study of early career primary school teachers, showing how such affective-reflective skills can be developed through iterations of a purpose-designed collaborative protocol. Use of this novel protocol allowed teachers to examine their classroom practices via critical moment analysis of affective responses observed from lesson videos. Findings demonstrate how teachers' use of this non-judgmental and self-evaluative protocol contributed to an emerging understanding of the relationship between their affective-reflective skills and teaching confidence. Findings support an argument for reframing teacher professional learning, from a focus largely on curriculum content and pedagogy, to a focus that includes the teacher's emotional experience and its subsequent analysis, as part of the learned content that supports the growth of teacher confidence.
The Epistemological Dilemma: Student Teachers Shared Experiences of Jamaica&apos;s National Standards Curriculum (NSC)
Author: Mayne, Hope
Date: 2020-00-00
Type: Journal Articles
Subjects: National Curriculum,Foreign Countries,National Standards,Student Teacher Attitudes,Teacher Education Programs,Cooperating Teachers,Problem Solving,Learning Strategies,Active Learning,Vocational Education Teachers,Epistemology

In this paper, we examined the epistemological dilemma embedded in Jamaica's new National Standards Curriculum (NSC), as seen through student teachers' experience. A basic qualitative research design was used with a purposive sample of ten student teachers, eight females and two males. They were all in the final semester of their four-year teacher education program for a Bachelor of Education in Technical Vocational Education and Training (TVET). Findings indicated student teachers perceived the 5 E-Design process in the new National Standards Curriculum allows knowledge to be constructed through facilitation, conducting research in class, problem-solving, exploration, questioning, real-life experiences, and using active learning strategies. They also reported that resources were lacking in classrooms, some cooperating teachers were resistant to the 5E Methodology, readiness of students were lacking but over time students adopted to strategies used in the 5E approach and began to participate actively in class.