ethanporcaro/eric-fulltext-meta huggingface dataset:
COVID-19 from the Perspective of Preschool Prospective Teachers: What Can We Do for Children?
Author: Atabey, Derya
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teachers,Preschool Education,Preschool Children,Problem Solving,Public Health,Hygiene,Psychological Patterns,Emotional Response,Sense of Community,Prosocial Behavior,Interpersonal Relationship,Social Values,Activities,Foreign Countries

The current study was carried out to determine the problems that preschool children experience during COVID-19 and also what could be done from perspectives of preschool prospective teachers. The working group of the study was made up of 45 projects prepared by 15 preschool prospective teachers attending to the midterm exam of lecture of &quot;Practices of social service&quot; in Alanya Alaaddin Keykubat University, Faculty of Education, Department of Preschool Education. As a data collection tool, the project preparation form (A unstructured survey form) that was prepared by the researcher was used. The study was carried out by qualitative research methods and the projects comprising the working group of the study were analyzed with content analysis technique. At the end of the study, the problems that preschool children might experience in the pandemic period, the purposes to decrease these problems to minimum, the concepts and values to be attained and recommendations for projects were determined. Various recommendations were made in line with the findings obtained. [This study was presented as an oral presentation in International Conference on Studies in Education and Social Sciences (ICSES)-2020, Istanbul, Turkey.]
Pluralistic Leadership Characteristics: A Research in Education Institutions = Çogulcu Liderlik Özellikleri: Egitim Kurumlarinda Bir Arastirma
Author: Yildirim, Nuray
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership Qualities,Leadership Styles,Participative Decision Making,Principals,School Administration,Preschools,Elementary Schools,Secondary Schools,Institutional Characteristics,School Culture,Administrator Attitudes,Role Perception,Problem Solving,Conflict Resolution,Teacher Attitudes,Teacher Administrator Relationship,Gender Differences,Age Differences,Tenure,Educational Background,School Location,Power Structure,Foreign Countries

The purpose of this study is to analyze the pluralistic leadership behaviours of school principals in the Turkish educational context. The exploratory design was used in this study, which employs the first qualitative, and then quantitative data collection methods. The sample of the study was determined using the maximum variation sampling technique; hence, 24 school principals and 327 teachers participated in the study. The data of the study were collected using semi-structured interviews and the 'Pluralistic Leadership Scale', which was developed by the authors. The findings of the study indicate that: (1) school principals desire to participate in the management processes of teachers; (2) teachers with leadership qualities and ideals are willing to participate in school administration; (3) school principals attempt to investigate the source of the problem to solve problems and conflicts; (4) school principals mostly showed pluralistic leadership characteristics regarding their interactions with teachers; (5) a significant difference was found in acknowledging and discussing the differences and attendance to management process dimensions based on teachers' gender; (6) a significant difference was found in the interaction among teachers, the interaction between school administration and teachers, and the use of power dimensions in favour of teachers working at village schools; and (7) a significant difference was found in the interaction between school administration and teachers dimension based on age and seniority of teachers. Finally, a significant difference was found in all dimensions of pluralistic leadership characteristics in terms of the number of teachers working at schools. [Note: The page range (613-680) shown on the PDF is incorrect. The correct page range for this article is p613-679.]
Teacher Emotions in Organizational Change Process = Örgütsel Degisim Sürecinde Ögretmen Duygulari
Author: Zayim Kurtay, Merve
Date: 2020-00-00
Type: Journal Articles
Subjects: Organizational Change,Educational Change,Emotional Response,Psychological Patterns,Teacher Participation,Professional Identity,Teacher Characteristics,Collegiality,Teacher Administrator Relationship,Interpersonal Communication,Social Support Groups,Trust (Psychology),Context Effect,Misconceptions,Educational Research

Even though research has shown that change interventions in educational organizations trigger emotional reactions, these reactions are still overlooked not only in theory but also in practice. Emotions experienced during the change process are, indeed, effective factors in shaping the implementers' change-related attitudes and behaviors and maintaining their professional identities without losing their focus on teaching. However, the problems including the false beliefs about emotions, the cultural and individualized approaches needed for managing emotions, and lack of information about the functions of emotions have resulted in the underemphasized role of the highly important emotional dimension of change process. In this respect, the purpose of this study is to reveal the roles of emotions experienced by teachers about educational changes, the myths about these emotions, and related factors with a literature-based discussion. The results of the study indicated that teacher participation in the change process, support, and open communication play crucial roles in teachers' change-related emotions, along with individual characteristics.
Participation Is Predictive of Individual, but Not Group, Work in the Context of a Blended General Education Course
Author: Kim, Alice S. N.
Date: 2020-12-00
Type: Journal Articles
Subjects: Student Participation,Predictor Variables,Blended Learning,General Education,Higher Education,College Students,Grades (Scholastic),Tests,Writing Assignments,Debate,Academic Achievement,Foreign Countries

Past research on face-to-face instructional delivery demonstrates that students' participation is positively related to their achievement in a course (Rocca, 2010), and that participation mediates the relation between attendance and achievement (Kim et al., 2019). Given that blended learning is on the rise in higher education (Johnson et al., 2016), it is of growing interest to explore whether this positive association between participation and achievement holds in the context of blended learning. Here we investigated whether students' participation was: (1) predictive of their overall grade in the course; and (2) differentially predictive of their grades on three different types of assessments: tests (test and quiz), written assignments (argumentative letter and critical essay), and oral activities (debate). The results of our regression analyses showed that participation grades were predictive of learning achievement in the course with respect to overall grade (R[superscript 2]=0.364; [beta]=0.365), test grade (R[superscript 2]=0.164; [beta]=0.327), and written grade (R[superscript 2]=0.212; [beta]=0.278). Participation was not predictive of oral grades as a whole; however, further analyses showed that students' participation predicted the individual (vs. group-based) component of the oral grade (R[superscript 2]=0.045; [beta]=0.113). Thus, our findings demonstrate that students' participation grades are predictive of their grades on assessments that are independent but not group-based, at least in the context of the blended course investigated in this study.
Student Response to a Blended Radiology Course: A Multi-Course Study in Dental Education
Author: Pacheco-Pereira, Camila
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Medical Students,Student Satisfaction,Blended Learning,Radiology,Dentistry,Preferences,Learner Engagement,Online Courses,Electronic Learning

Universities around the world are increasingly moving towards blended learning models to engage their 21st century learners (Alammary et al., 2014; Brenard et al., 2014; Tandoh et al., 2014). However, students' engagement and satisfaction with blended learning in dental education remain understudied. To address this gap, this study examines the effects of a blended learning approach on students' satisfaction and engagement within dental hygiene and dentistry oral radiology courses. Thirty-five students participated in a survey designed to measure two main constructs: student engagement (per Fredericks et al., 2005) and student satisfaction (per Owston et al., 2013) with the addition of one student providing interview data on each of these constructs. It was found that students were generally satisfied (67%) with the blended learning course format with 65% of students expressing a preference for the blended format. This finding was complemented by students' also expressing that they were emotionally engaged (70% engagement score), cognitively engaged (69% engagement score), and behaviourally engaged (61% engagement score). These findings suggest that blended learning may be of benefit to the engagement and satisfaction of dental students' learning the interpretation of dental radiographs.
Bullying Intervention and Solution-Focused Brief Therapy: A Review of the Literature
Author: Carbone, Sonia
Date: 2019-00-00
Type: Journal Articles
Subjects: Bullying,Intervention,Educational Environment,Therapy,School Counselors,Counselor Role,Behavior Modification,Victims,Student Characteristics,Student Behavior,Gender Differences,Empathy,Social Influences,Skill Development,Problem Solving

This paper provides a review of the literature on bullying in school settings. The role of Solution-Focused Brief Therapy (SFBT) is explored as a possible intervention approach. Clear gaps in the literature indicate that further studies are recommended on the effectiveness of SFBT on bullying at schools.
Contrastive Rhetoric and Teaching of ESL Writing
Author: Jiangli, Su
Date: 2019-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Rhetoric,Discourse Communities,Intercultural Communication,Writing Instruction,English (Second Language),Second Language Learning,Postmodernism,Correlation

By reviewing the evolution of contrastive rhetoric, and the development of ESL writing teaching, this thesis presents the close relationship between the two and the positive influence of contrastive rhetoric on the teaching of ESL writing. This thesis also explores the new directions of contrastive rhetoric studies from two aspects: expansion and postmodernist influence and discusses the implications for ESL writing.
Effects of Instructional Scaffolding Strategy on Senior Secondary Biology Students&apos; Academic Achievement and Retention in Taraba State, Nigeria
Author: Joda, Fatima Mohammed
Date: 2019-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Secondary School Students,Instructional Effectiveness,Scaffolding (Teaching Technique),Student Centered Learning,Scientific Concepts,Concept Formation,Retention (Psychology),Academic Achievement,Lecture Method,Foreign Countries,Difficulty Level,Evolution,Genetics

The study determined the effect of instructional scaffolding strategy on senior secondary school Biology Students' academic achievement and retention of concepts. Two research questions and two hypotheses were formulated for the study. Quasi-experimental research design involving pre-test, the post-test control group was employed. The population of the study was all the senior secondary two (SSII) students in Jalingo education zone. Random sampling technique was used to select four intact classes with 240 students as the samples size for the study. A 50 item Biology scaffolding Achievement Test (BSAT) was the instrument used for data collection, and the same instrument tagged Biology scaffolding Retention Test (BSRT) but arranged differently in numbering and response option. Kuder Richardson's formula 20 (KR-20) was used in estimating the reliabilities for the BSAT and BSRT, and the reliability of 0.87 and 0.85 for BSAT and BSRT respectively were obtained. The experimental group was taught Genetics and Evolution through instructional scaffolding strategy while the control group was taught the same topics through lecture method. The treatment lasted for four weeks. The retention test was administered two weeks after the administration of the post-test. The mean and standard deviation was used to answer the research questions, and analysis of covariance (ANCOVA) was used to test the two hypotheses. The findings show that the students taught with instructional scaffolding strategy have a significantly higher academic achievement than those taught with lecture method. Equally, those taught through instructional scaffolding retained Biology concept more than those taught through lecture method. It was recommended that the teaching of Biology should be scaffolded for better understanding. Curriculum planners should adopt instructional scaffolding as an adequate teaching strategy for the teaching Biology.
An Educational Intervention to Increase Efficacy and Interdependence in Group Work
Author: Hammar Chiriac, Eva
Date: 2019-00-00
Type: Journal Articles
Subjects: Intervention,Self Efficacy,Group Dynamics,Cooperative Learning,Foreign Countries,Secondary School Students,Group Experience,Grade 5,Grade 8

This study investigated whether an intervention, in the form of short educational sessions, influenced pupils' experiences of group work or cooperative learning (CL). The hypothesis tested was that an intervention for teachers and pupils would lead to pupils' increased (a) collective efficacy, (b) self-efficacy and, (c) positive interdependence, as well as (d) less negative interdependence. The participants were pupils from years 5 and 8 in three compulsory schools in Sweden, working in 22 groups divided into one intervention group and one control group (11 work groups in each condition). Data were collected through a questionnaire before and after participation in the study and analysed using a repeated measure ANOVA and 2×2 ANOVA. The results showed an increased collective efficacy, self-efficacy and positive interdependence and a reduction of negative interdependence. The conclusion is that the intervention provided for teachers and pupils did have an effect, thus promoting successful working as a group.
Awareness and Usage of Data Triangulation among University Students in Rivers State, Nigeria
Author: Odiri, Amatari Veronica
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Data Use,Data Analysis,Knowledge Level,Statistics Education,Skill Development,Qualitative Research

The primary objective of the study is to examine the level of awareness and usage of data triangulation among under and post graduates in the tertiary institution. A descriptive survey was adopted and data collected from a sample of 114 selected randomly. A self-developed and validated instrument was used to collect data. Data collected were analysed with simple descriptive statistics. Findings show that although 40% of the students reported that they had knowledge of data triangulation, this is at the shallow level as 72% of the students have no in-depth knowledge of the concept. Only 23% of the students had applied data triangulation in a previous study. In order to correct this deficit, it is recommended that students should be exposed to learning experiences that is a blend between quantitative and qualitative research in order to enhance the student's skills and usage of triangulation of data.
Decolonization, Early Childhood Education, and Human Rights-Based Approach: Regenerating New Cultures, Perspectives, and Actors
Author: Regus, Max
Date: 2019-00-00
Type: Journal Articles
Subjects: Postcolonialism,Early Childhood Education,Civil Rights,Governance,Politics of Education,Foreign Policy,Childrens Rights,International Law

This paper critically argues that education is considered one of the strategic tools in slicing up the colonial legacy, mentality, and 'the neo-colonialism governance.' This comes from a reflection on a supra-domination showed by the liberal countries to the developing countries specifically relating to the practice of early childhood education (ECE) under the shadow of a colonial atmosphere. Thus, this paper is aimed to propose a decolonization and human rights as perspectives in 'regenerating' a new model of ECE in the non-Western world that presents new triangle aspects: &quot;cultures,&quot; &quot;perspectives,&quot; and &quot;actors.&quot;
Usage of Digital Comics in Distance Learning during COVID-19
Author: Ilhan, Genç Osman
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Cartoons,Distance Education,COVID-19,Pandemics,Citizenship Education,Grade 6,Middle School Students,Teaching Methods,Foreign Countries,Student Attitudes,Academic Achievement

The aim of the study is to reveal the effect of digital comics material on students' academic success, their views on distance education, course and digital comics. In the study conducted during the 2019-2020 academic year and the pandemic, digital comics material was created in the Pixton design program for the aim of the acquisition of &quot;different management styles in terms of basic principles of democracy,&quot; in the learning area of active citizenship in the 6th grade Social Studies curriculum. It is known that the comic book, which has no time and place limits, provides easy and fast access to information, prepared within the framework of distance education, provides motivation to individuals and increases interest in the course in accordance with psycho-social development. The study was designed as a mixed method. The quantitative dimension of the research was designed as a single group experimental study and the prepared academic achievement test was applied before and after the study. In the qualitative dimension, phenomenology was applied and the data were collected through audio-recorded interviewing. The quantitative study group of the research consists of 10 students, and the qualitative phase consists of 5 students. The obtained data were analyzed through the statistical program in the quantitative phase and content analysis in the qualitative dimension. As a result of the research, it was concluded that the use of digital comics in distance education increases the success and helps to develop positive behaviors towards the course. [Paper presented at International Conference on Studies in Education and Sciences (ICSES) (Istanbul, Turkey, 2020).]
Work Patterns and Financing College: A Descriptive Regional Report Regarding Students at Hispanic-Serving Institutions in New Mexico and Texas
Author: Ramos, Jorje
Date: 2021-00-00
Type: Journal Articles
Subjects: Paying for College,Hispanic American Students,College Students,Nontraditional Students,Community Colleges,Universities,Student Experience,Student Employment,Part Time Employment,Employment Patterns,Work Study Programs,Scholarships,Student Loan Programs,Federal Aid,Grants,Working Hours,Gender Differences,Racial Differences,Age Differences,Marital Status,Socioeconomic Status

College students at 14 Hispanic-Serving Institutions (HSIs) in New Mexico and Texas were surveyed about their experiences in and perceptions of higher education. Three primary foci were students' employment status, work commitments, and means of financing college. Most of the informants reported working while in college and, similar to previously reported national averages, 69.4% of the informants were actively employed. Twice as many of the actively employed informants worked off campus as on campus and over three-quarters of employed students reported working part-time. There were no significance differences in these areas by gender, ethnicity, or even when broken out as Latinas, Latinos, non-Hispanic females and non-Hispanic males but students of non-traditional age reported a work commitment at significantly higher levels. For hours of work per week, there were also no significant differences by gender, ethnicity, and for the four possible subsets (Latinas, Latinos, etc.) but being a non-traditional aged student and being married/cohabiting were associated with working more hours at statistically significant levels. Students at the HSIs in New Mexico also reported more hours of work at statistically significant levels. Differences by gender, ethnicity, age, relational status, and state were found for means of funding college. The findings have direct application to the 120 HSIs in New Mexico and Texas and implications for policy and practice at HSIs across the SW United States. The findings have direct application to the 120 HSIs in New Mexico and Texas and implications for policy and practice at HSIs across the SW United States.
Characterizing the &apos;Focus-on-Form&apos; as the SLA Classroom Mediation Strategy: Should This Be &apos;Grammaticality&apos;- or &apos;Textuality&apos;-Oriented?
Author: Lotfipoursaedi, Kazem
Date: 2021-01-00
Type: Journal Articles
Subjects: Grammar,Teaching Methods,Second Language Learning,Second Language Instruction,Linguistic Theory,Communicative Competence (Languages),Classroom Communication,English (Second Language),Task Analysis,Language Processing,English for Special Purposes,Discourse Analysis

Grammar has always been considered by language learners as well as by those engaged in language education as an essential component of language, and their expectations from and planning for any language education programs have been conditioned accordingly. The definitions of the term grammar and its categories in all languages go back to traditional Latin and Greek grammarians irrespective of their possibly obvious differences and have persisted even now long after the emergence of the scientific study of language which recognizes the unique system of every single language (cf. Saussure, 1916/1956). What is grammar and how much is it effective in 'learning' an L2, if at all? This paper will examine the commonsensical understanding of the term grammar, i.e. 'the code-system' as opposed to 'grammar' as 'a theory of human experience': an agency construing human experience into meaning (cf. Halliday &amp; Matthissen,2004), i.e. 'grammaticality' as opposed to 'textuality', arguing that if any recourse to grammar is advocated, as done in Second Language Acquisition (SLA) literature in the form of 'focus-on-form' mediation, this 'form', rather than being defined in terms of 'grammaticality', should be 'textuality-oriented' due to the reality that the knowledge accumulated by the learner about the grammaticality is of declarative nature and as such it will not convert into procedural communicative competence. Expanding upon the work done earlier on the topic (cf. Lotfipoursaedi, 2015, 2016, &amp; 2019), the concept of textuality and how its perception by the recipients of a text enables them to handle it will be further discussed and examples of textuality-oriented L2 education pedagogic moves, as the SLA classroom mediation strategies will be examined.