ethanporcaro/eric-fulltext-meta huggingface dataset:
Should Lecturers Be Willing to Teach High-Functioning Autistic Students: What Do They Need to Know?
Author: Ponomaryova, E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Student Diversity,College Students,College Faculty,Teacher Attitudes,Inclusion,College Role,Teaching Methods,Foreign Countries,Student Needs,Teacher Competencies

Academic institutions are currently developing special programs based on the belief that the overall success of universities relies on the integration of diverse population groups. This study investigates the role of the organizational support to lecturers to facilitate the integration of students with high-functioning autism (HFA). A questionnaire was developed and completed by 103 lecturers to examine their attitudes on the best methods for integrating students with HFA in higher education. Both regression and path analysis were performed. The findings show that the university's support is the main factor that influences instructors' beliefs on the best method of integration, either by creating a tolerant atmosphere in the institution or using specially developed teaching methods. Lecturers' positive emotional responses and desire to be familiar with and involved with HFA students influence lecturers' ability to provide effective support to students with HFA.
Tutorial Schools in Thailand: Perceptions and Motivations of Thai High School Students
Author: John, William J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Tutorial Programs,Tutoring,Tutors,Foreign Countries,Student Attitudes,Student Motivation,High School Students,Private Education,Grade 12,Secondary School Science

The article explores the motivation of Thai secondary school students who chose to enroll in private tutorial institutes. The research draws on primary qualitative data compiled from structured interviews utilizing a comparative perspective to provide insight into perceptions of tutorial versus formal secondary education. The evidence presented here suggests that Thai secondary students have two clear motivations for consuming and engaging in private tutorial education: (1) the belief that tutorial classes will provide them with better educational performance as measured by their grade point average and performance on standardized tests, and (2) a service-driven motivation where tutorial educators provide student-centered learning and personalized education.
Leadership in the University Student Environment: How to Become a Person-Oriented Leader
Author: Zorina, Anna V.
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Leadership,Leadership Qualities,Leadership Training,Skill Development,Communication Skills,Student Participation

Currently there is a vital need to teach youth to demonstrate leadership skills as well as to work in the competitive market environment. This article is devoted to the problem of leadership training among university students. The sample included 474 students of Kazan Federal University. The project was based on the use of person-oriented interaction between the university tutors and students to help young people overcome the barriers to develop leadership qualities while being engaged in the organizational activities. In the first phase, the participants' levels of leadership qualities, organizational inclination, and communication skills were determined. The experimental stage was aimed at teaching student organizers create a positive atmosphere in the group being guided by the principles of person-oriented interaction between a leader and his followers. The experiment has demonstrated that collaboration of people with a high level of leadership qualities and those ones with a low level of leadership qualities do not give positive results. Collaboration with the university tutors gave support to the student participants and helped them develop the traits of a leader.
Augmented Reality Experience: Initial Perceptions of Higher Education Students
Author: Sural, Irfan
Date: 2018-10-00
Type: Journal Articles
Subjects: Simulated Environment,Computer Simulation,Teaching Methods,Educational Technology,Technology Uses in Education,Computer Science Education,Teacher Education Programs,Preservice Teachers,Student Attitudes,Foreign Countries

The main goal of this paper is to unveil the results of survey study that intends to explore the candidate teachers' opinions about using augmented reality (AR) in classrooms. For this purpose, marker-based mobile augmented reality application has been developed and computer hardware devices are used as a teaching material. In addition, candidate teachers allowed to use this augmented reality application and share their opinions regarding to user experience. In data collection, survey and open-ended questions are used and conducted to candidate teachers in Department of Computer Education and Instructional Technology, Faculty of Education. The tools and technology required to develop a AR and development experiences are also shared. According to results teacher candidates are very excited of using augmented reality for the first time in their learning. it is also emphasized that it would be beneficial to disseminate augmented reality in their other learning materials.
In-Service Teacher Training: Problems of the Teachers as Learners
Author: Ayvaz-Tuncel, Zeynap
Date: 2018-10-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Faculty Development,Beginning Teachers,Beginning Teacher Induction,Teacher Attitudes,Program Effectiveness,Foreign Countries,Teacher Competencies

Teachers need to update their knowledge and skills on curricula, psychology, and pedagogy of the learners and new research on teaching and learning; hence, they need appropriate in-service training, as well. However, the professional development practices in which they participate are mostly irrelevant to what they need and stay just in theory. Current researches criticized the inadequacy and inappropriateness of the traditional methods of teachers' professional development. In this research, the views and the suggestions of the novice teachers were investigated on in-service training, which was arranged as a part of the induction program. This research is a descriptive study and the participants consist of 494 teachers who participated in teacher induction program. A questionnaire form was used including open-ended questions. The results showed that in-service training did not make any contribution to some teachers and their personal development. The negative views on the trainers and the setting where the in-service training was conducted are other significant points for the evaluation. Therefore, it can be suggested that the planning process should be carefully carried out in order for in-service training to be effective and sustainable and the andragogy principles should be taken into account in organizing the teaching and learning process.
Open Inquiry in Facilitating Metacognitive Skills on High School Biology Learning: An Inquiry on Low and High Academic Ability
Author: Rahmat, Irwandi
Date: 2018-10-00
Type: Journal Articles
Subjects: Inquiry,Metacognition,High School Students,Secondary School Science,Biology,Science Instruction,Low Achievement,High Achievement,Academic Ability,Pretests Posttests,Control Groups,Grade 11,Foreign Countries,Experimental Groups,Active Learning

Learning model and academic ability are important considerations in developing students' skills including metacognitive skills in biology learning. The study aimed to investigate the effect of open inquiry on the metacognitive skills of students in different academic abilities. The study was quasi-experimental research, using the equivalent post-test only with control group design. The subjects of the experiment comprised 60 eleventh grade students. The samples were randomly assigned in a 2x2 factorial design. Two learning models were compared: open inquiry and conventional models, and two academic abilities: high and low. The students' metacognitive skill was measured by an essay test integrated with academic achievement measurement, as well as an application of a learning journal as self-assessment. The result of a 2-way ANOVA test confirmed the metacognitive skills of students with high and low academic abilities in experiment class was significantly higher than those students in control class, but not for their interactions. Accordingly, the implementation of inquiry-based learning appears to be an effective strategy among students with different academic abilities.
A Qualitative In-Depth Analysis of the Determinants and Outcomes of EFL Teachers&apos; Motivation and Demotivation
Author: Pourtoussi, Zahra
Date: 2018-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Motivation,Teacher Attitudes,Student Motivation,Educational Environment,Foreign Countries,Teacher Salaries,Peer Relationship,Classroom Environment,Textbooks,Job Satisfaction,Goal Orientation,Teacher Student Relationship

The current study probed qualitatively the antecedents and consequences of teachers' motivation and demotivation among Iranian English as foreign language (EFL) teachers. To conduct the study, four different kinds of qualitative methods were triangulated, including interviews, diaries, journal, and open-ended questions. To analyze the obtained data, MAXQDA 10 software was used offering the researchers a wide variety of visual tools, diagrams, and tables. The results demonstrated that the antecedents encompassed two broad factors (job-related factors and immediate environment) and a number of sub-factors. Besides, the consequences have three main categories (physical, behavioural, and attitudinal) and a host of sub categories. All in all, the results demonstrated that most of the antecedents and consequences were external rather than internal; so, it is recommended that teaching environment should be enhanced both physically and professionally in order to promote teacher motivation conducive to learner motivation and effective learning.
Paving the Way for Media Literacy Instruction in Preservice Teacher Education: Prospective Teachers&apos; Levels of Media Literacy Skills
Author: Erdem, Cahit
Date: 2018-10-00
Type: Journal Articles
Subjects: Media Literacy,Foreign Countries,Preservice Teacher Education,Preservice Teachers,Literacy Education,Student Attitudes,Measures (Individuals),Preschool Education,Elementary Education

This study aims to identify prospective teachers' levels of media literacy skills. This is a mixed-type study with explanatory sequential design. In the quantitative phase, 865 prospective teachers in a state university, selected through multi-stage cluster sampling method, took Media Literacy Skills Scale. In the qualitative phase, semi-structured interviews were held with five prospective teachers. In data analysis, CFA, descriptive statistics, Mann Whitney U test, Kruskal Wallis test and descriptive analysis were used. The study reveals that prospective teachers have a medium level of media literacy skills and their levels differ significantly by their academic success and teaching programs they attend to but not by gender. The qualitative analysis also puts fort the participants lack some competencies in media literacy skills of access, analyzes, evaluate and communicate; and provides detailed descriptions as to them. This research is expected to serve for curriculum development studies with respect to media literacy instruction in preservice teacher education.
Effects of the Metacognitive Learning Strategy on the Quality of Prospective Chemistry Teacher&apos;s Scientific Explanations
Author: Parlan, Parlan
Date: 2018-10-00
Type: Journal Articles
Subjects: Pretests Posttests,Control Groups,Learning Strategies,Metacognition,Construct Validity,Chemistry,Science Teachers,Foreign Countries,Preservice Teachers,Science Instruction

This work is aimed at finding out the effect of the implementation of the metacognitive learning strategy on the quality of prospective chemistry teacher's scientific explanations. This study used a quasi-experimental method with a pretest -- post-test control group design. The participants of this research were the students of two classes of Chemistry Education Study Program of a state university in Malang, Indonesia. One class was taught using expository learning (EL) and another class was taught using the metacognitive learning strategy consisting of four stages (preparing, doing, checking, and assessing &amp; following-up) abbreviated to MS-PDCA. The data of the quality of scientific explanations obtained from the test (reliability = 0.78) were then analysed using descriptive and inferential statistics. The research results showed that 1) the improvement in the quality of scientific explanations for two aspects (technical and conceptual validity) of the students taught using MS-PDCA was higher than that of the students taught using EL. 2) MS-PDCA learning enhanced the skills of constructing scientific explanations in the technical and conceptual validity aspect proportionally. It can be concluded that MS-PDCA can be used effectively in science learning, especially for the study of materials requiring conceptual construction and deep understanding of the relationship among the related concepts.
The Factors Affecting Teacher-Motivation
Author: Börü, Nese
Date: 2018-10-00
Type: Journal Articles
Subjects: Teacher Motivation,Academically Gifted,Special Schools,Career Choice,Foreign Countries,Teaching Conditions,Teacher Salaries,Teacher Characteristics,Influences,Educational Policy,Students,Teacher Attitudes,Teacher Collaboration

The study aimed to provide an in-depth analysis of the internal and external causes that were influential towards job motivation of the teachers who were selected according to some success performance criteria for the institutions which is called science, art school where the gifted students are educated. The study was adopted as a qualitative research method and the case study was used. The data of the study were collected with semi-structured interviews. Content analysis method was used in analyzing the data. In accordance with the research aims, this study identified 2 themes and 7 sub-themes. 'Internal motivation resources' was determined as the first theme of the study. The subthemes under these themes like 'immaterial aims', 'success' and 'personal characteristics'. 'External motivation sources' was determined as the second theme of the study. The subthemes under these themes like 'students', 'national education policies' and 'school principals', 'colleagues'. In conclusion, participants were motivated with being successful, effective working condition, students' desire for learning, being more autonomous, equitable and consistent implementations regarding with project-based education approach.
Traditional and Inquiry-Based Learning Pedagogy: A Systematic Critical Review
Author: Khalaf, Bilal Khalid
Date: 2018-10-00
Type: Journal Articles
Subjects: Conventional Instruction,Active Learning,Inquiry,Models,Educational Change,Outcomes of Education,Instruction,Learning Processes,Self Esteem

Learning methodologies have been studied extensively for more than five decades. While traditional learning model was previously dominant method in the field of learning, the early 1970s saw a wide range of reforms in educational fields supported by new technologies that facilitate the change from a teacher to a student-centred model. However, these reforms are still limited regarding efficiency. This study constitutes a systematic and critical review of the two dominant learning models, traditional and inquiry-based learning. While, traditional learning is supposed to increase learners' outcomes and keeps them active during the learning process, it has been widely asserted that inquiry-based learning increases learners' knowledge and skills. This review is based on forty-three empirical studies reported in the literature between 2002 and 2017. It identified a number of important drawbacks to both traditional and inquiry-based learning in the previous works. This review had analysed and evaluated critically the advantages and disadvantages of both learning methods. A gap was found between the current learning methods and the expectations of our educational systems in developing learner's knowledge and skills. Thus, this review concludes that a new pedagogical design is necessary to emphasises the advantages and negates disadvantages of both learning models.
Job Satisfaction as a Mediator between Directive and Participatory Leadership Styles toward Organizational Commitment
Author: Banjarnahor, Humuntal
Date: 2018-10-00
Type: Journal Articles
Subjects: Job Satisfaction,Leadership Styles,Foreign Countries,Organizational Culture,Employee Attitudes,Administrator Attitudes,Instructional Effectiveness,Instructional Leadership,Teacher Administrator Relationship,Educational Quality,Junior High Schools

Principals play a very important role in determining the quality of education in schools. The success of the principals to mobilize all potential in the school environment is highly dependent on the leadership styles. Job satisfaction and organizational commitment of the principals, teachers and administrators are considered as indicators in determining the success of the school institution. The objective of the research was to investigate the role of job satisfaction as a mediator in influencing the directive and participative leadership styles toward the elementary school principal organizational commitments in Medan. The sample of the research was 164 junior high school principals of the school principals selected and the data analyzed with path analysis. The results showed that (1) the principal job satisfactions did not function positively as a mediator between directive leadership styles and organizational commitments, (2) job satisfaction found as a positive mediator between participative leadership styles and principal organizational commitment.
Views of Mathematics Student Teachers on Teacher Insights into the Teaching Process
Author: Ünver, Semiha Kula
Date: 2018-10-00
Type: Journal Articles
Subjects: Mathematics,Student Teachers,Student Teacher Attitudes,Mathematics Instruction,Foreign Countries,Secondary School Mathematics,Mathematics Teachers,Teacher Attitudes,Intuition

The purpose of this study is to determine the views of secondary mathematics student teachers regarding teacher insights -Knowledge Quartet's code- into the teaching process. For this purpose, a case study was conducted. 30 volunteer student teachers were asked whether they notice if their students fail to understand the subject matter of the course and what they would do when they notice. Their answers were analysed using content analysis. The student teachers stated that if their students failed to understand the course subject, they could tell this from their eyes and the way they behave. The other indicators that the teachers mentioned about how they can notice that their students fail to understand the subject, include not answering the questions, lack of interest in lesson, and having misconceptions. The student teachers indicated that when they encountered such situations, they would search for the reason, determine the unclear points, use different methods and techniques, explain the subject again, and so on. To make their students understand more clearly.
English Language and Literature Students&apos; Perceptions of Critical Thinking
Author: Tosuncuoglu, Irfan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,English (Second Language),Second Language Learning,College Students,English Literature,Language Arts,Critical Thinking,Preservice Teachers,Student Characteristics

The fundamental purpose of the function of thinking is to attribute meaning to events in our lives, classify these events into categories and identify them subjectively. As an important dimension of education on thinking, the teaching of critical thinking since the 1950s has attained a wide conceptual framework. Accepted as a factor that facilitates the aquisition and comprehension of information, critical thinking is a desirable learning outcome of education. Some of the characteristics and properties of critical thinking are being aware, systematic, flexible and patient, encompassing open-meaning, metacognition, reconstruction, motivation and discussion. From this point, the perceptions of the students of Karabuk University, English Language and Literature Department, regarding critical thinking, were investigated in detail, in the Spring semester of the academic year 2017-2018. This study is a descriptive one and utilises the survey model to determine the levels of critical thinking in 222 teacher candidates, comprised of students ranging from freshmen to seniors and from both daytime and evening education. The findings have been evaluated and a set of conclusions have been drawn. While a statistical difference according to classes was not found when Anova results were analysed on the sub-dimensions of metacognition, flexibility, systematicity, open-mindedness, a difference was found between the sophomore and senior students on the sub-dimension of perseverance-patience.
On the Adequacy of Expert Teachers: From Practical Convenience to Psychological Reality
Author: Caspari-Sadeghi, Sima
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Expertise,Vocabulary,Experienced Teachers,Language Usage,Definitions,Figurative Language

This literature review examined approximately 10000 titles in five representative journals in education. It is conducted at two levels. Section A identified the preferred terms and metaphors to describe teachers at different expertise levels. Results indicated a great inconsistency in terms of terminology as well as definition of the same terms or metaphors in different journals, with a lot of them being suggestive and poetic. Section B started with the two most frequent terms, &quot;expert&quot; &amp; &quot;experienced&quot;, and put thirty two empirical studies into content analysis to uncover how their respective samples were operationally defined and selected. Findings showed both terms were constantly under-represented and there was a lack of dependable agreed-upon definition of &quot;experienced and expert&quot;. It is argued our limitations in educational knowledge could be partly attributed to such poor conceptualizations, imprecise operationalization, and 'reductive bias'of researchers.