ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Levels of Secondary School Students&apos; Knowledge: Global Warming, Acid Rain, and Ozone Layer Depletion
Author: Karakaya Cirit, Didem
Date: 2021-00-00
Type: Journal Articles
Subjects: Knowledge Level,Misconceptions,Scientific Concepts,World Problems,Climate,Pollution,Conservation (Environment),Secondary School Students,Grade 7,Grade 8,Freehand Drawing,Correlation,Foreign Countries

The aim of this study was to investigate the levels of secondary school students' knowledge about three Global Environmental Problems: Global Warming, Acid Rain, and Ozone Layer Depletion. 638 7th grade (N=316) and 8th grade (N=322) students enrolled in five different secondary schools participated in this study. The survey method was used to determine the levels of students' knowledge of three global environmental problems. In this study, drawings (separate for each topic) and open-ended questions specific to all three topics were used as data collection tools. The data obtained from drawings and open-ended questions were analyzed together and assessed based on three knowledge categories (informed view, transitional view, and naïve view). The results indicated that the levels of secondary school students' knowledge about three global environmental problems were low. It was also found that they held various misconceptions and their knowledge levels on each topic were close to each other. The results of the Pearson Correlation indicated that there was a significant relationship between the levels of secondary school students' knowledge about only GW and OLD, but a weak correlation. The results of MANOVA indicated that there was a significant difference in the mean scores of students' knowledge of GW from 8th to 7th-grade students, while there was a significant difference in favor of 8th-grade students with respect to the topics of AR and OLD.
Investigation of Performance Indicators in the Strategic Plans of Public Universities in Turkey
Author: Özdemir, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Colleges,Strategic Planning,Performance,Educational Indicators,College Faculty,Educational Finance,Stakeholders,Instruction,School Culture,College Administration,Educational Quality,College Environment,Research,Reputation,College Students

The purpose of this study is to develop performance indicators in line with these goals and objectives in the light of domestic and foreign literature by examining the strategic goals and objectives in the strategic plans of public universities in Turkey. Within the scope of the research, firstly strategic plans of many universities operating at home and abroad were examined and a performance indicator pool consisting of 300 criteria was created in the light of the strategic plans of 11 different universities selected by purposeful sampling. Also Reports of the Council of Higher Education (YÖK) and Ministry of Development on strategic planning were examined. In the second stage, expert opinion was received from 2 faculty members working in the field of education management, and the 300 item list was reduced to 45 performance indicators under 6 main strategic dimensions. In the third and final stage of the research, performance indicators were classified according to their importance by using AHP (Analytical Hierarchy Process) method, which is a multi-criteria decision-making technique. The AHP study was carried out with 10 academics who had scientific studies in the field of strategic planning and worked in university administration. Finally, the performance indicators created for each strategic dimension are listed according to their criterion weights.
Learners&apos; Perceptions of the Influence of Teachers&apos; Nonverbal Communication on Their Aspirations to Pursue STEM Courses
Author: Ndeke, Grace C. W.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Influence,Nonverbal Communication,Academic Aspiration,STEM Education,Secondary School Students,Mathematics Teachers,Science Teachers,Gender Differences,Foreign Countries,Clothing

This paper reports the results of a study that investigated secondary school learners' perceptions of the influence of their science and mathematics teachers' nonverbal communication on their aspirations to pursue Science, Technology, Engineering and Mathematics (STEM) related courses in institutions of higher learning. The study further investigated if there were gender differences in learners' perceptions. The nonverbal aspects of communication focused on were teachers' actions in class and their dressing and grooming. A sample of 465 form three secondary school learners was selected using stratified simple random sampling technique, out of whom 221 were female while 244 were male from Nakuru County, Kenya. Data was collected using a secondary school learner's questionnaire. The reliability of the questionnaire was estimated using Cronbach alpha and yielded a coefficient of 0.88. The findings show that learners' perceived their teachers' nonverbal communication moderately influences their aspirations to pursue STEM. However, the perception on the influence of maintaining eye contact when asking and responding to questions and being always clean and neat were high. Therefore, science and mathematics teacher education programs should enhance pre and in service teacher awareness of the effect of their nonverbal behaviour on their learners. The Teachers Service Commission which is the national teacher regulator and employer in Kenya should ensure that the policy guidelines on teachers' dressing and grooming are straightforwardly interpreted by all teachers and properly enforced.
Educational Needs of Adult Refugees&apos; Educators: A Greek Case Study
Author: Kafritsa, Vasiliki
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Needs,Adult Educators,Refugees,Teaching Experience,Training,Adult Education,Trauma,Cultural Awareness,Second Language Instruction

In the present paper we tried to describe the educational needs of the adult refugees' educators in the area of Leros, Greece. To collect our data, we used the qualitative approach and conducted interviews throughout the avalanche sampling, so that the participants could express their ideas and perceptions. Our sample consists of adult refugees' educators working in NGO ECHO100PLUS, which is activated in Leros. The analysis of the data revealed the educators' inexperience and lack of training, At the same time, those areas where trainers need further training, as well as their preferences for trainers and the type of training, were recorded.
Effects of Problem Based Learning Method and Lecture Teaching Method on Academic Achievement of Students
Author: Ogweno, Peter Oyier
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Lecture Method,Instructional Effectiveness,Academic Achievement,Foreign Countries,Agricultural Education,Academic Failure,Pretests Posttests,Secondary School Students

The research examined the effects of Problem Based Learning (PBL) and Lecture teaching method (LTM) on students' achievement in agriculture subject. This research was necessitated by consistent poor performance of students in agriculture subject in the national examination, Kenya Certificate of Secondary Education (KCSE). The aim was to determine and compare the achievement of students in PBL and LTM. Quasi-Experimental design, following a Non-equivalent Control Group Pre-test-Post-test was adopted. PBL was the treatment, while LTM group was control. All the students of agriculture and teachers of agriculture formed the target population. Stratified random sampling was used to sample 12 schools. Six schools were subjected to PBL while the other six schools followed LTM. The sample size was 484 Form Two agriculture students and 12 teachers of agriculture. Data were collected through agriculture achievement test. Descriptive statistics and analysis of covariance (ANCOVA) was used to analyse the data. The results established that PBL has the greatest potential in improving students' achievement in agriculture compared with LTM. The PBL method significantly (p&lt;0.05) improved the student performance in agriculture. A statistically significant difference was found between students of PBL and LTM. The effects of PBL were more noticeable, therefore, the results are robust enough to inform practicing teachers to adopt PBL method because it has demonstrated its effectiveness in delivering content. The results may inform education experts at tertiary institutions and universities in Kenya on the benefits of implementing PBL method to pre-service teachers.
Entry Grades and the Academic Performance of University Students: A Review of Literature
Author: Aciro, Rosalba
Date: 2021-00-00
Type: Journal Articles
Subjects: Grades (Scholastic),Academic Achievement,College Students,Literature Reviews,Grade Point Average,Predictor Variables,Gender Differences

Universities world over mostly base their decisions to admit their new students on the applicant's pre-university academic results. However, there is yet no concrete evidence that the students' pre-university academic accolades determine their performances at university level. In this article, we explored the findings of earlier studies that examined the relationships between entry grades and the academic performance of university students. The study was undertaken to collate the literature on the relationships between the students' entry grades and their university academic performance in order to validate earlier assertions, if any, as well as to identify opportunities for further research in this field. During the study, we carried out a systematic review of 59 articles that we drew from different online electronic databases including, among others, the Free Scientific Publication, the Worldwide Science.org, and the Directory of Open Access Journals (DOAJ). The majority of these reviewed studies were drawn from America and Europe. Only a few of them were conducted in Asia, Latin America and Africa. Of the 59 reviewed articles, only 53 of them met our inclusion criteria and our key findings showed, among others, that out of the 53 reviewed articles, 26, 4 and 13 of them revealed the existence of positive, negative, and mixed correlations respectively between the entry grades and the academic performance of university students. The remaining 10 articles, however, did not reveal any significant correlations between the two variables; instead, they alluded to the existence of difference in these relationships between male and female students; thus, suggesting for the need for affirmative action schemes. Overall, the study revealed that there is yet no consensus over whether pre-university academic performances of students predict their performances at university level; thus, indicating the need for further research in this field.
Fostering Resilience through Executive Functions
Author: Pearce, Nicole
Date: 2021-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Executive Function,Child Development,Teaching Methods,Self Control,Short Term Memory,Problem Solving

A key factor in a child's healthy development is resilience, which allows a child to have an adaptive response to hardships even when exposed to a toxic environment or adversity. Resilience is the interplay between a child's positive environment and adaptive and coping skills outweighing risk factors and adverse experiences to create a positive outcome. Executive functions strengthens a child's resilience, creating a suit of armor to triumphantly face the challenges of everyday life. A child is not born with executive functions. The potential to gain executive functions and promote resilience is present from infancy. However, many children lack the environment and experiences during these early years to foster executive functions resulting in a thin suit of armor against challenging situations. Executive functions can increase through learning experiences that include teacher instruction and modeling, followed by opportunities for guided and independent practice (Diamond, 2013). Contextual influences that enhance executive functions and build resiliency are secure attachments, positive guidance, autonomy, school and family support system, creativity, physical exercise, mindfulness, and emotional understanding. Additionally, visual aids, private speech, dramatic play, advanced planning and goal setting benefit children's development of executive functions (Obrodavic et al, 2012).
Examining Early Literacy Skills of Children Aged 60-72 Months in Terms of Certain Socio-Demographic Characteristics
Author: Senol, Fatma Betül
Date: 2021-00-00
Type: Journal Articles
Subjects: Emergent Literacy,Reading Skills,Writing Skills,Preschool Children,Socioeconomic Status,Educational Attainment,Parent Background,Family Income,At Risk Persons,Predictor Variables,Foreign Countries

In this study, it was aimed to determine whether the children aged 60-72 months were in the risk group for early literacy skills, and whether their certain socio-demographic characteristics are effective on their early literacy skills. In line with this purpose, the study was conducted using the relational screening method in the spring semester of the 2017-2018 school year. The participants were composed of randomly selected 165 preschool children aged 60-72 months on voluntary basis of their parents. The data collection tools were; the Personal Information Form developed by the researchers, and the Test of Early Literacy (TEL) developed by Kargin, Ergül, Büyüköztürk and Güldenoglu (2015). In the analysis of the data, the TEL scores of children were calculated and those in the risk group were determined through the cut points. The Chi Square test was used to compare categorical data. Based on the Chi Square test results, variables with statistically significant differences, binomial logistical regression, and odds ratio were calculated. The results revealed that the participant children were below the cut points at a rate ranging from 15, 85% to 60, 98%, and were in the risk group in terms of early literacy skills. It was also found out that the gender variable had no effect on being within the risk group in terms of early literacy skills; the educational status and income levels of the parents increased the early literacy skills of children, in other words, having parents with high educational status and high income levels prevented the early literacy skills of children from being below the cut points, and from being disadvantageous.
Integrating Indigenous Knowledge in the Philippine Elementary Science Curriculum
Author: Pawilen, Greg Tabios
Date: 2021-00-00
Type: Journal Articles
Subjects: Indigenous Knowledge,Foreign Countries,Elementary School Curriculum,Science Curriculum,Elementary Secondary Education,Curriculum Enrichment

This paper introduces the idea of integrating indigenous knowledge (IK) in the elementary level of the K-12 Science Curriculum. The study identifies indigenous knowledge that is practiced by the people and presents instructional strategies that could be used to integrate indigenous knowledge in the science curriculum. These strategies are based on the peoples' experiences of effectively teaching indigenous knowledge to young children in their families and local communities. The results of the study could help make the elementary science curriculum more appropriate and responsive to the needs of learners in various local communities.
Investigation of Teacher Candidates&apos; Teaching Motivation in Terms of Various Variables
Author: Yildirim, Pelin
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Career Choice,Preservice Teachers,Motivation,Student Characteristics,Departments,Grade Point Average,Academic Achievement,Positive Attitudes,Public Colleges,College Seniors,Foreign Countries

The study aimed to examine the teaching motivation of teacher candidates in terms of various variables, such as gender, department, graduated type of university, order of university preference, general academic average, eagerness to do another profession other than teaching, and liking the program they are studying. The study was conducted via the relational survey model. The participants were selected using purposive sampling method, and were composed of 205 volunteer teacher candidates in the fourth year of the Departments of Science, Mathematics, Elementary School, English, and Social Studies Teaching in a public university in the spring term of 2019-2020 academic year. The data were collected using a Personal Information Form developed by the researchers, and the Teaching Motivation Scale (TMS), developed by Kauffman, Yilmaz-Soylu and Duke (2011. TMS was devised to measure the internal and external motivations of prospective teachers. As a result of the study, it was determined that the teacher motivation of the teacher candidates was generally at a medium level and the intrinsic motivation of the teacher candidates was higher than their extrinsic motivation. On the other hand, it was found that teacher candidates' teaching motivation did not differ significantly according to gender, high school type, university preference variables; It was determined that there was a significant difference according to the variables of department, academic achievement, eagerness to do another profession other than teaching and liking the program they studied.
Nature Walk Program as Means of Reconnecting with the Natural Environment: An Alternative Physical Education
Author: Floresca, Jocelyn Alberto
Date: 2019-00-00
Type: Journal Articles
Subjects: Outdoor Education,Physical Education,Physical Activities,Natural Resources,Teaching Methods,College Students,Physical Education Teachers,Environmental Education,Sustainability,Wildlife,Plants (Botany),Conservation (Environment),Foreign Countries,Seminars

Introduction: The paper is a result of introducing environmental ecology awareness through an outdoor recreation activity as a Physical Education (PE) course dubbed as the &quot;Nature Walk Program.&quot; It was grounded on the principle that the need for environmental protection may not only be the work of practitioners in the pure sciences but also essentially believed to look into more avenues of the school setting particularly in the discipline of Physical Education. It is a means of putting up an alternative physical education activity utilizing the natural environment following a series of carefully planned procedures devised by the author. Methods: The participants of the study were college students and Physical Education teachers. Exposed to different sites that contain a wide variety of flora and fauna both endemic and introduced to the place. Using the qualitative design, it looked into the participant's awareness of nature; effects of the natural environment on perceptions based on the four areas of learning development in physical education namely: emotional, social physical and mental. Result: Introducing the participants to the different avian species, various endemic plants and the serenity of the study's sites, has resulted in a more profound awareness. It led to understanding the need to protect the environment, appreciation of the value of natural areas and acquiring a positive attitude for sustainable use of the environment during the practice of Physical Education. Participants were able to identify and appreciate various species of birds and some plants found in the sites of the study that may lead to further conservation. Conclusion: This research, found out that a nature walk program is a useful tool in the procreation of various Physical education activities using the natural environment. It may lead to an answer to the question of bringing to attention the limited inclusion and facilities in PE programs. As it is increasingly well established that the natural and constructed features of the environment affect behavior, interpersonal relationships, and actual mental states.
Development of Content Representation (CoRe) Framework as Analysis Instrument of Pedagogical Content Knowledge Capability for Biology Teachers
Author: Mulyani, H. R. A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Knowledge Level,Biology,Science Education,Preservice Teachers,Teacher Competencies,Test Construction,Measures (Individuals),Foreign Countries

The results of the preliminary study were obtained from 15 prospective biology teacher students related to the initial abilities that must be possessed to become a teacher and the implementation of learning in science learning. In general, 15 prospective teachers were of the opinion that it was not so different about the ability to have to become a teacher. Based on the results of the preliminary study, prospective teacher students already know the abilities that need to be possessed to become a teacher and in the implementation of learning students must be active but still not showing knowledge related to knowledge that combines content and pedagogical knowledge. One way to analyze the ability of prospective teacher PCK is through filling in documents consisting of Content Representation (CoRe). The data presented in the form of student response questionnaire analysis related to CoRe in terms of education and language and the results of test the validity and reliability of items. For linguistic aspects of CoRe instrument in general CoRe instrument have very high frequency, meaning that CoRe instrument that have been developed are able to be accepted and used properly by prospective biology teacher students at Muhammadiyah Metro University with a percentage 70%. For educational aspects of the CoRe instrument in general CoRe instrument have very high criteria, meaning that the CoRe instrument that have been developed are able to be accepted and used properly by prospective biology teachers at the Muhammadiyah Metro University with a percentage 73,33%.
Nonverbal Immediacy Behaviour and Teacher Effectiveness in Secondary Schools of West Bengal
Author: Paul, Arghadip
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Behavior,Teacher Effectiveness,Nonverbal Communication,Secondary School Teachers,Mathematics Teachers,Grade 10,Secondary School Students,Student Attitudes,Gender Differences,Teacher Student Relationship

Teacher immediacy behaviour is the factor that have found strong association with students' learning outcomes. Although, both the verbal and nonverbal form of immediacy behaviour has been found association with students' learning, nonverbal immediacy behaviour is considered more important in students' learning than the verbal immediacy behaviour. The present study analysed the nonverbal immediacy behaviour of the mathematics teachers in secondary schools of West Bengal, and investigated its' impact on teachers' effectiveness. Necessary data were collected by using Nonverbal Immediacy Behaviour Scale and Teacher Effectiveness Scale. A total 1303 tenth graded students from 120 classes randomly selected to give response about their mathematics teachers. Results of the study indicate that there is no significant difference among the male and female teachers in their pattern on immediacy behaviour. The findings also indicate that nonverbal immediacy behaviour has a significant impact on mathematics teachers' effectiveness.