ethanporcaro/eric-fulltext-meta huggingface dataset:
Mediating Role of Academic Self-Efficacy between Insufficient Self-Control and School Dropout
Author: Kurtyilmaz, Yildiz
Date: 2023-03-00
Type: Journal Articles
Subjects: Dropouts,Predictor Variables,Self Control,Self Efficacy,Correlation,High School Students,Schemata (Cognition)

School dropout is a devastating problem leading to negative consequences not only for individuals but also society. Therefore, numerous preventive measures and interventions have been implemented, but the expected outcomes have not been obtained despite vigorous efforts. This may indicate that the dropout process is complicated and not limited to academic issues. Therefore, dropout should be addressed using a more comprehensive approach that integrates personnel as well as cognitive structures like schemas. Here, the relationship between dropout and its possible predictors--insufficient self-control schema and academic self-efficacy--was investigated with 365 high school students. Mediation analysis was conducted via the PROCESS macro. Academic self-efficacy was found to fully mediate the relation between insufficient self-control and dropout, and the indirect effect was also found to be significant. The findings were discussed in the framework of the literature.
Teacher Self-Efficacy, Innovativeness, and Preparation to Teach Cross-Curriculum Skills
Author: Sodergren, Celeste D. C.
Date: 2023-03-00
Type: Journal Articles
Subjects: Self Efficacy,Job Satisfaction,Teacher Persistence,Teacher Motivation,Teaching Conditions,School Culture,Educational Innovation,21st Century Skills,Preservice Teacher Education,Teacher Competencies,Stress Management

Teacher self-efficacy (TSE) is related to teachers' job satisfaction, retention, motivation to improve, and work-related stress. Using data from the 2018 Teaching and Learning International Survey (TALIS), we investigated the impact of an innovative campus culture and preparation for teaching cross-curriculum skills on TSE. Data indicated that working at innovative campuses had small effects on TSE in classroom management [beta] = 0.12), instruction ([beta] = 0.06), and student engagement ([beta] = 0.17). Teachers' preparation to teach cross-curriculum skills had small to medium effects on TSE in classroom management ([beta] = 0.20), instruction ([beta] = 0.34), and student engagement ([beta] = 0.30).
The Influence of Teachers&apos; Need-Support Profiles on Students&apos; Collective Engagement in Science Classes: An Observational Study Based on Self-Determination Theory
Author: Subasi Çolak, Münevver
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Middle School Teachers,Middle School Students,Learner Engagement,Teacher Behavior,Profiles,Needs,Social Support Groups,Self Determination,Theories,Teacher Role

This study aims to reveal the need-support profiles of science teachers by using three variables (teachers' autonomy support, involvement, and structure support), as well as the role of the teachers with such profiles in students' collective engagement. Within the scope of the study, first of all, the observation form developed by Reeve, Jang, Carrell, Jeon, and Barch (2004) was adapted into Turkish. Then, 41 science lessons taught by different teachers were observed using the form during a class hour. Descriptive statistics, cluster analysis, and independent samples t-tests were performed using IBM SPSS Statistics 20 to analyze the data. The cluster analysis showed that teachers in most classes (n = 35) were highly need-supportive, while a few teachers (n = 6) were moderately need-supportive. The independent samples t-test analysis demonstrated that the collective engagement of the students in the classrooms where the teachers were highly need-supportive was more than those of the students in the classrooms where the teachers were moderately need-supportive. Students' collective engagement varied according to the teachers' need-supportive profiles. In other words, it can be assumed that teacher behaviors play a crucial role in students' collective engagement.
Investigation of the Relationship between Pre-Service Social Studies Teachers&apos; Attitudes towards Purchasing Geographically Indicated Products and Their Status as Conscious Consumers
Author: Diktas, Abdulkerim
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Student Attitudes,Consumer Economics,Consciousness Raising,Geographic Location,Relationship,Sex,Parents,Income

The purpose of this study is to investigate whether there is a relationship between social studies teacher candidates' attitudes towards purchasing geographically indicated products and their status as conscious consumers. The study was carried out with a total of 211 teacher candidates studying at two different state universities in Turkey in the spring semester of 2022-2023 academic year. The relational survey model, one of the quantitative research types, was utilized in the study. The data in the study were collected through the Attitude Scale Towards Buying Geographically Indicated Products, developed by Yüce &amp; Korucuk (2020), and the Conscious Consumer Scale developed by Bugday (2015). The SPSS 22nd statistical program was used in the analysis of the quantitative data obtained. As a result of the study, the following findings were attained. It was found that the attitudes of teacher candidates towards purchasing geographically indicated products and their state as conscious consumers did not demonstrate a statistically significant difference in terms of gender; similarly, it was observed that there was no significant difference in terms of the &quot;parent average monthly income&quot; variable. Nevertheless, it was revealed that there was a positive and significant relationship between the attitudes of pre-service teachers towards purchasing geographically indicated products and their status as conscious consumers.
The Relationship between Students&apos; 21st-Century Skills and Academic Performance in Science and Mathematics
Author: Bircan, Mehmet Akif
Date: 2023-00-00
Type: Journal Articles
Subjects: High School Students,Mathematics Achievement,Science Achievement,21st Century Skills,Relationship,Critical Thinking,Problem Solving,Prediction,Foreign Countries,Information Literacy,Technological Literacy

This study aimed to reveal a relationship between high school students' 21st-century skills and academic performance in mathematics and science courses. The research was designed in a relational survey model. In the study group, there were 596 students. Descriptive statistics, the one-way analysis of variance, the Pearson correlation test, and simple partial regression analyzed the research data. As a result of the research, it was concluded that the 21st-century skills of high school students are above the intermediate level. It is also revealed that there is no significant difference between the dimensions other than critical thinking and problem-solving of 21st-century skills scores according to the type of high school. According to high school type, a difference was found in the dimension of critical thinking and problem-solving. It has been concluded that there is a significant relationship between the 21st-century skills scores of high school students and their academic performances in science and mathematics courses. Information and technology literacy, critical thinking and problem-solving, entrepreneurship and innovation skills, and 21st-century skills overall scores could be used to predict academic performances in science and mathematics courses. The other variables like social responsibility and career awareness cannot predict academic performances in science and mathematics courses concerning this study.
The Mediating and Moderating Effects of Knowledge Management in the Relationship between Technological Leadership Behaviors of School Principals and Data-Driven Decision-Making
Author: Çevik, Mehmet Sabir
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Teacher Behavior,Data Use,Relationship,Educational Technology,Decision Making,Knowledge Management,Administrator Behavior,Leadership

The objective of this study is to contribute to the increasing database regarding the effects of school leadership on teachers' data usage by investigating the relationship between the technological leadership behaviors of school principals and data-driven decision-making at their schools based on the mediating and moderating effects of the knowledge management variable. 408 teachers from 14 provinces of Turkey in the 2020-2021 academic year were included in the study. The School Principal Technological Leadership Competency Scale, the Knowledge Management Scale, and the Data-Driven Decision-Making in Schools Scale were used as data collection tools in this cross-sectional quantitative study. Descriptive statistics, correlation, and structural equation modeling (SEM) were used in data analysis. The study results demonstrate the school principals' practices of technological leadership, knowledge management at schools, and data-driven decision-making to be high. It has been found out in the study that knowledge management implementations play a mediating role in data-driven decision-making at schools by increasing the technological leadership competency levels of school principals, while not having a moderating effect on the relationship between technological leadership and data-driven decision-making. In addition, technological leadership and knowledge management have been identified to be significant and positive predictors of data-driven decision-making. Based on the study results, suggestions have been made to improve the technological leadership behaviors and knowledge management implementations of school principals at schools.
The Effects of Out-of-Class Learning on Students&apos; Interest in Science and Scientific Attitudes: The Case of School Garden
Author: Sarac Yildirim, Esra
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 7,Learning Activities,Gardening,Student Interests,Sciences,Scientific Attitudes,Science Activities,Outcomes of Education

This study aims to reveal the effects of out-of-class learning activities conducted in the school garden on students' interest in science and their scientific attitudes. Research designed as a pretest-posttest control group quasi-experimental design of quantitative research methods. The research group of the study consists of 37, 7th grade students enrolled in a public school in Turkiye. Reproduction, growth and development in plants were conducted through school garden-based science activities for seven weeks. The research data were collected using Science Interest Scale and Scientific Attitude Scale. The study findings showed that garden-based activities have a moderate and close to moderate effect on students' interests in science and scientific attitudes. As per these findings, we can say that school gardens are out-of-class learning environments that can be used to help increase students' interest and attitudes toward science.
The Distribution of Interactional Space and Collaboration in EFL Task-Based Peer Interactions
Author: Aksoy-Pekacar, Kadriye
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Interaction,Adult Students,Clubs,Language Usage,Cooperation,Speech Communication,Peer Relationship,Learning Activities,Learner Engagement,Foreign Countries,College Students

This paper focuses on the influence of task types, namely divergent and convergent tasks, on the interactional space of learners and the amount of collaboration in EFL adult learners' interactions naturally emerging from performing each type of task. To define interactional space, behavioural engagement measurement was adopted, and the total number of turns and words were quantified to define the distribution of learner talk in each task. Additionally, the categories of collaborative behaviours were quantified for both task types to illustrate their distribution in the tasks. The data of this study involve eleven hours of learner interactions collected from an EFL context where the learners voluntarily participated in a speaking club and completed eight tasks. The interactions were audio-recorded and used for the analysis of the influence of task types on learners' L2 production and the distribution of collaboration in each task. The results yield a difference in the amount of L2 production between tasks; for example, convergent tasks facilitate more L2 turns and more L2 words than divergent tasks although the mean length of utterance is higher in divergent tasks. Similarly, the distribution of collaborative behaviours is mostly higher in convergent tasks. The results are discussed in relation to both interactionist and sociocultural theories of L2 learning and some implications are also provided based on the results.
Teaching the 21st Century Learning Skills with the Critical Thinking Technique Based on the Argumentation Method
Author: Sarigoz, Okan
Date: 2023-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Skill Development,Critical Thinking,Thinking Skills,Persuasive Discourse,College Students,Program Effectiveness,Foreign Countries,Preservice Teachers,Student Attitudes,Teaching Methods

In today's world, rather than students who memorize information and only perform assigned tasks, education is more oriented towards raising inquisitive individuals with a strong consciousness. Contemporary education, thus, seeks to provide students with the abilities to think critically and analytically, to question or prove with arguments, and to build causal relationships between subjects in order to use the knowledge learned when needed. Taking all these expectations into account, teaching critical thinking skills and techniques based on the argumentation method can help students progress both cognitively and behaviorally. To this end, the goal of this qualitative case study is to provide students with the 21st century learning skills using the critical thinking technique on the basis of argumentation-based learning. The research group comprises of 40 students from Hatay Mustafa Kemal University's Faculty of Education. In the study, a semi-structured interview form was employed to gather data. As a result of the research, two main conclusions were made. Firstly, subjects can be better comprehended through classes that incorporate the use of ideas, views, proof, or evidence. Such classes can be taught in greater depth and without much difficulty. Furthermore, students' speaking and oral abilities, as well as comprehension skills, increase in sessions taught using the argumentation method and critical thinking strategies. Yet, it should be noted that in order to attain these results, lessons should be planned in accordance with the mentioned methods.
Screen Time of Gifted Students during the Pandemic Period: A Mixed Method Research
Author: Umar, Çigdem Nilüfer
Date: 2023-00-00
Type: Journal Articles
Subjects: Gifted,Academically Gifted,Parents,Pandemics,COVID-19,Mass Media Use,Television Viewing,Video Games,Computer Games,Recreational Activities,Information Technology,Handheld Devices,Computer Use,Addictive Behavior,Sleep,Psychological Patterns,Interpersonal Relationship,Knowledge Level,Foreign Countries,Adolescents

The purpose of this research is to explain the effects of the qualitative results obtained from the data which is gathered from the interviews with gifted students and their parents regarding the screen use of gifted students between the ages of 12-18 on the potential screen addictions of gifted students. This study is mixed methods research. The rationale for choosing mixed methods research is complementarity, based on the fact that results from quantitative and qualitative data clarify and detail each other's results. For the research, explanatory sequential/(sequential quantitative [right arrow] qualitative) mixed methods research design was used. Quantitative data of the study were collected through a questionnaire created by the researcher from a group of 160 gifted students aged 12-18 and 100 parents. The data obtained from the questionnaire were analyzed by ratio and frequency analysis. In the light of the findings obtained from the quantitative results, structured interviews were conducted with 16 gifted students and 17 parents with purposeful sampling from the research group. Content analysis technique was used in the analysis of the data obtained from the interviews. Quantitative and qualitative research results were brought together in the mixed methods study and the results were integrated. The findings of the research were explained under subheadings such as the duration of screen use before and during the pandemic, the number of technological devices used, the time spent in front of the screen, the purpose for which this time was used, and the effects of the time spent in front of the screen on students. With the pandemic, the time spent in front of the screen has increased, the duration of sleep has increased, the purposes of using the screen have changed, and the situation of being uncomfortable and unhappy in case of not being able to reach the screen has increased. As a suggestion to this situation, it is suggested to carry out awareness raising activities for families and children.
Evidentials, Code Glosses, Hedges and Boosters in Academic Articles: A Cross-Disciplinary Study
Author: Al-Harthi, Maha
Date: 2022-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Computational Linguistics,Cues,Context Effect,Taxonomy,Linguistics,Literature,Chemistry,Medicine,Research Reports,Discourse Analysis,Language Usage,Intellectual Disciplines,Journal Articles,Academic Language,Credibility,Word Frequency,Comparative Analysis,English (Second Language),English,Reading Processes,Writing Instruction,Literary Devices,Writing for Publication

This paper investigates the frequency and contextual uses of the metadiscoursal devices of evidentials, code glosses, hedges and boosters in four academic disciplines, namely, linguistics, literature, chemistry and medicine. Hyland and Hinkel's taxonomies of metadiscourse provided the search items. The data analyzed consisted of a corpus of forty research articles, divided into four subcorpora equally drawn from the four disciplines. The corpus was randomly selected from leading international journals and processed by the corpus analysis toolkit, AntConc. The AntConc concordancer was employed so that each metadiscourse item could be counted and examined in its context. The findings show that hedges were the most frequent metadiscoursal device, which may be seen as an indication of the academic authors' tendency to use language of caution and uncertainty. The second rank in frequency was occupied by evidentials, which reflects the need for academic writing to establish credibility. Code glosses and boosters have the least frequency, which may measure for the value of conciseness in academic discourse. The analysis also shows that linguistics and literature exceed the two scientific disciplines, chemistry and medicine, in the frequency of the four metadiscoursal devices. Linguistics manifests the highest distribution of hedges and code glosses, medicine the highest number of boosters, literature the highest frequency of evidentials. Chemistry has the lowest frequency of all metadiscoursal devices. This study aims to help students of academic writing to learn about the use of the selected metadiscoursal devices in many disciplines. Future studies need to investigate more metadiscoursal devices in other academic disciplines.
Resignation and Resilience: Bridging Effective Teaching to the Impacts of Complex and Layered School Culture
Author: Garofalo, Mary Afra
Date: 2023-03-00
Type: Journal Articles
Subjects: Teacher Effectiveness,School Culture,Teacher Attitudes,Resilience (Psychology),Self Efficacy,Administrative Organization,School Organization,Inquiry,Personal Narratives,Secondary School Teachers,Instructional Leadership

This article examines the relationship between teacher efficacy, leadership, and how they intersect with complex and layered school system dynamics. Using the Listening Guide Method for Qualitative Inquiry (the Listening Guide, Gilligan, 1993), teacher interviews are examined, resulting in thematic expressions of resignation or resilience. These qualitative data revealed that effective classroom teachers can overcome the limitations of existing bureaucratic structures through resilience anchored in individual self-efficacy. Teacher resilience, anchored in demonstrated self-efficacy, played a major role in teachers' in-classroom experiences and ability to successfully navigate a complex and layered school system dynamics.
School Leader Education as a Driving Force for Personal Development in Terms of Orientation, Reflection, Exploration, and Interplay
Author: Jerdborg, Stina
Date: 2023-03-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Training,Faculty Development,Principals,Learning Experience,Foreign Countries,Management Development,Program Design,Orientation,Reflection,Discovery Learning

Following a professional program to ensure qualification for school leadership is a growing trend. However, school leaders have also come to understand and use content from educational programs in widely different ways. There is therefore a need to study how participating school principals experience learning differently within one and the same program. This empirical study uses qualitative methods to examine fourteen compulsory school principals' experiences of how the mandatory Swedish National Principal Training Program contributes to their professional development. The findings show how program elements can be experienced as contributing to professional development of some principals while being experienced as obstacles for others, depending on becoming active or passive driving forces for participants in terms of orientation, reflection, exploration, and interplay. Applying a theoretical framework made it possible to describe and understand their professional development through program participation in a nuanced way. In terms of analytical generalization such knowledge may form the basis for development of school leader programs.
Education in Emergency: Lessons Learned about School Management Practices and Digital Technologies
Author: Monteiro, Angélica
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Administration,Educational Technology,Electronic Learning,Administrator Role,Leadership Responsibility,Distance Education,Faculty Development,Technological Literacy,Barriers,Access to Computers,School Closing,Elementary Secondary Education

In a period strongly marked by constraints and abrupt societal changes, school leaders had to manage the pandemic crisis, guide changes, and find new solutions to respond to the demands of increasingly digitalised schools. In this context, a study was carried out to identify the main challenges faced by school leaders in Portugal and how digital technologies (DTs) were used by school leaders to address those challenges. From the methodological point of view, a questionnaire with closed and open questions on DTs during the COVID-19 pandemic was submitted to Portuguese school leaders between November 2020 and March 2021. Based on a descriptive statistical analysis of the closed questions and the content analysis of the open answers of 145 school leaders, the results point to aspects related to lack of training, lack of resources, widening inequalities and communication issues. The DTs are the same as used before. However, these technologies were used more frequently. These findings imply the need to invest in continuous training for school leaders in managing crises, how to optimise the use of DT in schools; and to capitalise on internal and external partnerships in collaborative efforts and to network to overcome the lack of resources, social needs, and inequalities. The lessons learned during the process of finding and evaluating solutions can contribute to improving school management processes in crises, in a post-pandemic future.