ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Critical Reflection and Inquiry among Teacher Candidates in an Elementary Mathematics Methods Course
Author: Cerezci, Bilge
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Critical Thinking,Methods Courses,Elementary School Teachers,Reflection,Teaching Methods,Learning Processes,Learning Experience,Mathematics Instruction,Educational Experience,Undergraduate Students,Student Attitudes,Mathematics Education,Inquiry,Active Learning

This study explores how past and present experiences with mathematics interact as teacher candidates engage in a series of critical inquiry and reflection opportunities embedded in a mathematics methods course. The study involved 28 teacher candidates enrolled in an undergraduate education program within a large university. Data were collected through a series of written reflections and semi-structured interviews. The results reveal that the teacher candidates possess a wide variety of feelings towards mathematics, yet they are often influenced by how they were taught as students. Further, negative experiences with mathematics appear to be more prevalent than positive ones. Opportunities for critical inquiry and reflective thinking allowed the participants to develop new understandings about teaching and learning mathematics. Overall, the findings indicate that there are meaningful pedagogical opportunities for giving teacher candidates opportunities to revisit previous experience, construct new meaning, and challenge old assumptions about teaching and learning mathematics.
Elementary School Teachers&apos; Experiences of Distance Education during the COVID-19 Pandemic in Turkey
Author: Izgar, Gökhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Distance Education,Elementary School Teachers,Teacher Attitudes,School Closing,Barriers,Educational Technology,Technology Uses in Education,Technological Literacy,Online Courses,Adjustment (to Environment),Student Needs,Program Effectiveness

In this qualitative case study, we investigated teachers' experiences of distance education during the COVID-19 pandemic in Turkey. The participants comprised 69 elementary school teachers at varying levels of experience. The purpose of the study was to explore elementary school teachers' experiences regarding advantages and challenges of distance education and the deficiencies in learning outcomes that they observed in their students during the instructional processes. To explore the teachers' experiences, we conducted semi-structured interviews with them. We analyzed the data obtained from the interviews using the coding analysis method. The results show that participants quickly learned how to use technological platforms, improved their technological literacy skills, and ensured the continuity of education for students through online learning opportunities. Participants also addressed the challenges they were confronted with in the process of adjustment. Most challenges included inequality of opportunities, problems with technology, insufficient socialization, amotivation, low involvement and poor preparation for online education, as well as non-authentic interaction. Participants stated that they observed a decrease in students' reading comprehension and writing skills, an increase in mathematical operation errors, the inability to achieve high-level goals, and a decrease in their motivation to learn during distance education. For this reason, they did not believe that distance education adequately met students' needs or educational and pedagogical standards.
Examining the Interplay between English Language Teachers&apos; Mindset and Researcher Self-Efficacy Beliefs in the Use of Action Research
Author: Eginli, Ilknur
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Efficacy,Self Concept,Action Research,Cognitive Processes,Beliefs,Psychological Patterns,Emotional Response,Language Teachers,English (Second Language),Foreign Countries,Teacher Effectiveness,Teacher Researchers

Action research offers teachers an empowering and transformative experience of professional engagement. Teachers engaging in action research are encouraged to develop their inquiry skills and to adopt a growth mindset in contrast to a fixed mindset. This study explored the complex relationship between teachers' researcher self-efficacy beliefs and growth mindset, hypothesizing that action research can impact. The participants of this study comprised 219 practicing English language teachers who had varying degrees of action research engagement during or after their graduate programs in English language teaching. The study used a quantitative research design employing two questionnaires. The findings show that while teachers' researcher efficacy beliefs increased dramatically with the increase in their action research involvement, there was no noticeable relationship between teachers' mindset and teacher-researcher self-efficacy beliefs. We draw critical implications for language teachers and provide recommendations for a sustainable engagement in action research, which could impact both self-efficacy and mindset.
Metacognition Enhancing Strategies in Science Classrooms: Science Teachers&apos; Practices
Author: Durukan, Nazlican
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Metacognition,Educational Strategies,Teacher Attitudes,Science Instruction,Definitions,Graduate Students,Teacher Education

In this study, we aimed to determine metacognition strategies that science teachers use in science lessons and activities they can perform within the scope of these strategies. We used an instrumental qualitative case study design. Research data were collected from science teachers working in public schools during the 2018-2019 academic year. The findings revealed that science teachers' definitions of the metacognition concept are developed and compatible with the definitions in the literature. We also found that science teachers use most of the metacognition-enhancing strategies proposed in the literature. The results showed that science teachers generally do plan before the lesson, encourage their students to ask original questions and think for themselves, motivate their students to evaluate their learning experiences based on multiple criteria, encourage their students to empathize and be motivated, help their students to cope with the difficulties, create environments where students can reflect their ideas, try to make students aware of their behaviors, ask their students to explain their statements, perform role-playing and drama activities, and try to be a role model for their students. However, science teachers use journal-keeping strategies less than other strategies. We believe that the research can make a significant contribution to the literature and serve as a substantial resource especially for young teachers to gain a solid background in metacognition and how it can be incorporated into one's teaching practice.
Preservice Science Teachers&apos; Favorite Scientists
Author: Harman, Gonca
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Scientists,Preferences,Foreign Countries,Content Analysis,Student Attitudes

The purpose of this study was to investigate preservice science teachers' favorite scientists. This study was conducted according to a screening model. The study group consisted of 199 volunteer preservice teachers who were studying in the science education department at a state university in Turkey. Of the total preservice science teachers, 56 were first year, 57 second year, 55 third year, 31 fourth year; 172 were female, and 27 were male. I asked, &quot;Who is your favorite scientist? Why? Please, write your reason.&quot; The preservice science teachers wrote their favorite scientists along with their reasons. The data obtained was analyzed using the content analysis method. The results show that preservice science teachers named 28 different scientists. Eight scientists were Turkish-Islamic, and twenty were foreign. Twenty-seven scientists were male, and one was female. Six female preservice science teachers wrote Marie Curie as their favorite scientist. Preservice science teachers' favorite scientists were mostly foreign, both at each grade level and overall. The most frequently named favorite scientists were Aziz Sancar, Ibn-i Sina, Albert Einstein, Isaac Newton, and Nikola Tesla.
Preservice Teachers&apos; E-Learning Styles and Attitudes toward E-Learning
Author: Özüdogru, Gül
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Electronic Learning,Educational Technology,Distance Education,COVID-19,Pandemics,Cognitive Style,Gender Differences,Intellectual Disciplines,Place of Residence,Correlation,Foreign Countries

This study aimed to investigate preservice teachers' e-learning styles and their attitudes toward e-learning and present the relationship between them via a correlational survey model, a quantitative method. The study group was composed of 322 preservice teachers. The Demographic Information Form, the E-learning Styles Scale, and the Attitude Scale Toward E-Learning were used online to collect data during the the fall semester of the 2020-2021 academic year, when training was carried out completely in the form of distance education due to the COVID-19 pandemic. Preservice teachers were found to have the highest e-learning style score in the independent learning style. Their attitudes toward e-learning were above average. Independent learning style differed by gender, and verbal and logical learning styles differed by department. While there was no difference in the attitude toward e-learning by gender, a significant difference was found by department and place of residence. A low-level positive correlation was identified between preservice teachers' attitudes toward e-learning and visual-auditory, social, independent, and logical learning styles.
Reconciling Critical Consciousness and Spirituality in Educational Leadership
Author: Panta, Chet Nath
Date: 2022-00-00
Type: Journal Articles
Subjects: Spiritual Development,Religious Factors,Instructional Leadership,Misconceptions,Holistic Approach,Epistemology,Positive Attitudes,Diversity,Critical Theory,Leadership Role,Self Concept,Leadership Styles

This paper focuses on spirituality and critical consciousness as two guiding forces for meaningful leadership. It further looks for the reconciliation of spirituality and criticality so as to deconstruct deep-seated leadership myths. Reconciling spirituality with critical perspective inspires individuals to have a critical and holistic understanding of engaged spirituality and leadership theorizing critical spirituality as an ontological and epistemic praxis to connect the inner world to the outer social reality and materiality. Adherence to spirituality through critical engagement helps to create a meaningful educational leadership space, fostering a sense of optimism and utopian envisioning by challenging the taken-for-granted assumptions and embracing diversity.
The Impact of Organizational Climate on Organizational Creativity in Educational Institutions
Author: Canli, Suzan
Date: 2022-00-00
Type: Journal Articles
Subjects: Organizational Climate,Creativity,Secondary School Teachers,Teacher Attitudes,Leadership,Interaction,Work Environment,Teacher Characteristics,Foreign Countries,Cooperation,Conflict

The present study aimed to investigate the impact of organizational climate on organizational creativity based on the perceptions of teachers employed in secondary education institutions. The study sample included 275 teachers assigned with the cluster sampling method. The Organizational Creativity Scale and the School Climate Scale were employed to collect the study data. Descriptive and hierarchical regression analyses were used to analyze the study data. The study findings demonstrated that organizational climate affects organizational creativity and subdimensions. It was found that organizational climate affects administrative creativity the most and individual creativity the least. Organizational climate dimensions that affected organizational creativity were &quot;leadership and interaction&quot; and &quot;sincerity.&quot; Organizational climate dimensions that affected individual creativity were &quot;democracy and commitment to school,&quot; &quot;achievement factors,&quot; and &quot;conflict.&quot; The organizational climate dimension that affected administrative creativity was &quot;leadership and interaction.&quot; Organizational climate dimensions that affected social creativity were &quot;leadership and interaction&quot; and &quot;sincerity.&quot;
Self-Regulation Scale for Science: A Validity and Reliability Study
Author: Karaca, Melek
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Management,Learning Strategies,Likert Scales,Test Construction,Construct Validity,Test Reliability,Secondary School Students,Science Education,Social Cognition,Factor Analysis,Factor Structure,Foreign Countries

Self-regulation is important at every stage of the education process and must be measured accurately in order to know at what students' levels are. The aim of this study is to develop a scale that is able to validly and reliably determine the self-regulation levels of secondary school students regarding science. The study uses the survey design, a quantitative research method. The sample of the research consists of 500 students enrolled in three secondary schools in Kayseri Province's Melikgazi district during 2018 spring semester. While preparing the scale, which was developed based on social cognitive theory, a literature review was conducted, expert opinions were sought, and a pilot study was conducted to test the suitability of the items. Exploratory and confirmatory factor analyses (EFA and CFA) were performed to ensure the construct validity. As a result of the EFA, a structure consisting of 26 questions was obtained whose three factors explain 48% of the variance. This structure was confirmed through CFA, which was conducted on the data obtained from a sample different than the one used in the EFA. Cronbach's alpha of reliability for the scale was calculated as 0.940. As a result, a valid and reliable scale for science education based on social cognitive theory and Zimmerman's self-regulation model was obtained that is simple enough that middle school student can understand it.
Youth and Adult Education in the Prison Context: Challenges, Limits, and Possibilities of a Brazilian Elementary School
Author: Honorato, Hercules Guimarães
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Correctional Education,Institutionalized Persons,Correctional Institutions,Adult Education,Elementary Schools,Barriers,Administration,Youth,Adults

This article aims to present youth and adult education in the prison context, evaluating its effectiveness in resocialization from the observation of the pedagogical-administrative management of an elementary education school located in a medium-security prison in the city of João Pessoa, state of Paraiba. The justification for this study is the belief that education opens the doors of knowledge, in which bridges are built for the critical development of human beings. The following question guided this research: What are the main challenges, limits, and possibilities of the administrative-pedagogical management of a school in a prison context for Youth and Adult Education deprived of freedom? This qualitative study relied on a five-question questionnaire addressed to its director. School in prison should be a place of freedom of thought and a place where the inmate would feel safe. The education role in the prison system is to rebuild the identity lost by the person deprived of freedom and to rescue their citizenship, thus making the prison environment less painful and a rightful place for those who are convicted.
Roadblock on the Way of Disabled Students in the Higher Education
Author: Pandey, Aditi
Date: 2021-09-00
Type: Journal Articles
Subjects: Barriers,Students with Disabilities,College Students,Foreign Countries,Inclusion,College Admission

The development of any nation depends on its citizens. Every citizen has their contribution to the development of a nation even the disabled person. They also have an equal rights to get a higher education. Higher education increases the chance of employability, thus, affirming dignified life for persons with disabilities. As per Census 2011, in India, out of the 121 Cr population, about 2.68 Cr persons are 'disabled' which is 2.21% of the total population. But it has been seen that very few of these people reach higher education. According to census 2011, 61% of the disabled children aged 5-19 years are attending an educational institution, 12% attended educational institutions earlier while 27% never attended educational institutions. That makes the author think and ask about how our higher education institutions are accessible for disabled students. How inclusive are our higher education institutions? In the light of the above-mentioned problems the present paper has discussed the education of children with special needs in higher education specifically with respect to visual impairment, hearing impairment, locomotor disability, and speech-related impairment. The discussion starts with what all kind of legal provisions and reservations which are there for them in higher education and how many are utilized and used by them. What all things are there in the new education policy for them specifically in higher education, whether their needs have been realized in detail or it has been just touched superficially and at the end, few suggestions related to all these issues have been discussed.
Content and Language Integrated Learning in Castilla-La Mancha, Spain: Exploring Pedagogical Practices and Experiences through Classroom Observations
Author: Rani, Devika
Date: 2022-03-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Foreign Countries,Educational Practices,Classroom Observation Techniques,Bilingual Students,Elementary School Students,Secondary School Students,Participant Observation,Educational Environment,Educational Benefits,Value Added Models,Holistic Approach,Student Centered Learning,Teaching Methods

Background: Content and Language Integrated Learning (CLIL) is a European innovative interdisciplinary educational convergence that intends to promote multilingual competence among students through the learning of the subjects in a second/foreign language. This approach is considered one of the significant developments in the field of education. Purpose: A research study was designed with the objective of exploring and understanding the nature and method of CLIL practices prevalent in bilingual primary and secondary school classrooms in Castilla La Mancha, Spain. Spain was chosen because it is one of the pioneering countries that steered an exhaustive variety of research and experiments in CLIL practices in its diverse educational contexts. Methods: Adopting qualitative research method Participant Classroom Observations, twenty classes of two bilingual schools--fifteen classes of Natural Science and Social Science in primary school and five classes of Music at Secondary School that used CLIL approach were observed and findings recorded using observation template. Results: The findings provided a myriad view of the bilingual experiences in the classrooms, diversity and range of pedagogical practices used, student teacher interaction dynamics present, positive learning environment provided for the students in the classes to mention a few. Conclusion: The study concludes with the understanding of the 'added value' and the numerous benefits the approach provides for the students. As a fresh and innovative approach, CLIL promotes holistic and meaningful learning catering to the needs of twenty first century education systems.
Framework and Strategies to Implement the National Education Policy--2020
Author: Gupta, B. L.
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Public Policy,Higher Education,Educational Innovation,Governance,Capacity Building,Educational Change,Program Implementation,Accreditation (Institutions)

Background: The higher education institutions will go a major innovation, reform, and change to achieve the goal of achieving quality, accreditation, and autonomy. Purpose: To evolve a holistic framework and strategies for achieving, quality, accreditation, and autonomy. Methods: The study is an exploratory qualitative study. The unstructured questionnaire is used for conducting the research which is responded to by 754 respondents working in higher and technical education institutions in the country. Result: The framework suggested in this study is having four rings. The innermost ring is a governing ring that is responsible for the professional governance of the institute with the help of the governing teams. The second ring is the capacity-building ring which is responsible for capacity building and capacity development and creating an innovative climate and culture. The third ring is a functional ring that is responsible for implementing the innovations, reforms, and change in the institute that are aligned to the provisions of the national education policy 2020. The fourth ring is the product and service ring and also the outermost ring which is responsible for the interface between the institution and the external environment. Conclusion: The reform-oriented institutions are provided strengths by these four rings to obtain accreditation and autonomy and sustain it. The strategies for each ring are suggested in the context of the National Education Policy 2020. It is suggested to implement the framework and strategies to effectively, efficiently, and productively implement the innovations in the institute.
A Bibliographic Perspective of Flipped Classroom Studies in Science Education
Author: Çevik, Aynur
Date: 2022-00-00
Type: Journal Articles
Subjects: Bibliometrics,Flipped Classroom,Science Education,Content Analysis

The aim of study is to specify bibliographically analyses 72 articles published between 2010 and 2020 in the field of science regarding the flipped classroom model. In the study, bibliographic analysis variables such as the year of the studies, research areas, keywords, the most publishing journals, organizations, countries, cited studies, the cooperation network of the authors and the indexes scanned were determined and analyzed descriptively. According to the results of the study, the most publications regarding the flipped classroom model in science education were in the field of chemistry education between 2018 and 2020, and flipped classroom, chemistry, science education and STEM were used as keywords. In addition, it has been determined that the countries with the highest number of publications in this field are USA and Turkey, the most publishing organizations are Near East University and the most published journal is Journal of Chemical Education. Furthermore, it is seen that the most cited work in the reviewed studies was written by Jamie L. Jensen, the authors with the most author collaboration network were Marie Barnard and the indexes including the most publications were Scopus and Web of Science.