ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between School Administrators&apos; Agile Leadership and Their Innovation Management Competencies
Author: Özdemi?r, Gökçe
Date: 2023-00-00
Type: Journal Articles
Subjects: Leadership Styles,Leadership,Innovation,Competence,Principals,Elementary School Teachers,Teacher Attitudes,Foreign Countries

The purpose of this research is to determine the relationship between school principals' agile leadership and innovation management competencies according to teacher perceptions. The research is in the scanning model, which is one of the descriptive research methods. The study group of the research consists of primary school teachers working in Sahinbey district of Gaziantep province. The sample of the study consists of 375 teachers who were determined by the &quot;Simple Random Sampling&quot; method from the population. Research data were collected with &quot;Agile Leadership&quot; and &quot;Innovation Management&quot; scales. In the study, correlation analysis was used to determine the relationship between the variables, and multiple regression analysis was used to examine the relationship between agile leadership competancy on innovation management competency. When the research findings were examined, it was concluded that there was a positive and highly significant relationship between teachers' perceptions of school principals' agile leadership and their perceptions of innovation management competencies (r=0.61; p=0.000; p&lt;0.05). According to the results of the regression analysis, teachers' agile leadership perceptions significantly predict their perceptions on innovation management competency ([delta]R[superscript 2] change =0.615, p&lt;0.001). Based on the research data, it was concluded that the increase in teachers' agile leadership perception increased their perception of innovation management competence. In addition, school principals can create the organizational culture and structure necessary for agile leadership by increasing their ability to share responsibility and be effective, and thus increase teachers' perceptions of agile leadership and innovation management competencies.
Factor Structure and Dimensionality of an Instrument Designed to Measure the Metacognitive Orientation of Thai Science Classroom Learning Environments
Author: Thomas, Gregory P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Factor Structure,Science Instruction,Teaching Methods,Measures (Individuals),Metacognition,Individual Development,Grade 10,Grade 12,High School Students,Reliability,Factor Analysis,Evaluation Methods

The purpose of this study was to establish the factor structure and dimensionality of the Metacognitive Orientation Learning Environment Scale -- Science (MOLES-S) in the Thai context. The metacognitive orientation of a science classroom learning environment is defined as the extent to which psychosocial conditions that are known to enhance students' metacognition are evident in a specific science classroom. This study builds on earlier work in the research areas of science education, metacognition, and learning environments. A sample of 5418 Thai science students in grades 10 to 12, from 40 schools across Thailand, completed the MOLES-S that had been translated into Thai. Exploratory factor analysis was undertaken and Rasch analysis was used to calibrate the scale and explore its dimensionality. The results suggest that the MOLES-S(T), where (T) represents Thailand, has the same factor structure as the original MOLES-S, is reliable, and can be used with confidence in research into metacognition in Thai high school science classrooms.
Game-Based Learning in Higher Education: The Pedagogical Effect of Genially Games in English as a Foreign Language Instruction
Author: Cabrera-Solano, Paola
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Higher Education,Academic Achievement,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Private Colleges,Foreign Countries,Language Proficiency,Online Courses,COVID-19,Pandemics,Grammar,Vocabulary Development,Student Motivation,Feedback (Response),Rating Scales,Guidelines,Teaching Methods,Outcomes of Education

This study aimed to analyze the effect of game-based learning (GBL) through the use of Genially in English as a foreign language (EFL) online instruction. The participants were 61 EFL undergraduate students, who were distributed into an experimental group (32 students), and a control group (29 students). Their ages ranged from 22 to 56 years old, and their English proficiency level was B1, according to the Common European Framework of References (CEFR). The students were enrolled in two pre-intermediate courses that are part of an EFL Teaching program at a private university in southern Ecuador. The courses were delivered in an online remote learning environment due to the COVID-19 pandemic. The study followed a quasi-experimental approach and it took place over a sixteen-week period. The instruments included a diagnostic survey, a pre-test, a post-test, a students' perceptions survey, and a semi-structured interview. The main findings revealed that Genially games have the potential to enhance EFL learners' academic performance in online instruction, particularly in aspects related to students' knowledge of grammar and vocabulary in context. Besides, it was found that according to students' perceptions, the implementation of games based on their real learning needs increases their motivation, especially when feedback is effectively provided.
Addressing Math Anxiety in a STEM World: Preventative, Supportive, and Corrective Strategies for the Inclusive Classroom
Author: Furner, Joseph M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Mathematics Instruction,Student Attitudes,STEM Education,Inclusion,Prevention,Coping,Self Efficacy,Intervention

Mathematics teachers may at times take on the role of counselors to address the &quot;math anxious&quot; in their classrooms. Today math anxiety is real and is a factor in attracting young people to many STEM fields. By the time many young people reach middle school, they have developed certain dispositions toward mathematics. What strategies will lessen the negative disposition and anxiety many students have toward math? The strategies included in this article are applicable for both general and special education teachers, especially when used together to prevent and reduce math anxiety. It is important that all students feel confident in their ability to do mathematics in an age that relies so heavily on problem solving, technology, science, and mathematics. In a STEM world it really is a school's obligation to see that their students value and feel confident in their ability to do math, because ultimately, all decisions individuals make and choices of careers may be determined in part by their attitudes toward mathematics.
Understanding Preservice Science Teachers&apos; Views about Engineers and Engineering in an Engineering-Focused STEM Course
Author: Irmak, Meltem
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Attitudes,Engineering,Technical Occupations,STEM Education,Attitude Change,Undergraduate Students,Design,Scientific Attitudes,Foreign Countries

Engineering has been considered as a useful context for successful implementation of STEM education. However, teachers have limited opportunities to develop a sound understanding about engineers and engineering, which is necessary for developing students' engineering practices and design skills. In this case study, the main purpose wasto examine 18 preservice science teachers' initial and final views about engineers and engineering in an undergraduate engineering-focused STEM course. Before and after an eight-week implementation including three engineering design activities, data were collected by the adapted version of Views on the Nature of Engineering Questionnaire and reflection papers. Findings revealed four categories: (1) views about engineers and engineering, (2) views about engineering design process, (3) views about the factors that affect engineering, and (4) views about science versus engineering. Based on the codes a scoring rubric was developed to categorize PSTs' views as uninformed, partially informed, and informed. Results showed that PSTs' views become more informed in each category. However, their views were still found as partially informed in some of the categories which shows the need for more emphasis on future research. The changes in their views were discussed with possible reasons and recommendations were provided for further studies.
Investigation of Pre-Service Social Studies Teachers&apos; Perceptions of Technology Integration Self-Efficacy and Technology Acceptance Levels with Regard to Various Variables
Author: Isikli, Mesut
Date: 2022-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Technology Integration,Technology Uses in Education,Self Efficacy,Predictor Variables,Student Attitudes,Foreign Countries,Gender Differences,Age Differences

The aim of this study was to investigate pre-service social studies teachers' self-efficacy perceptions towards the integration of technology in education and their technology acceptance levels in terms of different variables (gender, grade, level of interest in technological innovations, training on the use of technology in education) and to reveal whether there was a significant relationship between them. 181 pre-service social studies teachers studying at 3 different universities from 3 different regions in Turkey participated in the study which was designed in accordance with the relational survey and causal comparative models. The participation was on a voluntarily basis and the participants were selected using convenience sampling method. The data were collected through Computer Technology Integration Survey and Technology Acceptance Measure for Pre-service Teachers. SPSS 20 was used in data analysis. The results showed that gender had a significant effect on self-efficacy perceptions whereas it did not play a role in acceptance levels. In addition, it was found that although grade level did not have a significant effect on self-efficacy perception, it played a significant role in acceptance levels. Furthermore, the level of interest in technological innovations was found to have a significant effect on self-efficacy perceptions. It was also found that training on the use of technology in education had a significant impact on both self-efficacy perceptions and acceptance levels. Finally, this study revealed a positive moderate relationship between self-efficacy perceptions towards technology integration and technology acceptance levels of the participants.
Ecological Migration: A Qualitative Study on Social Studies Teachers&apos; Views
Author: Öner, Sibel
Date: 2022-08-00
Type: Journal Articles
Subjects: Migration,Ecology,Social Studies,Teacher Attitudes,Textbook Content,Course Content,Conservation (Environment),Instructional Effectiveness,Foreign Countries,Knowledge Level,Natural Disasters,War

Ecological migration can be defined as the forced abandonment of the place where people live in order to continue their lives after the deterioration of the ecological balance for various reasons as a result of the negativities they have experienced. In this study, it was tried to determine the views of social studies teachers about migrations due to ecological reasons. There search was carried out with the voluntary participation of teachers working in Ankara, Istanbul, Eskisehir, Isparta, Kocaeli, Mersin, Ordu, Yozgat and Sinop. Descriptive analysis, one of the qualitative research methods, was used in the research. Interview questions were sent to teachers over the internet. Interview questions consist of open-ended questions. As a result of the data obtained, teachers found the subject of ecological migration inadequate in the social studies textbooks, that the subject was not directly mentioned in the program, that the knowledge, skills and behaviors that students would gain by teaching this subject would reduce environmental problems, and there were also reasons why people would have to leave their place of residence due to ecological reasons will be disappeared. When the related field is examined in the literature, a suggestion has been made to fill the gap in the field due to the lack of any study in the field of education on this subject.
An Analysis of the Political Literacy Levels of Preservice Social Studies Teachers
Author: Güler, Hatice
Date: 2022-08-00
Type: Journal Articles
Subjects: Politics,Multiple Literacies,Preservice Teachers,Social Studies,Foreign Countries,Gender Differences,Age Differences,Knowledge Level,Citizen Participation

This study sets out to investigate the political literacy levels of preservice social studies teachers. In doing so, the political literacy levels of preservice social studies teachers have been analyzed in terms of gender, grade and CGPA. Descriptive survey model is used in the study. The sample of the study consists of the preservice social studies teachers in 1st, 2nd, 3rd and 4th grade studying at Agri Ibrahim Çeçen University. Political Literacy Scale developed by Köksalve Erol (2021) is used in the study. The data obtained through the study are analyzed with Mann-Whitney U and Kruskal Wallis test. The findings show that there are significant differences in the political literacy levels of the preservice social studies teachers in terms of gender and grade variables; however, no significant differences in the political literacy levels are determined in terms of CGPA. Accordingly, it can be said that gender and grade variables have an impact on the political literacy levels of preservice social studies teachers, but not the CGPA variable.
Using Film in Teacher Training: Opinions, Insights, and Recommendations
Author: Ipek, Hülya
Date: 2022-08-00
Type: Journal Articles
Subjects: Films,English (Second Language),Second Language Instruction,Language Teachers,Preservice Teachers,Student Attitudes,Assignments,Teacher Education Programs

Film has been widely used in teaching English as a Foreign Language (EFL). Film has also been used with teacher candidates of various subjects. Yet, the use of film with EFL teacher candidates is very scarce. Thus, the current study explores EFL teacher candidates' opinions on using film, specifically as an assignment, employing a qualitative research design. The study was conducted with 38 EFL teacher candidates selected through convenience sampling and who were enrolled in a 4-year ELT program. Open-ended questions were administered to the participants to select their opinions on the use of film as an assignment, to find out the insights they have gained about the teaching profession, and suggestions for using film in EFL teacher training. The results were analyzed through thematic analysis and revealed that EFL teacher candidates had positive and favorable opinions on using film as part of an assignment because they could focus due to the questions provided, employ critical thinking, and though that it was an efficient assessment alternative. The insights they have gained about the teaching profession was the realization that teaching extends beyond the classroom, that it is compelling, and the possible impacts teachers can have on students. Among their suggestions of using film with EFL teacher candidates were suggestions related to teaching in general and suggestions focusing on the target language. It is hoped that the use of film suggested and the results of this study will contribute to a wider use of film with EFL teacher candidates.
A Values Education Investigation of Folk Songs in Elementary School Music Textbooks
Author: Terzioglu, Ahmet Mutlu
Date: 2022-08-00
Type: Journal Articles
Subjects: Folk Culture,Music Education,Foreign Countries,Textbooks,Music,Singing,Values,Textbook Content,Elementary School Curriculum,Grade 5,Grade 6,Grade 7,Grade 8,Values Education

The aim of this descriptive study was to examine the values in Turkish Folk Music songs included in the elementary school music textbooks developed in line with 2018 curriculum in Turkey. In this sense, 44 folk songs included in elementary school music textbooks used in Turkey in the 2019-2020 academic year were investigated in order to reveal the values in these songs. Content analysis was adopted in this study. The findings showed that the textbooks generally consisted of folk songs in which the values of love, patriotism and courage were addressed. In this context, 20 folk songs with the value of love and 4 folk songs with patriotism and courage are included in the textbooks. In addition, it was found that there were four folk songs with the value of local values, two with compassion, one with kinship, one with perseverance, and one with belonging.
Pre-Service Teachers&apos; Intentions to Implement STEM Activities
Author: Can, Hediye
Date: 2022-08-00
Type: Journal Articles
Subjects: Preservice Teachers,STEM Education,Learning Activities,Mathematics Teachers,Science Teachers,Student Attitudes,Intention,Foreign Countries,Teaching Methods

Teachers' intention to adopt and implement curriculum reform is an important matter for success in achieving standards for education. Science-Technology-Engineering-Mathematics practices advocated in the current curriculum. In this research pre-service math and science teachers' intentions to implement STEM activities are investigated through the general framework of Theory of Reasoned Action. The questionnaires are formed by the researchers with the interviews and literature related to the theory. 260 pre-service math and science teachers from a state university in Turkey engaged in the research. The reliability and validity indexes of the questionnaires had evidence for the usability of the instruments. According to the results of the study, preservice math and science teachers' attitudes towards STEM activities, perceived behavioral control and subjective norms had significant contribution to their intentions to practice STEM in their classrooms. Behavioral beliefs including perceived behavioral expectancy and perceived behavioral values were effective for explaining pre-service teachers' attitudes toward STEM. Subjective norms were significantly predicted by descriptive norms while injunctive norms did not significantly contribute to their formation. Perceived behavioral control is shaped by perceived difficulties rather than perceived behavioral convenience for STEM. Overall, the theory is effective and suitable in explaining pre-service teachers' STEM intentions and pre-service teachers had high intention scores for implementing STEM in their classrooms. Further research may concentrate on improving in-service and pre-service teachers' perceptions via effective implementations related to STEM both for their professional development and their students' development.
How Do Teachers Describe Their Experiences with School-Based Supervision Applications with Metaphorical Expressions?
Author: Is, Engin
Date: 2022-08-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Experience,Teacher Supervision,Figurative Language,Principals,Vignettes,Supervisory Methods,Discourse Analysis,Foreign Countries

The purpose of this study was to investigate teachers' experiences about school-based supervision practices through metaphorical expressions. In the study, a descriptive case study approach, one of the qualitative research methods, was used. In sample selection, the maximum diversity sampling technique, a purposive sampling method, used and 38 teachers working in primary school (N=19) and secondary school (N=19) were participated in the study. &quot;Scenario drafts&quot; representing 4 supervision styles based on &quot;School-Based Supervision Approaches Scale&quot; developed by Is and Summak (2021) were used as a data collection tool in the study. The main purpose of the scenarios is to express the atmosphere of the supervision that takes place in the classroom through the eyes of an &quot;outsider storyteller&quot;. The data was obtained through the scenario forms including expressions &quot;The supervisory approach of the principal in the scenario is like…. Because: …&quot;. Descriptive analysis and content analysis techniques were used in the analysis of the data. The findings showed that the metaphors used by the participants regarding the supervisory approaches of the school principals were grouped under different categories in terms of their common characteristics. The results revealed that teachers' perceptions of supervisory approaches used by principals were generally negative. Based on the data patterns obtained from the &quot;School-Based Supervision Approaches Scale&quot;, the participants used 130 metaphors using the &quot;scenario drafts&quot; representing the four supervision styles. It was found that 77% of the metaphors had negative and 23% positive meanings. The perception that school principals did not have the competency to make professional and objective evaluations in the supervision process and that they were inadequate in terms of communication and content knowledge were highlighted by the participants. As a result, it was concluded that when school principals have competencies to make a professional and objective evaluation, teachers will be eager to be supervised and have a positive perception to the school principals having a supervisor role.
A Research on the Design and Use of Colored Notes for Children in Music Education
Author: Demirel, Serkan
Date: 2022-08-00
Type: Journal Articles
Subjects: Music Education,Musical Composition,Color,Teaching Methods,Early Childhood Education,Instructional Effectiveness

One of the essential tools of music education is the notation system. The musical notation system has evolved and attained its present form over many years. Learning the music notation system at an early age is an important step for the future of music education. For music education to start early, it may be helpful to adapt to music writing with colors without knowing how to read and write. This research aims to present a notation teaching method via colors to help music education. Although there have been some previous studies on colors and music, this research offers an approach for both using colors and removing them to adapt to today's notation system. It is an innovative study in this respect. After using the colors, it is aimed to avoid adaptation difficulties when switching to the prevalent notation system. The two stages were connected by first showing the notes with a diagram of colors and intervals and then coloring today's notation. The last stage aims to provide adaptation by removing the colors in the second stage. With the design obtained, three children's songs were applied in 3 steps and analyzed. Every stage of the research was carried out in the company of music education experts, and technical problems that may arise were tried to be prevented. As a result of the study, a teaching system has emerged that can facilitate the teaching of musical notation, especially for illiterate preschool children and educators who want to teach notation.