ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Disaster Awareness Perception Levels of Students in Social Studies Teaching Undergraduate Program
Author: Türksever, Ömer
Date: 2021-00-00
Type: Journal Articles
Subjects: Knowledge Level,Consciousness Raising,Student Attitudes,Undergraduate Students,Predictor Variables,Preservice Teachers,Social Studies,Natural Disasters,Student Participation,Conferences (Gatherings),Student Projects,Homework,Public Colleges,Foreign Countries

Disasters are known as calamities affecting all humanity on earth and have adverse impacts on human life in various ways. Although many natural disasters cannot be prevented, their adverse effects on people can be mitigated. It is important to raise the awareness of people about disasters, whether they are caused by human effects or nature. Disaster education plays an important role in raising this awareness. The study group of the study consists of 172 teacher candidates receiving education in the 1st, 2nd, 3rd and 4th grades of the department of social studies teaching in a state university located in the Central Anatolia region. In order to measure the disaster awareness of the teacher candidates, the scanning pattern included under the quantitative study method has been used. T-test and ANOVA has been utilized in the analysis of disaster awareness perception scale. As the result of the analysis; in the sub-dimensions of disaster education awareness, pre-disaster awareness, false disaster awareness and post-disaster awareness, the teacher candidates have been evaluated according to their gender, their general academic average scores, their participation in a conference or a panel and according to their homework, presentation or project preparing status. Based on the results of the research, in order for the teacher candidates to gain the right disaster awareness, it has been recommended that they should be provided with disaster awareness courses in their undergraduate curriculum, that they should take part in various research projects, and attend various symposiums, congresses related with disaster awareness.
An Analysis of Prospective Teachers&apos; Curriculum Literacy Levels in Terms of Various Variables
Author: Zelyurt, Hikmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Predictor Variables,Elementary School Curriculum,Pedagogical Content Knowledge,Foreign Countries,Gender Differences,Individual Differences

This study aims to examine the curriculum literacy levels of prospective teachers in terms of various variables. The research sample consists of 469 teacher candidates, including 253 students from the 3rd grade and 216 students from the 4th grade, studying in Primary School Education, Preschool Education, Turkish Education, and Social Studies Education Departments of Inonu University Education Faculty. Curriculum Literacy Scale was used as a data collection tool in the study. In the findings of the study, it was observed that there was a significant difference in various sub-dimensions of the curriculum literacy of prospective teachers by different variables.
Adapting Literature Critique Engagement Activities for Online Learning Due to COVID-19: Use of Online Learning Groups to Promote Scientific Literacy Capabilities in Undergraduate Nutrition Education
Author: Beauchamp, David M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,COVID-19,Pandemics,Critical Thinking,Scientific and Technical Information,Scientific Literacy,Nutrition Instruction,Toxicology,Undergraduate Students,Learner Engagement,Active Learning,Cooperative Learning,Instructional Effectiveness,Skill Development,Learning Strategies,Questionnaires,Foreign Countries

Maintaining scientific literacy (SL) skill development in undergraduate science education while transitioning courses from the in-person to online learning environment due to the COVID-19 pandemic requires adaptation of some teaching practices. This study assessed the effectiveness of small online learning groups as the active engagement strategy (replacing in-person breakout groups) to promote SL skill development in fourth year undergraduate nutritional science students in the online learning environment (Fall 2020 semester). As a secondary outcome, SL skill development in the online learning environment (Fall 2020, n=178) was compared to that of the in-person course format (Fall 2019, n=144). Students were surveyed at the start and end of the semester to assess their i) scientific literature comprehension, ii) SL skill perceptions, and iii) practical SL skills. The use of online learning groups contributed to improvements in both literature comprehension and SL skill perceptions (P&lt;0.05), however, practical SL skills remained unchanged (P&gt;0.05). There was no difference in the magnitude of improvement in students' SL skill perceptions or their practical SL skills between course formats (P&gt;0.05). The ability to think critically about the scientific literature was increased in both course formats, with greater improvements observed in the online course format (P=0.02). Additionally, only students in the online course format had improved comprehension of scientific methods versus the in-person format (P=0.05). Collectively, these data demonstrate that the adaptations of an in-person course to an online learning environment using small online learning groups can similarly promote the development of SL in undergraduate nutrition education.
Transdisciplinary, Community-Engaged Pedagogy for Undergraduate and Graduate Student Engagement in Challenging Times
Author: Jacobs, Shoshanah
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Experiential Learning,School Community Programs,Skill Development,Learner Engagement,College Freshmen,College Seniors,Graduate Students,Mentors,COVID-19,Pandemics,Distance Education,Electronic Learning,Sense of Community,Partnerships in Education,Foreign Countries

When the COVID-19 pandemic required all higher education learning to move to remote or online formats, students were challenged to maintain a sense of community and to advance in their education. By focusing on the immediate, human needs of students, IdeasCongress -- a community-engaged experiential learning course with a curricular emphasis on transferable skills -- flourished in the remote synchronous format. The only significant change was to shift the topic of the course to #RecoverTogether to guide our students in imagining a path through the pandemic while supporting local charities by developing plans for mitigating the impact that the pandemic was having on their service model. This paper outlines a case study of the course and reflections upon the experience of teaching during the pandemic restrictions, supported by student feedback from the September-December (Fall) 2020 semester. Based on this evidence, the approach appeared to be effective for student retention and engagement, and increased student feelings of connectedness to both the campus and the local community. The paper highlights key lessons learned while teaching and learning during challenging times and describes the teaching approaches used to support students.
Engaging Student Teachers in an Online Teaching Pedagogies Module during COVID-19
Author: Tiernan, Peter
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teachers,Online Courses,Blended Learning,Secondary School Teachers,Teacher Education Programs,School Closing,Student Attitudes,Teaching Methods,Program Effectiveness,Teacher Competencies,Knowledge Level,Teaching Skills,Foreign Countries,Peer Evaluation,Feedback (Response),Reflection

COVID-19 represented a major challenge for many educators, with teachers needing to pivot rapidly to using online learning tools in order to stay connected with their students. This was particularly relevant for teachers in the process of completing their Initial Teacher Education (ITE), whose programmes of study did not include online teaching components. The objective of this study was to develop and evaluate a module for teaching in online and blended learning environments for 244 post-primary teachers in ITE. This study begins by examining the impact of COVID-19 and the resulting pivot to online learning, this includes an overview of the challenges associated with online teaching. Next, the authors explain the module in detail, outlining the tools, strategies and activities provided for student teachers. This included peer-evaluated online micro-teaching components - which formed a major part of the learning. Data collection involved a questionnaire which gathered student teachers' perceptions of the module and its approaches, the impact it had on their ability to teach during the COVID-19 pandemic, and the knowledge and skills useful for future practice. Findings suggested that the implementation of the developed module was successful in preparing student teachers to teach online, providing them with the tools and confidence necessary for success. Improvements suggested the development of differentiated pathways for student teachers who are more experienced with online teaching.
Biodiversity Learning Continuum for Elementary School Students Based on Teacher Cognitive Ability
Author: Hayati, Riza Sativani
Date: 2021-10-00
Type: Journal Articles
Subjects: Biodiversity,Science Instruction,Instructional Effectiveness,Sequential Approach,Elementary School Curriculum,Elementary School Students,Children,Cognitive Development,Cognitive Ability,Teacher Competencies,Elementary School Teachers,Spiral Curriculum,Knowledge Level,Difficulty Level,Foreign Countries

An evaluation of the national curriculum by practitioners suggests that learning materials across school levels still overlap, are irrelevant to student development phases and competencies required, too challenging for students to learn, too broad in terms of topics, and lacking in depth. This evaluation encourages the needs for special studies regarding the sequence of the materials -- known as a learning continuum -- to be taught to students to fit students' learning development, so that learning becomes more effective. The study aims to develop a biology learning continuum on the biodiversity topic for elementary school (ES) students. In this developmental research, the learning continuum was developed based on (1) the survey results regarding the cognitive ability of the 240 participating teachers, (2) group discussion results considering the stages of student cognitive development, cognitive levels and dimensions of materials, and (3) Biological science curriculum study (BSCS) as the standardized biology learning materials. The study has successfully developed 32 sub-topics in the learning continuum which were transformed into only 31 sub-topics at the cognitive level of C1 and C2, and the cognitive dimensions of fact and concept knowledge. This learning continuum is expected to help the development of a spiral curriculum in ES for more effective learning.
Dimensionality of the Rosenberg Self-Esteem Scale among Greek Primary School Students
Author: Syropoulou, Angeliki
Date: 2021-10-00
Type: Journal Articles
Subjects: Elementary School Students,Children,Public Schools,Test Validity,Psychometrics,Factor Structure,Measurement Techniques,Self Concept Measures,Self Esteem,Foreign Countries

The aim of the current study was to validate the self-report version of the Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965) structure in a sample of Greek primary school students. The study was based on the original one-factor model suggested by the scale's author, as well as on the two-factor correlated model of positive and negative items. Participants were 652 primary school students (N=652, M=10.02, SD=1.160). The psychometric properties of the RSES were assessed by conducting a Confirmatory Factor Analysis (CFA). Both average variance extracted and composite reliability were used to test the internal consistency and convergent validity. The correlated two-factor model provided a better fit to the data than the one-factor model, according to the CFA. This conclusion is based on the analysis results, which comprised as providing good fit if non-significant X[superscript 2] values, X[superscript 2]/df &lt; 1.5, the Tucker Lewis index (TLI) and the comparative fit index (CFI) = 0.95 (acceptable at &gt; 0.90), as well as the root mean square error of approximation (RMSEA) &lt; 0.06 (Hu &amp; Bentler, 1999). The main contribution of this study was the adaptation and evaluation of the RSES for use of Greek students and the determination of its factor structure. Teachers and researchers could also use this interpreted scale to determine the level of self-esteem in primary school children and form strategies to increase their self-esteem.
Distinctive Features of Executive Functions among Students with Differing Levels of Probabilistic Thinking Style
Author: Dobrin, Alexander Viktorovich
Date: 2021-10-00
Type: Journal Articles
Subjects: Executive Function,Undergraduate Students,Late Adolescents,Cognitive Style,Probability,Decision Making,Problem Solving,Inhibition,Self Control,Short Term Memory,Motor Reactions,Correlation,Foreign Countries

This study aims to study the control of interference and self-control in students with different levels of probabilistic thinking style (PTS). The study covered 90 students (average age 20 ± 3.03 years). The sample subjects were formed through the approximate modeling method. The experimental group covered students from the 1st to the 4th year. At the first stage, the features of the probabilistic thinking style were studied. At the second stage, the features of brake control were analyzed. The features of the probabilistic thinking style were studied through such methods as R. Amthauer's Test, New Uncertainty Tolerance Questionnaire (NTQ), S. Epstein's Intuitive Style Questionnaire, and the Prediction Ability Test (L.A. Regush). O.M. Razumnikova studied peculiarities of the interference control using the &quot;Interference&quot; method, the features of self-control using the ReBOS method. The results showed that students with a high level of PTS effectively use probabilistic knowledge and skills to make the right decision. Students demonstrate the ability to identify patterns and essence of probabilistic phenomena effectively using mental operations such as analysis, synthesis, generalization, comparison, and classification. It was found that the better the processes of inhibitory control are formed, the more efficiently the process of correlating the conditions of the problem and the information that can be used to solve it is carried out, and the more efficient the subject can identify common signs and properties of objects or concepts, compare them, move from visual-effective forms of comparison with the abstract comparison, that is, the higher the level of development of probabilistic thinking style. The revealed features of inhibitory processes and working memory in students, depending on the level of development of the probabilistic thinking style, make it possible to predict the effectiveness of student decision-making in a situation of uncertainty, and thus to develop effective strategies for finding innovative ways, methods, and means of enhancing the cognitive, including the mental activity of students.
Effects of Self-Regulated Strategy Development Strategy on Story Writing among Students with Learning Disabilities
Author: Zaien, Sahar Zedan
Date: 2021-10-00
Type: Journal Articles
Subjects: Learning Strategies,Students with Disabilities,Writing Instruction,Middle School Students,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Intervention,Foreign Countries,Story Telling,Learning Disabilities,Comparative Analysis,Program Effectiveness,Metacognition,Teaching Methods,Writing Processes

The aim was to explore the effectiveness of a SRSD- based training program on story writing among second-year middle-school learning disabled students in Saudi Arabia. Participants were 50 students from a middle school in KSA. Participants were selected from two intact classes, which were assigned as control and experimental groups, with each group having 25 participants. A two-group pre-post design was used to compare story writing of participants. In the preintervention phase, students individually wrote one story that was evaluated by two teachers of English. In the pre-intervention phase, students individually wrote one story that two English language teachers evaluated. ANCOVA and t-test analyses were used for analysing data, Findings indicated the effectiveness of the program employed in improving story writing among the target students. Accordingly, the study advocated a self-regulated strategy development-based training program for improving story writing among 2 nd year-middle-school learning disabled students in KSA.
Factors Influencing School Teachers&apos; Sense of Belonging: An Empirical Evidence
Author: Kachchhap, Sandeep Lloyd
Date: 2021-10-00
Type: Journal Articles
Subjects: Sense of Community,Teacher Attitudes,Correlation,Case Studies,Organizational Climate,Predictor Variables,Work Environment,Foreign Countries,Teacher Administrator Relationship

An educational organization includes a variety of people from different backgrounds, which may include culture, language, tradition, custom, belief and so on. They all work at different levels to meet the distinct goals and objectives of an organization. By extension, schools fit the same profile, in that they are educational organizations. To meet a desired outcome, it is essential for the teachers in a school to work together. This coordination as well as efficiency in the work can exist when there is a sense of belongingness among teachers. This study sought to examine the influence the selected factors had on the sense of belongingness. Using a quantitative approach a sample (n=186) of teachers were selected to test this influence. A cross sectional survey methodology was employed for data collection. Reliable instruments were carefully selected and, before being used, were pilot tested to ensure its reliability in the context. The data was analyzed using descriptive analysis, Pearson correlation and multiple regression. The result of the study revealed that perceived organizational support and organizational climate had a positive influence on teachers' sense of belonging. Additionally, it was identified that organizational climate was a better predictor of teachers' sense of belonging.
Impact of Instructional Sequence to Teach Argumentative Writing to Disadvantaged Students Using the Opinion Article
Author: Rodriguez-Hernandez, Blanca Araceli
Date: 2021-10-00
Type: Journal Articles
Subjects: Sequential Approach,Writing Instruction,Writing Skills,Instructional Effectiveness,Persuasive Discourse,Novices,Elementary School Students,Grade 5,Grade 6,Disadvantaged Youth,Socioeconomic Status,Rural Schools,Public Schools,Developing Nations,Evidence Based Practice,Foreign Countries

Written argumentation is a complex skill to master. It can be assumed that students can transfer oral argumentation skills into a written format. Still, students from disadvantaged backgrounds for whom this task is highly novel require greater scaffolding to formulate persuasive arguments in writing. Therefore, there is a need for developing sound methodologies to introduce argumentative writing to these students. This study's objective was to address this need to develop evidence-based methodologies for teaching genre novice students at the end of primary school in Mexico (5th and 6th grades). Based on a socio-discursive interactionist approach, an introductory instructional sequence using the opinion article was designed for disadvantaged students. A quantitative pre-test-post-test design evaluated its efficacy in fifth and sixth graders (n= 50) from a rural community in northern-central Mexico by prompting an initial and final opinion article and measuring intervention changes with inferential statistics. Findings from a mixed 2x2 analysis of variance with Grade as the between-participants variable and Time as the within-participants variable suggested there was a significant instruction effect for both 5th and 6th -grade groups (main effect of Time: (F(1,48) = 28.52, p = = 0.0001, n[superscript 2 subscript p] =0.37). Students did not significantly differ by grade level (main effect of Grade: F(1,48) = 1.82, p = 0.18, n[superscript 2 subscript p] =0.03), nor did they benefit differently from the intervention (interaction of Time X Grade: (F(1,48) = 1.24, p = 0.27, n[superscript 2 subscript p] =0.02). When examining the opinion article's dimensions, the Wilcoxon signed-rank tests revealed students could improve the structure and linguistic devices, but not the communication of their texts' purpose. Results suggest a brief, socially relevant opinion article instructional sequence can facilitate the learning of argumentative writing elements in genre novice rural students.
Linking Administrative Performance of Principals vis-à-vis Public Relations and Community Involvement
Author: Tadle-Zaragosa, Junalyn R.
Date: 2021-10-00
Type: Journal Articles
Subjects: Principals,Administrator Effectiveness,Administrator Attitudes,Administrator Role,Elementary Schools,Public Relations,Community Involvement,Correlation,Foreign Countries,Administrator Evaluation,Parent Participation,Teacher Attitudes

Measuring administrative performance aims to determine the effectiveness of school management. For decades, academicians and scholars have not come up with a consensus on this determination including which variables be included. In this study, principals' administrative performance was looked into utilizing Fayol's principles of management and further determining their work attitudes. In retrospect, school principals perform varying roles and functions in the continuous educational process. In order to attain quality education is to have quality school principals. This study investigated the administrative performance of school principals in a progressive school division of El Salvador city, Misamis Oriental, Northern Mindanao, Philippines. Respondents included 15 elementary school principals who rated their management practices and work attitudes. Their answers were validated by the 136 randomly selected teachers who evaluated the administrative performance of the principals. A normative, descriptive method and correlation were employed. A questionnaire determined their administrative performance, including practices and work attitudes. Relevant results revealed &quot;scalar chain and security of personnel&quot; came out as top management practices of the school heads. Other vital results point to the &quot;Environmental&quot; attitude of the principals, and teachers' evaluation indicated that the principals manifested &quot;above performance&quot; rating in the areas of public relations and community involvement. There is a significant relationship between the principals' management practices when correlated with their work attitudes, and this is identified as Fayol's principle of &quot;authority.&quot; The study recommends that as school managers, principals should foster a good relationship not only with the teachers under their care but also with the parents, and other stakeholders.