ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Dialogic Practical Work on Secondary School Students&apos; Attitudes toward Physics
Author: Belay, Ewonetu Bantie
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Physics,Science Instruction,Dialogs (Language),Gender Differences,High Achievement,Low Achievement

This study investigated the effect of dialogic practical work on students' attitudes toward physics. The sample of the study was 91 grade 11 secondary school students selected randomly from two schools in Bahir Dar town, Ethiopia. A quasi-experimental pretest-posttest between groups research design was used. The treatment group participated in dialogic practical work while the comparison group conducted traditional practical work. A 30-item physics attitude questionnaire with Cronbach alpha value of 0.84 was used to collect the data before and after intervention. T-test and one-way ANOVA were used to analyze the data. The result of the study showed that there was a statistically significant difference between treatment and comparison group in favor of the treatment group with no gender differential effects. In addition, the finding showed that the most significant attitude change occurred between the high and low achievement groups. However, no significant difference was observed between the high and medium achievement groups. Dialogic practical work can be used to enhance secondary school students' attitudes toward physics.
The Use of Collaborative Approaches on Students&apos; Performances in Redox Reactions
Author: Adjei, Francis
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,High School Students,Chemistry,Misconceptions,Science Instruction,Teaching Methods,Knowledge Level,Science Achievement,Instructional Effectiveness

This study investigated the use of collaborative instructional approaches on form two science students' performance in redox reactions. The sample for this study consisted of 106 science students from Winneba Senior High School in Ghana. The sample was selected from two intact classes in the school. After a pre-test organized for both classes, the class with the lower average score was assigned as the experimental group and the other class assigned the control group. Interviews, questionnaires, and tests were used as the main instruments to collect data for the study. The reliability of the questionnaire, pre-test, and post-test items which were determined using Cronbach alpha ranged from 0.76 to 0.80. A collaborative learning text-oriented instruction was applied in teaching the experimental group whereas conventional approach was used in teaching the control group. It was also found that a number of the students who took part in the study had wrong notions about redox reactions. The findings showed that there was a significant difference in performance between the experimental and control groups. The experimental group performed better in the post-test than the control group. It is recommended that chemistry teachers in Ghana should employ the collaborative learning approach in teaching chemistry to enhance the students' learning.
Program Development of Digital Leadership for School Administrators under the Office of Primary Educational Service Area
Author: Luecha, Chutima
Date: 2022-00-00
Type: Journal Articles
Subjects: Leadership Styles,Leadership,Technology Uses in Education,Educational Technology,School Administration,Administrators,Educational Indicators,Program Development,Efficiency,Academic Achievement,Scores,Satisfaction

The purposes of the research aim to 1) To study the components and indicators of digital leadership of school administrators 2) To study the current condition desirable conditions and necessities for digital leadership of school administrators 3) Develop a digital leadership development program for school administrators 4) To study the effect of using digital leadership development program of school administrators. Results of the research are as follows: 1) Digital leadership of school administrators consist of 7 components, 22 indicators 2) Desirable Conditions for Digital Leadership of School Administrators. The overall average was at a low level. Desirable Conditions for Digital Leadership of School Administrators Overall, it's at the highest level. and the necessity of developing digital leadership among school administrators, the highest value was digital vision leadership, 3) Program development of digital leadership for school administrators is suitable possible and is useful overall, it was at the highest level. 4) The results of using the program; 4.1) Program development of digital leadership for school administrators. The efficiency was 93.01/95.55, which was higher than the 80/80 threshold set. 4.2) The effectiveness index in the program was 0.9306 or equivalent to 93.06 percent. 4.3) Program development of digital leadership for school administrators has higher academic achievement after school than before with statistical significance at the .05 level. 4.4) Executives developed with the program was no difference in educational achievement scores after 2 weeks of study. 4.5) Satisfaction of school administrators, Overall, the satisfaction level was at the highest level.
Exploring Negotiation Pedagogy of EFL Writing Teachers in the Saudi Context
Author: Almutwakkil, Mai
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Distance Education,Barriers,Persuasive Discourse,Error Patterns,Error Correction,Language Proficiency,Writing Skills,Foreign Countries,Teacher Attitudes,Arabs,Undergraduate Students,Language Tests

This study aims to examine the challenges that face EFL teachers in applying negotiation for meaning pedagogy in teaching writing skill. To collect qualitative data, classroom observation and semi-structured interviews were employed as data collection methods whereas for analyzing the data, a thematic analysis technique was used. The findings of the study evidently suggest that negotiation for meaning pedagogy helps students to know their writing mistakes and correct them through oral interaction with teachers; however, it is difficult for teachers to apply this strategy in virtual classrooms for several reasons. The findings further suggest that it is not possible to use the negotiation for meaning pedagogy with low-level students. The final challenge that hinders the application of negotiation for meaning pedagogy is time constraints. Based on the findings, the study puts forward recommendations for EFL teachers and suggests further research on the subject.
From Face-to-Face to Online Learning in the Blink of an Eye: The Impact of Switching to Virtual Education on University Professors and Students&apos; Performance and Emotional Health
Author: Hernández-Coló, María Rosario
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Faculty,COVID-19,Pandemics,In Person Learning,Electronic Learning,Distance Education,Educational Change,Emergency Programs,Mental Health,Achievement Gains

The only assertion that can be made about the future of humanity after the global COVID-19 pandemic is that it will never be the same. All aspects of our life, whether personal, social, professional, or academic have been affected. Considering this, teachers, education authorities and students will have to reevaluate our tasks and roles as key participants in the education process. This quantitative and exploratory study aims to know the opinion of a non-probabilistic sample of 46 professors and 43 students of six different majors in a public Mexican university, regarding the change in the teaching modality as a result of the global pandemic, in order to point out the impact this change has had on the teaching and learning processes, as well as on the emotional health of the samples. It was found that teachers introduced new technologies in their courses to interact, present content, and collaborate. Students had to adapt to the new modality and the challenges implied in online learning. Both populations expressed those considerable changes in the daily routines occurred as well as a significant increase in the time dedicated to work and study. Similarly, the study revealed that learners experienced a negative impact of these conditions on their academic performance. It is also concluded that in order to be able to determine the efficacy of the implementation of Information and Communication Technologies and the actual impact of the emotional state of the population on the learning and teaching process, further research will be necessary.
Learner Engagement and Satisfaction in the Online Mathematics Course: The Experience of a Private Philippine University
Author: Ramos, Romell A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Learner Engagement,Student Attitudes,Mathematics Instruction,Teaching Methods,Undergraduate Students,Private Colleges,Foreign Countries,Feedback (Response),Instructional Design,Structural Equation Models,Knowledge Base for Teaching,College Faculty

Institutions of higher learning had to adopt a flexible learning delivery due to the threat of the global health crisis in 2020. Taking advantage of the technological affordances, many universities and colleges implemented the online learning modality. However, teachers and students found themselves overwhelmed with issues of quality assurance and outcomes of online teaching and learning. In this descriptive research study, the university students' feedback on their engagement and satisfaction in the online mathematics courses was analyzed to get a perspective on successful online learning implementation. The mediation analysis on the responses of 512 university students on a 35-item researcher-made questionnaire showed that the university students were engaged and satisfied with their online mathematics courses. The design factor had a significant effect on learner engagement and satisfaction. The human factor has a significant impact on learner engagement but no significant effect on learner satisfaction. The structural equation model further revealed that learner engagement fully mediates the relationship between human factor and learner satisfaction while partially mediating the relationship between design and learner satisfaction. The results strongly assert the need for efficient and effective instructor knowledge and facilitation, more significant class interaction, and engaging use of technology in online mathematics courses to increase learner satisfaction.
A Conceptual Approach to Teaching L2 Pronunciation: Perception of Word Stress
Author: Couper, Graeme
Date: 2022-05-00
Type: Journal Articles
Subjects: Teaching Methods,Pronunciation,Pronunciation Instruction,Phonology,Second Language Learning,Second Language Instruction,Achievement Gains,English (Second Language),Language Proficiency,Task Analysis,Identification,Concept Formation,Comparative Analysis,Language Tests,Testing,Instructional Improvement,Metalinguistics,Language Teachers,Listening Skills,Foreign Countries,Refugees,Immigrants,Auditory Perception,College Preparation

Research has demonstrated that pronunciation teaching can be effective, but there have been very few classroom-based studies that have focused on the perception aspect of pronunciation. This article explains the theory and practical application of a conceptual approach and reports on its impact on perception of English word stress. The quasi-experimental study (N=18) involved four fifty-minute lessons on stress in two-syllable words in a high-intermediate ESL class. The experimental (n=10) group was tested pre, post (mid-semester) and delayed (end-semester) and the comparison (n=8) group was tested twice before receiving the instruction in the second half of the semester and being tested again. In line with a conceptual approach, the innovative testing method used moves beyond traditional identification tasks in an attempt to measure changes in participants' conceptual understandings. The tests showed large and significant gains in perception, which were retained eight weeks later. The comparison group made no gains, but after instruction improved on a par with the experimental group. This study presents an effective way of teaching pronunciation concepts, supported by theory, that also leads to improvements in perception. It informs and provides a template for both teachers and researchers who may want to replicate the study.
Teachers&apos; Scaffolding Strategies in Internet-Based ELT Classes
Author: Nguyen, Quang Nhat
Date: 2022-05-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Scaffolding (Teaching Technique),Teaching Methods,Internet,COVID-19,Pandemics,Educational Change,In Person Learning,Distance Education,Educational Strategies,Online Courses,Language Proficiency,Language Teachers,Models,Class Size,Computer Mediated Communication,Classroom Communication,Barriers,Language Skills,Language Tests,Technological Literacy,Faculty Development,Age Differences

Social distancing due to COVID-19 has necessitated the immediate implementation of Internet-based English language teaching (ELT) in developing countries. This abrupt transition from face-to-face to online learning and teaching environment has brought up many concerns, particularly about maintaining ELT education in crises, one of which is how teachers scaffold students in Internet-based classrooms. Although there is an extensive body of research devoted to scaffolding students' learning in face-to-face ELT classes, effective teachers' scaffolding strategies in online classes are still worth receiving further scholarly attention. Therefore, this article reviews contemporary research on scaffolding strategies for teachers to apply in their Internet-based ELT classes. After discussing the inherent difference between scaffolding and support, and the relationship of scaffolding, support, and linguistic competence, the author synthesizes and systemizes scaffolding functions, intentions, and strategies applicable to the Internet-based English class. The author also suggests practical recommendations that teachers can utilize to scaffold students in differential teaching and learning contexts on the Internet. Finally, this article addresses some common challenges and suggests solutions for teachers to conduct scaffolding strategies effectively in Internet-based ELT classrooms.
Ethnozoological Knowledge about Aquatic Mammals in Public Schools: Proposals for an Intercultural Teaching of Science
Author: Figueiredo Rodrigues, Angélica Lúcia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Animals,Zoology,Science Instruction,Earth Science,Intercultural Communication,Student Attitudes,Taxonomy,Public Schools

This study assessed the knowledge, feelings, and life experiences of students in public middle schools in the Brazilian Amazon toward aquatic mammals by applying semi-structured interviews, with a qualitative-quantitative approach. A total of 241 students, from all genders, aged between 12 and 14 years old, from four public schools of Pará State were interviewed. The data were transcribed and analyzed in an inductive way, in dialog with the literature of scientific education and ethnozoology. This methodology was developed and validated during the doctorate research of the first author of this paper. The students showed a rich knowledge, feelings, and life experiences regarding the Amazonian aquatic mammals, those related to biological, morphological, behavioral, ecological, and taxonomic aspects, as well as the threat to these species. The research reveals the need for schools of the region to develop and use didactic resources and strategies for intercultural dialogue in science classes, favoring the development of reflective attitudes in students and promoting decision-making favorable to the conservation of aquatic mammals.
Vocabulary Transfer from Reading to Writing: A Comparison of Essay Writing and Synchronous CMC
Author: Kim, Sung-Yeon
Date: 2022-05-00
Type: Journal Articles
Subjects: Vocabulary Development,Learning Processes,Word Lists,Transfer of Training,Reading Writing Relationship,Teaching Methods,Linguistic Input,Essays,Writing (Composition),Synchronous Communication,Language Usage,Computational Linguistics,Computer Software,Comparative Analysis,Second Language Learning,Second Language Instruction,English (Second Language),Computer Assisted Instruction,Undergraduate Students,Student Attitudes,Writing Evaluation,Foreign Countries,Language Tests,Reading Tests

Reading-integrated writing is known as an effective approach to teaching and learning vocabulary as it allows students to transfer vocabulary from a source text to writing. This study examines whether vocabulary transfer from an input text to writing varies according to the two types of tasks: essay writing and synchronous text chat. One hundred Korean college students from four &quot;Reading and Writing&quot; classes performed both tasks, and their vocabulary use was compared between the two tasks. The tokens and the types of words used in essay writing and chatting were compared against a base wordlist constructed from the input text, and their lexical profiles were analyzed using various programs, such as RANGE, VocabProfile, and WordSmith. The findings show that more varied words were transferred from the source text to the chat scripts than to the essays. While the lexical diversity was slightly greater in the chat scripts than in the essays, the difference was not statistically significant. Interestingly, the chat scripts exhibited the same level of lexical density (i.e., the ratio of content words to function words) as the essays. It can be inferred from the findings that the synchronous chat provides a valuable context for practicing target language, and that it is as useful as essay writing for promoting vocabulary transfer from reading to output production. In addition, the findings suggest that reading can become a beneficial source of language input that leads to output production.
Engaging Community Partners as Co-Educators in Teacher Education: Reflections from Pre-Service Teachers on a Justice-Based Service-Learning Program
Author: Lund, Darren E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Preservice Teachers,Teacher Education Programs,School Community Relationship,Service Learning,Experiential Learning,Student Placement,Immigrants,Youth,Teacher Role,School Role,Elementary Secondary Education,Educational Benefits,Public Agencies,Student Teacher Attitudes,Diversity,Mentors,Teacher Student Relationship,Required Courses,Program Descriptions,Foreign Countries

This research studies a justice-based program that was originally developed from an initiation by a community agency seeking a collaboration with a postsecondary program. For this article, service-learning is defined as an experience in which students are provided an opportunity to participate in an organized activity in the community that serves both the needs of the group or agency involved and the educational goals of the program organizers. The guiding questions for this study included: (1) How might preservice teachers' experiences in justice-based service-learning placements inform their own critical understandings of the role of the teacher and schools in supporting children and youth from immigrant backgrounds?; and (2) How can an organized justice-based service-learning opportunity mutually benefit preservice teachers, immigrant youth participants, the community agencies, and the university's professional program? The authors concluded that highlighting a critical social justice approach in the course and focusing on linking theory with their community experiences allowed the preservice teacher-students to find much value and insight into the concepts and issues they explored in their diversity course. The service-learning placement and its community mentors became the co-educators for the semester, as the preservice teachers established positive professional relationships with the diverse children in their care.
Do Fathers Effects the Social Skills of Preschool Children: An Experimental Study
Author: Uzun, Halil
Date: 2022-09-00
Type: Journal Articles
Subjects: Fathers,Interpersonal Competence,Preschool Children,Parent Education,Foreign Countries,Program Effectiveness

The aim of this study was to investigate the effect of a Father Training Program (FTP) on the social skills of pre-school children. The study was carried out in two preschools in the central province of Kilis in Turkey. A pretest-posttest control group experimental design was implemented in this study. Both the study group and the control group consisted of 40 preschool children and their fathers from different preschools. The FTP was implemented with fathers in the experimental group for twelve weeks, but the FTP was not applied to the fathers in the control group. In this study, Social Skills Assessment Scale (SSAS) was used. Data were collected by preschool teachers before and after FTP. Covariant analysis with one factor (ANCOVA) and t test were used to analyze the data. At the end of the FTP, it was observed that there were statistically significant differences between the children in the control group and experimental group in terms of their level of social skills (p&lt;0.01). It was observed that the difference between the mean scores of post-test and retention tests of the children in the experimental group was insignificant and the effect of the FTP was continuing. This shows that training program including fathers has an effect on children's social skills.
Identifying Professional Development Practices and Needs of the English Language Teachers Teaching at Anatolian High Schools in the County of Antakya, Turkey
Author: Kosar, Gülten
Date: 2022-09-00
Type: Journal Articles
Subjects: Faculty Development,Personnel Needs,English (Second Language),Language Teachers,High School Teachers,Foreign Countries,Teacher Attitudes

Teacher professional development is to be continuous to ensure its sustainability, indicating the need for unceasing scaffolding provided to the teacher for their professional learning staring with the pre-service teacher education program and going on till their retirement. In-service teacher professional development programs/activities could lead to anticipated outcomes, improved teaching and learning performance, providing they are structured around the real professional development needs of the teacher rather than the ones determined by professional development units of ministries of education or school administration. That is to say, bottom-up professional development activities are more likely to generate desired impacts than top-down ones. In light of this premise, this explanatory sequential mixed methods study aims to identify the professional development needs of in-service English teachers teaching at Anatolian High Schools in the county of Antakya, Turkey. In addition, this study reports on the English teachers' professional development practices. With these purposes in mind, a web survey was distributed to the teachers and the data it yielded were analysed running descriptive statistics. To gain deeper insights into the teachers' professional development practices and needs, a semistructured telephone interview was conducted and the data provided by it was subjected to inductive content analysis. The findings demonstrated that the teachers had been taking a number of steps for their professional development and were mostly in need of taking part in professional development activities that aimed at improving their skills of teaching and assessing speaking. Additionally, the findings pointed to the high value the teachers attached to bottom-up professional development activities.