ethanporcaro/eric-fulltext-meta huggingface dataset:
Psychological Safety and Work Engagement of Senior High School Teachers: Moderating Role of Psychological Flexibility
Author: Dramanu, Bakari Yusuf
Date: 2020-09-00
Type: Journal Articles
Subjects: Security (Psychology),Work Attitudes,Job Performance,Well Being,High School Teachers,Public Schools,Psychological Characteristics,Predictor Variables,Self Efficacy,Work Environment,Foreign Countries

There is a dearth of research that investigated how and the mechanism through which psychology safety perceptions and work engagement are related among employees in the education setting, especially in Africa. The present paper investigated how senior high school teachers' perception of their psychological safety in their schools predicted their work engagement and the moderating role of psychological flexibility. The cross-sectional survey design was employed to collect data from a sample of 263 public senior high school teachers in the Tamale Metropolis in the Northern region of Ghana. Adapted standardised questionnaires were used to collect the data. Regression analysis, including the PROCESS procedure for testing of moderating effect, was the main analytical tool employed to test the hypotheses. Both psychological flexibility and perception of psychological safety were significant positive predictors of senior high school teachers' work engagement. Also, psychological flexibility significantly moderated the effect of psychological safety on work engagement. The study concluded that psychological safety is an important determinant of both the perception of psychological safety and work engagement. The paper therefore, recommends, among others, that management of educational institutions and other work settings provide interventions that would enhance psychological flexibility and the feeling of psychological safety among employees.
Examining How the Presence, Absence and Numerical Value of a Grade Affects Students&apos; Perceptions of Assessment Feedback
Author: Lancaster, Gary
Date: 2020-00-00
Type: Journal Articles
Subjects: Grades (Scholastic),Student Attitudes,Feedback (Response),Psychology,College Students,Influences,Foreign Countries

We explored whether the academic grade a student sees influences how positively or negatively they interpret written assessment feedback. Specifically, an experimental design was used where N = 94 psychology students each read an identical passage of neutrally worded feedback. Depending upon which of three experimental conditions they had been allocated to, they also saw with the feedback either a grade of (i) 75 per cent (High Grade; N = 33); (ii) 45 per cent (Low Grade: N = 31) or (iii) No Grade (control condition; N = 30). Next, they answered seven questions relating to their perceptions of the feedback they had read. As predicted, those in the High Grade and No Grade conditions provided significantly more positive perceptions of the neutral feedback compared to those in the Low Grade condition. Implications for those within higher education, who are responsible for deciding how and when grades and feedback are released to students, are discussed.
Promoting Pre-Service Teachers&apos; Reading Attitudes through Literature Circles: A Mixed Methods Design
Author: Dogan, Birsen
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Reading Attitudes,Student Attitudes,Reading Instruction,Reading Motivation,Teaching Methods,Foreign Countries,Group Discussion,Attitude Change,Reading Habits

This study explores the impact extended participation in literature circles had on the reading attitudes of university-age preservice teachers following their involvement in literature circles for one academic year, as part of their training. The participants of the study consisted of 21 pre-service teachers with a low or moderate level of reading habits and reading attitudes. The research was conducted through a mixed methods approach. Although both quantitative and qualitative data were collected in the study, particular emphasis was given to the data collected from the qualitative part (quan+QUAL). In line with the quantitative data, it was concluded in the study that extended involvement in the literature circles had a positive effect on the reading attitudes of the pre-service teachers. The qualitative data, which was obtained through interviews, revealed four themes. The themes emerged as love and desire for reading, benefits of reading, importance of reading and reading habits as a result of the analysis. The results obtained from the research are important in terms of contributing to the improvement of pre-service teachers who will play important roles in Turkey's becoming a literate society.
Changes in Revision Behaviours of L2 Writers in an Intensive English for Academic Purposes Program
Author: Mazgutova, Diana
Date: 2020-00-00
Type: Journal Articles
Subjects: Revision (Written Composition),Behavior Change,English for Academic Purposes,Intensive Language Courses,Second Language Learning,Keyboarding (Data Entry),Data Collection,Learning Analytics,Graduate Students,Undergraduate Students,Foreign Students,Asians,Time Factors (Learning),Prior Learning,Language Proficiency,Language Tests,Foreign Countries

Revision constitutes an important component of the writing process that integrates text interpretation, reflection, and production. Although previous studies have offered useful insights into the revision behaviour of L2 writers at different levels of proficiency using off-line measures, little is known about the online processes of revision. In this study, I used keystroke logging to investigate longitudinal changes in the revision processes of postgraduate and undergraduate students in the context of an intensive English for Academic Purposes (EAP) program. Twenty-five postgraduate and 14 undergraduate students participated in this study. The keystroke logging program Inputlog was used during two essay writing sessions at the beginning and at the end of the course to observe how the participants revise their essays and to get insights into their on-line writing processes. Keystroke logging data were coded in terms of the orientation and location of revisions. The results revealed that postgraduates produced more content-oriented revisions at the end of the programme than at the beginning. The opposite trend was observed for the undergraduates, who revised their essays significantly less frequently at the end than at the beginning of the EAP program and made more mechanical revisions than postgraduate writers. The findings highlight fundamental differences in the developmental trajectories of revision processes between postgraduate and undergraduate students. These differences caused by previous academic writing experience and language proficiency should be considered in developing materials for EAP programs. In the paper, I also discuss benefits of using keystroke logging to investigate L2 writers' revision processes.
Investigation of Prospective Teachers&apos; Spiritual Well-Beings and Life Satisfactions in Terms of Specified Variables
Author: Cetinkaya, Bunyamin
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Religious Factors,Well Being,Life Satisfaction,Student Characteristics,Gender Differences,Majors (Students),Parenting Styles,Parent Background,Educational Attainment,Foreign Countries,Fathers,Mothers

This study was conducted to investigate prospective teachers' spiritual well-beings and life satisfactions in terms of specified variables. 298 students from various departments of universities participated in the study. The Spiritual Well-Being Scale developed by Paloutzian and Ellison, and adapted to Turkish by Eksi and Kardas, the Life Satisfaction Scale developed by Diener et al. and translated and adapted to Turkish by Koker and a Personal Information Form prepared by the researcher were used in the study. This study was a descriptive study based on survey model. The study data were subjected to normality tests and analyzed accordingly. Mann Whitney U Test, Kruskal-Wallis H Test and Spearman Rho correlation coefficient were used to analyze the data. Results of the study, indicated that spiritual well-being levels of prospective teachers significantly varied by gender, year of study, field of study and educational status of father. Life satisfaction levels of prospective teachers significantly varied by field of study. Furthermore, there was a moderate positive correlation between total score for spiritual well-being and life satisfaction.
Facilitating Group Work in Large Cohorts with Collaborative Technologies
Author: Orme, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Large Group Instruction,Technology Uses in Education,Flipped Classroom,Computer Mediated Communication,Learner Engagement,College Students,Active Learning,Student Projects

A tutorial-based flipped classroom approach was implemented to support small group teaching in very large cohorts (350+). The key aim was to provide individualised support for students in research methods, whilst promoting flexibility and inclusivity through a blended delivery model. Benefits included improved student experience and performance, as well as improvements in the experience of group work. The authors also demonstrate how Microsoft Teams can be used to provide an effective blended learning environment for group work.
Investigating In-Service Science Teachers Conceptions of Astronomy, and Determine the Obstacles in Teaching Astronomy in Thailand
Author: Jansri, Sopita
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Teachers,High School Teachers,Astronomy,Motion,Misconceptions,Concept Teaching,Difficulty Level,Barriers,Teacher Attitudes,Inservice Teacher Education,Professional Development,Program Effectiveness,Pedagogical Content Knowledge,Foreign Countries,Earth Science

Astronomy concept is regarded as one difficult topic in both teachers' and students' perspective even though it strongly appeals to the human mind. This concept requires imagination and the ability to use various skills and knowledge, for example, actual motion, relative position, and coordination of views from several points on the Earth to generate an explanation. As mentioned in the literature, the teacher plays a vital role in the teaching and learning process. Therefore, this study aimed to investigate 45 in-service science teachers' understanding of astronomy concepts in a professional development program and to diagnose the misconceptions regarding astronomy concepts. A two-tier test, open-ended questions, and a semi-structured interview were used to gather information on the understanding and misconceptions, particularly on celestial motion concepts. The data were analyzed both qualitatively and quantitatively. The results pointed out that after the four-day professional development program, inservice science teachers gained significantly higher two-tier test scores. The highest progression was in the topic of the Sun's apparent motion. However, most in-service science teachers still held some misconceptions relating to the concept of the seasons. The obstacles in teaching astronomy were also discussed. The study's findings lead to the improvement of the professional development program for in-service science teachers required to teach astronomy concepts nationwide.
Tablet or Paper and Pen? Examining Mode Effects on German Elementary School Students&apos; Computation Skills with Curriculum-Based Measurements
Author: Blumenthal, Stefan
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Curriculum Based Assessment,Computer Assisted Testing,Handheld Devices,Test Format,Elementary School Students,Children,Grade 4,Student Motivation,Difficulty Level,Mathematics Skills,Addition,Subtraction,Progress Monitoring,Foreign Countries

Progress monitoring of academic achievement is an essential element to prevent learning disorders. A prominent approach is curriculum-based measurement (CBM). Various studies have documented positive effects of CBM on students' achievement. Nevertheless, the use of CBM is associated with additional work for teachers. The use of tablets may be of help here. Yet, although many advantages of computer- or tablet-based assessments are being discussed in the literature (e. g. innovative item formats, adaptive testing, automated scoring and feedback), there are still concerns regarding the comparability of different assessment modes (paper-pencil vs. tablet). In the study presented, we analyze the CBM data of 98 fourth graders. They processed the exact same computation items once with paper and pen and once in a tablet application. The analyses point to comparable results in the test modes, although some significant deviations can be found at item level. In addition, the children report perceived benefits when working with the tablet.
The Turning Point of Italian Scientific Pedagogy in the School of Maria Montessori and Giuseppina Pizzigoni
Author: Chistolini, Sandra
Date: 2020-09-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Innovation,Scientific Research,Foreign Countries,Montessori Method,Educational Philosophy,Barriers,Educational History,Teacher Education Programs,Experimental Teaching,Kindergarten,Elementary Education,Educational Change,Outdoor Education,Women Faculty

At the beginning of the 20th century, there were several women in Italy, who gave pedagogy a new impulse. Among those women, two educationalists, Maria Montessori and Giuseppina Pizzigoni introduced new visions of the school by designing strategies that overcame the barriers to education. The first, with the structuring of a method, arose in Rome and has now spread throughout the world. The second was the creation of the Pizzigoni Renewed School in Milan. The Ministry of Education validated their proposals as innovative methods for all schools. In 1911, Pizzigoni's experimental method received official approval and, since then, teacher training courses were promoted. The enlightened spirits of these two pioneers led the Italian school towards a new deal. The search for a method was at the basis of the scientific and experimental turning point; the method also had to taken advantage of medicine and psychology, both relevant in the preparation of all teachers. This article focuses attention on the value of the scientific research conducted by Pizzigoni, less known internationally. Pizzigoni thought, built and defined the school and the method as a unique pedagogical act. She structured the curriculum for kindergarten and decidedly wished to turn the direction of elementary studies upside down: from Idealism to Positivism, from passivity to activity, from rigidity to creativity. In her mind children must be removed from the unhealthy places of the Milan suburbs and, instead, must be educated in a school open to the world. Hence the pedagogical elaboration of the concept of objective teaching as the keyword of the experimental method.
The Internship Practicum and Guidebooks in Teacher Training: A Social Studies Teaching Model
Author: Akhan, Nadire Emel
Date: 2020-09-00
Type: Journal Articles
Subjects: Internship Programs,Practicums,Guides,Preservice Teachers,Teacher Educators,Social Studies,Teacher Attitudes,Student Teacher Supervisors,Observation,Evaluation Criteria,Mentors,Public Colleges,Foreign Countries

The purpose of this research is to determine the opinions of academicians teaching the internship practicum course at different universities and to examine the guidebooks used by universities according to set criteria. The sample consists of 17 academicians at 17 state universities. The data were collected using the qualitative research method and analysed with descriptive analysis. The results of the research have indicated that the academicians do not follow the pre-service teachers weekly and evaluate them according to the internship files and the opinions of their mentors. It has been also determined that the guidebooks used in the internship practicum are not field-specific.
Screen Time and Youth Health Issues: A Literature Review
Author: Santos, Luis
Date: 2020-00-00
Type: Journal Articles
Subjects: Adolescents,Well Being,Mental Health,Physical Health,Health Behavior,Prosocial Behavior,Personality Traits,Self Concept,Dietetics,Correlation,Research Reports,Life Style,Physical Activity Level,Obesity,Television Viewing,Computer Use,Social Media,Handheld Devices,Telecommunications,Video Games,Family Influence

This literature review was undertaken in 2019 with the goal of examining the health effects of screen time exposure on school-aged youth. With the COVID-19 outbreak in early 2020, and the subsequent requirement for many students to learn online, concerns about youth exposure to screens only became more pronounced. Now, more than ever, it is vital that educators--both new and old--consider the effects of screen time exposure. Three databases were accessed for the literature review including EBSCO Education Source, APA (American Psychological Association) PsycNet, and Ovid MEDLINE. The final set of 22 studies were compiled using systematic searches conducted in January 2019 using search terms associated with screen time use among adolescents. The categories of effects that emerged were: (a) physical, (b) behavioural, and (c) psychological. While some of the results of these studies demonstrate small but significant negative correlations between screen time exposure and health effects, and are potentially helpful in understanding screen time associations with the identified factors, in their conclusions authors point out that it is difficult to establish causal connections. Discussion of the results focuses on the potential that familial influences may have in terms of supporting youth in establishing positive screen time behaviours.
Technology Used to Support Learning in Groups
Author: Brown, Barbara
Date: 2020-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Cooperative Learning,Small Group Instruction,Online Courses,Blended Learning,Undergraduate Students,Preservice Teachers,Preservice Teacher Education,Progress Monitoring,Scheduling,Assignments,Group Activities

Across disciplines, researchers recognize that working together in a small group can be a challenging learning activity, particularly in an online course where group members meet remotely. This 2-year, design-based research study focused on improving group work in both online and blended sections of an undergraduate course for pre-service teachers. Surveys were completed by instructors (N = 15) and students (N = 361) at three different junctures during the course to learn about how technologies were used by students and instructors to support group work. Interviews were also conducted at the end of the term to gather in-depth descriptions about the types of technologies and how they were used by students and instructors to support group work. Findings indicated that students and instructors selected a combination of technologies, including institutionally supported and mainstream applications such as shared workspaces to coordinate, track, and monitor group progress. Students and instructors also described using communication technologies to manage group challenges related to scheduling, communicating, and integrating tasks into the project. Findings contribute to our understanding about how technologies were used to support process and product when working on a group assignment.
Mediating Role of School Attachment in the Relationship between Perceived Stress and School Satisfaction
Author: Oral, Tuncay
Date: 2020-09-00
Type: Journal Articles
Subjects: Student School Relationship,Attachment Behavior,Psychological Needs,Sense of Community,Predictor Variables,Stress Variables,Coping,Student Satisfaction,Secondary School Students,Early Adolescents,Urban Schools,Well Being,Foreign Countries

The purpose of this study is to test the mediating role of school attachment in the relationship between perceived stress and school satisfaction in secondary school students. In the study, the Perceived Stress Scale in Children, Brief Adolescents' Subjective Well-Being in School Scale, and the School Attachment Scale for children and adolescents were applied to 538 students (258 girls and 280 boys) who were educated in different secondary schools in Turkey. The data were tested using Pearson moments multiplication correlation coefficient and structural equation model analysis. Research results have shown that school attachment plays a fully mediating role in the relationship between perceived stress and school satisfaction in secondary school students. In other words, stress's predictability of school satisfaction has been eliminated by the inclusion of the mediatory variable of school attachment into the structural equation model. This result has been discussed in light of theoretical and empirical data.
Difficulties Encountered by High School Students in Mathematics
Author: Guner, Necdet
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Barriers,Mathematics Instruction,Mathematics Skills,Institutional Characteristics,Teacher Influence,Course Content,Student Characteristics,Secondary School Mathematics,Teacher Characteristics,Teaching Methods,Student Attitudes

The aim of this study is to identify whether high school students encounter any difficulties in mathematics and reveal the reasons for such difficulties. The participants of the study, which was a descriptive case study based on qualitative understanding, were a total of 164 students, including 85 students from Anatolian High Schools and 79 students from Science High Schools. Approximately 11% of the participants said they had no difficulties in math, whereas 99% of the students from Anatolian High Schools and 78% of the students from Science High Schools said they had difficulties in mathematic. Their thoughts about the reasons for such difficulties were analyzed by content analysis method considering the type of high school they attended. The findings obtained revealed that the difficulties encountered by the participants in mathematics were teacher-, content- and student-based. Anatolian High School students stated that they intensely faced teacher-based difficulties, whereas Science High School students stated that they faced content-based difficulties. It's expected that the results of this study may contribute to studies to be conducted to increase student success in mathematics education and provide ideas for further studies.
Mind Your Mind: Involving Doctoral Clinical Psychology Students in Helping Undergraduate Psychology Students to Navigate University Life
Author: Peel-Wainwright, Kelly-Marie
Date: 2020-00-00
Type: Journal Articles
Subjects: Doctoral Students,Clinical Psychology,Undergraduate Students,Student Adjustment,Well Being,Workshops,Program Evaluation,Foreign Countries

Undergraduate student mental health and wellbeing is becoming an increasingly important topic. In particular, students from backgrounds that have been traditionally underrepresented in higher education may have increased difficulties during the transition to university. Therefore, 'Mind Your Mind', a pilot, three-part programme of workshops facilitated by doctoral clinical psychology students to support first year undergraduate psychology students was developed. The workshops were formulation-based and explored 'social media', 'anxiety' and 'belonging'. Students generally found the workshops useful and easy to understand, and felt that attending the workshops increased their wellbeing. The programme also provided an opportunity for the clinical psychology students to develop their skills and give something back. Reflections on the development, facilitation and sustainability of the programme are discussed.