ethanporcaro/eric-fulltext-meta huggingface dataset:
From Teaching for Understanding to Educating for Understanding the World
Author: Karmon, Amnon
Date: 2018-00-00
Type: Journal Articles
Subjects: Course Content,Ideology,Comprehension,Global Approach,Holistic Approach,Performance,Knowledge Level,World Views,Educational Change

The article maintains that the &quot;Teaching for Understanding&quot; movement successfully achieved one key objective -- developing effective teaching frameworks for understanding the subjects taught in schools. However, it failed with respect to two other core objectives -- constructing a comprehensive educational concept that promotes in-depth, critical understanding of the world, and making such understanding the focus of the educational enterprise. The movement's important achievement is attributable to the development of a new paradigm -- &quot;the performance view of understanding.&quot; However, this paradigm led the movement to a narrow concept of education for understanding that concentrated almost solely on teaching methods, meanwhile discarding crucial educational components such as the contents taught in school and its organization of knowledge. In order to achieve these objectives the article suggests four central steps: expanding the movement's educational objectives, scrutinizing the content taught in schools, designing an ideological-political position and changing the basic organizational patterns of schools.
Gifted Young Musicians Poised for Advanced Training: Selection Measures
Author: Andreasen, Felicity
Date: 2018-00-00
Type: Journal Articles
Subjects: Gifted,Music Education,Foreign Countries,Secondary School Students,Special Schools,Talent Identification

While Australia is without a national policy on gifted and talented education (ACARA, 2014) each state and territory education department offers strategies and guidelines for the education of gifted and talented students. A performance audition, primarily subjective, dominates entry to specialist music secondary schools for musically gifted youth despite policy recommendations towards a multivariate identification approach drawing on both objective and subjective strategies (DET, 2004). The purpose of this paper is to present the case for widening the selection gap for specialist music programs through a review of the entry test process. Reported here are the initial findings for Phases 2 and 3 with tests, Gordon's Advanced Measures of Music Audiation (&quot;AMMA,&quot; 1989) and Gordon's Iowa Test of Music Literacy Level 5 (&quot;ITML 5,&quot; 1970 rev. 1991), administered to musically gifted applicants (n=73) as part of the entry process to an Australian specialist music secondary school. Results indicated a significant relationship between music potential and achievement and confirmed the predictive value of an objective aptitude test as criteria for ongoing success. A posttest of Gordon's &quot;ITML 6&quot; was conducted with the successful cohort (n=25) on site, six months after entry, revealing high percentiles and significant relationships with &quot;ITML 5.&quot; It is surmised that the findings as reported in this paper, clarify an identification model that has the capacity to select highly able young musicians with broad-based potential based on diversity stage of development and skills mastery, in transition from general primary school to secondary specialist music school.
Empirical Investigation into Teachers&apos; Attitudes towards Inclusive Education: A Study of Future Faculty of Qatari Schools
Author: Hamid, Mohamed S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Educational Attitudes,Inclusion,Special Education,Private Schools,Elementary Secondary Education,Gender Differences,Specialization,Children,Students with Disabilities,Severity (of Disability),Foreign Countries

Disabled students are capable of learning and growing equally to normal students, therefore the educational infrastructure of many developed countries is inclined towards an inclusive educational system. However, such students, unfortunately, are not treated well in developing countries where teachers' attitudes are a key hindrance to an inclusive education system. This study assesses future faculty attitudes towards inclusive education in Qatari independent schools. A mixed population from Arabic studies, Islamic studies, English language, social studies, mathematics, and science sections of both primary and secondary programmes are selected from the College of Education at Qatar University. The Questionnaire of Attitudes towards Inclusion (QAI) is designed for populations of all genders and sections. Data are analysed statistically initially using the t-test and, later with descriptive statistics in SPSS software. The research findings suggests that future faculty show a positive attitude concerning with inclusive education. However, this attitude toward teaching special children varies which depends on the severity of disability and the nature. Further, teachers prefer to teach mild special children for instance those with learning disabilities. Additionally, the findings reveal no substantial differences in future faculty attitudes to special children in inclusive education with respect to gender or specialization. The study emphasizes the importance of academic and psychological preparation of teachers in Qatari independent schools to understand the nature of disability and motivate them to enhance their acceptance of children with disabilities.
From Theory to Practice: Constructivist Learning Practices among Jordanian Kindergarten Teachers
Author: Rababah, Ebtesam Qassim
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,Preschool Teachers,Constructivism (Learning),Teaching Methods,Teaching Experience,Teacher Qualifications,Public Schools,Private Schools

The fundamental principle of &quot;constructivist education&quot; is that learning takes place when the learner enthusiastically participates in a process of &quot;knowledge construction&quot;. This study is aimed at exploring kindergarten teachers' constructivist learning practices in Jordan. The participants of the study consisted of 60 kindergarten teachers; 30 kindergarten teachers taught kindergarten children in public schools and 30 kindergarten teachers taught kindergarten children in private schools in Irbid city of Jordan during the 2018-2019 school year. The study utilised a descriptive quantitative design, with an observation of Jordanian kindergarten teachers to gather data on the constructivist learning practices among Jordanian kindergarten teachers. The researcher designed an observation instrument that consisted of 35 items to collect data about constructivist learning practices. The findings revealed that the constructivist learning practices of kindergarten teachers were not developed to a high level of practice, but they achieved a moderate and low degree. Moreover, the researcher found that there are no &quot;statistically significant&quot; differences at ([alpha] [less than or equal to] 0.05) among the sampled Jordanian kindergarten teachers' implementation of constructivist learning practices based on experience, and their academic qualifications. However, kindergarten teachers utilised constructivist teaching practices in public schools more than in private schools. Professional workshops regarding constructivist learning practices among Jordanian kindergarten teachers are recommended.
Development of a Cello Performance Measurement Tool: Validity and Reliability Study
Author: Çiftçibasi, Mehmet Can
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Musical Instruments,Music Activities,Test Validity,Test Reliability,Foreign Countries,College Students

The aim of this study was to develop a new performance measurement tool with proven validity and reliability to be used in the semester final exams of the individual instrument (cello) courses in institutions in which music teachers are trained. The study has a descriptive nature and a documentary scan was made during the preparation of the items to be included in the measurement tool. The participants of the study comprised 17 instructors who teach cello in 17 different universities in Turkey and a total of 50 students from 4 different music teaching programmes. In the study, two different data collection tools were used, namely the opinion form applied to the instructors of the cello lesson and the measurement tool developed by the researcher, in order to determine the importance of the criterion skills in the tool. Internal consistency was examined for the reliability of the tool and Cronbach's alpha and Cohen's kappa formulas were used. The Cronbach's alpha reliability coefficient was determined to be .94 and the statistical significance level was determined to be .05. As a result of the study, a valid and reliable measurement tool for measuring cello performance was developed.
Class Conversation Strategies in Junior High Schools: Study of Conversation Analysis
Author: Hudiyono, Yusak
Date: 2021-00-00
Type: Journal Articles
Subjects: Classroom Communication,Vocabulary Development,Junior High School Students,Learning Activities,Learning Strategies,Speech Communication,Foreign Countries

Class conversation in the learning process has important benefits and can facilitate the learning process, students' understanding of the material and create a close relationship between teachers and students. This study describes the classroom conversation strategies implemented in junior high schools, namely preliminary, core and final at learning activities. The conversion analysis model by Harvey Sacks and communication ethnography were used in this study. Data were taken from recorded class conversations and then transcribed. The respondents of this research are second-grade students at junior high school in Samarinda. The data collected from observation and recording were analysed using content analysis. This study's results are, first, classroom conversation strategies classified in the opening section, which includes emotional approach strategies, apperception strategies and strategies to condition the class. Second, in the core part of learning, an inductive collaborative strategy was carried out, a deductive assertive strategy, a directive strategy in a non-explicit and explicit manner and a guiding strategy drawing students' memory. Third, the strategy at the closing section includes summarising the material strategy, a clarification strategy, a reminder strategy and an assignment strategy through convincing steps and assigning students.
The Policy-Driven Dimensions of Teacher Beliefs about Assessment
Author: Alonzo, Dennis
Date: 2021-03-00
Type: Journal Articles
Subjects: Educational Policy,Teacher Attitudes,Beliefs,Student Evaluation,Student Educational Objectives,Foreign Countries,Faculty Development,Student Centered Learning,Factor Analysis,Student Motivation,Planning,Learner Engagement,Norm Referenced Tests,Accountability,Outcome Measures

Despite the advancement of the conceptualisations of teacher assessment literacy, teachers' assessment practices remain relatively low due to misalignment between teachers' beliefs on assessment and principles of effective assessment practices. The current assessment reform in the Philippines has not gained significant traction despite the ongoing professional development programs focused on enhancing teacher assessment literacy. We argue that to change teachers' exam-dominated assessment practices towards a more student-centred approach, there is a need to explore teachers' beliefs in assessment. Hence, we developed a context-driven tool using both theoretical and empirical approaches that could measure this construct, and which the results could provide a stronger foundation for professional development program. Factor analyses extracted nine dimensions that describe teachers' assessment beliefs: assessment for professional learning, for motivation, for measurement, for planning, for engagement, for learning, for evaluation, for norm-referencing and for instructional accountability. Implications of findings for teacher professional development and practice are discussed.
Why Become a Teacher? Exploring Motivations for Becoming Science and Mathematics Teachers in Australia
Author: Whiteford, Chrystal
Date: 2021-03-00
Type: Journal Articles
Subjects: Career Choice,Motivation,Science Teachers,Mathematics Teachers,Foreign Countries,Teacher Recruitment,Higher Education,Influences,Psychological Patterns,Undergraduate Students

There is an identified shortage of mathematics and science teachers across Australia and many of these teachers leave the profession within 3 to 5 years of graduating. This paper provides important insights on what motivates people to become science and mathematics teachers in Australia. Data drawn from two surveys, one investigating why students might become a teacher and the other examining why teachers joined the profession, are explored to provide unique insight into an area of need. Using descriptive statistics and Spearman's rho, results suggest contribution to society and love of subject area to be among the top motivators for becoming a teacher. Financial reward and parental occupation were found to be less selected motivators. Although differences existed between the two cohorts suggesting motivations may change, similarities provide focus for future recruitment and retention of science and mathematics teachers for higher education institutions and education policy makers.
Switching to a Synchronous Mode of Chinese Calligraphy Teaching during the Period of COVID-19 Pandemic: An Experience Report
Author: Li, Ken W.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Chinese,Handwriting,Writing Instruction,Technology Integration,Online Courses,Interaction,Community Education,Learner Engagement,Synchronous Communication,Older Adults,Adult Learning,Foreign Countries

The purpose of this report is to describe how a teacher utilized technology to teach elderly learners Chinese calligraphy and how they learnt. Before the incidence of COVID-19, six sessions of Chinese calligraphy were conducted in a community services centre for elderly learners in Hong Kong from 9:00am to 5:00pm on a weekday every week, with each session lasting 75 minutes. There were about 20 learners aged above 50 in each session, and they were naturally grouped in pairs and sat together in a classroom equipped with a data projector. At the very beginning of each session, a teacher of Chinese calligraphy explained the contents of Chinese poems or mottos on the handouts he gave, and he also discussed the Chinese fonts he would use. The model of pedagogy of teaching Chinese calligraphy in a technology-enriched environment was successful with the justifications in accordance with research studies in Bozkurt and Ruthven (2017), Drijvers et al. (2010), Geiger (2014), and Jeong and Hmelo-Silver (2016). In addition, the learners gave positive feedback, and expressed sincere thanks for their teacher's devotion to Chinese calligraphy teaching especially in the period of the epidemic of COVID-19.
GeoGebra and Students&apos; Learning Achievement in Trigonometric Functions Graphs Representations and Interpretations
Author: Mosese, Nthabiseng
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Mathematics Activities,Mathematics Achievement,Trigonometry,Grade 12,High School Students,Pretests Posttests,Electronic Learning,Foreign Countries,Instructional Effectiveness

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students' success in making connections between the representations of trigonometric functions and the interpretation of graphs. A nonequivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students' learning of representations and interpretation of graphs of trigonometric functions.
The Effect of Blended Learning on the Achievement in a Physics Course of Students of a Dentistry College: A Case Study at Ajman University
Author: Alsalhi, Najeh Rajeh
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Science Instruction,Physics,Dentistry,Blended Learning,Electronic Learning,Science Achievement,Undergraduate Students,Gender Differences,Foreign Countries

This study aims to investigate the impact of the use of blended learning on the achievement of Dentistry College students on a physics course at Ajman University. It compares the results of different ways of teaching the 'Practical physics course'. The study was conducted using a quasi-experimental case study design. The participants of the study were 116 students, divided into two groups: one an experimental group (n = 59) and the other a control group (n = 57). An achievement test was designed to confirm the study's validity and reliability. SPSS was used to analyze the data. The findings revealed that there were statistically significant differences between the experimental and the control groups, in favor of the experimental group. Moreover, the findings also revealed that achievement varied according to the gender of the students in the experimental group (in favor of females). The study recommends further research into the use of blended learning in higher education institutions.
Examination of Prospective Psychological Counselors&apos; Therapeutic Alliance Skills with Their Attachment Styles and Self-Regulation Skills
Author: Mehmet, Kandemir
Date: 2021-03-00
Type: Journal Articles
Subjects: Psychotherapy,Counselor Training,Counselor Client Relationship,Skill Development,Self Management,Attachment Behavior,Correlation,Undergraduate Students,Emotional Intelligence

This study aimed to examine the relationship between the therapeutic alliance developed by prospective psychological counselors with clients in their psychological counseling practices and their attachment styles and self-regulation skills. The study used a correlational survey model and was carried out on 460 prospective psychological counselors. Data were collected using the Psychological Counseling Form of the Therapeutic Alliance Scale, the Interpersonal Attachment Styles Scale, and the Self-Regulation Dimension of the Emotional Literacy Scale. After the normality analyses, the data collected in the study were analyzed with hierarchical regression. It was found that the attachment styles involved in the regression model in the first stage to predict the therapeutic alliance skills of psychological counselors had a significant contribution to the model (R = 0.42, R2 = 0.21, p&lt;0.01). It was found that avoidant attachment style predicted therapeutic alliance more strongly than other attachment styles but that this predictive effect was negative ([beta]= -0.30, t = 7.50, p&lt;0.01). The self-regulation skill involved in the model in the second stage of the regression analysis had a significant contribution to the model (R = 0.43, R2 = 0.22, p&lt;0.01). In addition, it was found that self- regulation skills positively predicted therapeutic alliance ([beta] = 0.17, t = 3.17, p&lt;0.05). According to the results of the study, it was found that awareness studies about attachment styles and self-regulation in the education of prospective psychological counselors affected their therapeutic alliance skills.
Dyslexia in Higher Education
Author: Richardson, Gregory
Date: 2021-04-00
Type: Journal Articles
Subjects: Dyslexia,Learning Disabilities,Students with Disabilities,Two Year College Students,Student Experience,Adults,Learning Strategies,Cognitive Style,Coping,Barriers,Resilience (Psychology),Imagination,Academic Achievement,Labeling (of Persons),Skill Development,Academic Support Services

The number of students with learning disabilities in post-secondary institutions has grown substantially, and those with dyslexia compile the largest subgroup. This study explores the utility conceptualization of dyslexia by analyzing the subjective experiences of 30 students from two 2-year institutions. Interviews confirmed that these students exhibited dyslexic traits, and the study findings indicated that they used a variety of approaches to succeed academically despite a perceived disability. None of the strategies used were related to repairing a phonological deficit. Instead, these students relied on the development of compensatory skills, e.g., internal strengths, to improve experiences and maximize learning performances.
The Effect of Corona Virus Related Anxiety of Students at Faculty of Sports Science on Their Physical Activity Levels
Author: Kartal, Alper
Date: 2021-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Physical Education,Physical Activity Level,Athletics,Student Athletes,Undergraduate Students,Late Adolescents,Stress Variables,Anxiety,Mental Health,Foreign Countries

This study aimed to examine the effect of COVID-19 anxiety on physical activity levels of the Faculty of Sports Sciences students. The information was obtained from 233 students of the Faculty of Sport Sciences. As a result of the reliability analysis of the scales, the Cronbach's Alpha value of the coronavirus anxiety scale in athletes was found to be 93; Cronbach's Alpha value of the cognitive behavioral physical activity scale was found to be 83. Structural equation model (path) analysis was applied so as to determine the effect of coronavirus anxiety on the athletes who participate in physical activity, and as a consequence of the analysis, it has been recorded that COVID-19 had a statistically noteworthy and negative effect on physical activity ([beta]=0.353, p&lt;0.05). 1 unit increase in COVID-19 anxiety causes 0.353 decrease in physical activity participation. It has been concluded that it explains 12.5% of the change in physical activity participation.
Attitude Scale towards Literature for High School Students: A Study of Validity and Reliability
Author: Türkel, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Attitude Measures,Test Construction,Test Validity,Test Reliability,High School Students,Student Attitudes,Aesthetics,Literature Appreciation,Foreign Countries

The purpose of this research is to compensate the lack of research regarding the above-mentioned fields, and literature in particular, and to take a leading part to open the path for new studies regarding the subject. With regards to this purpose, it is planned to measure the attitude of high school students towards literature via an objective tool and thus, Attitude Scale Towards Literature (ASTL) was generated. The scale, which was implemented on 739 high school students during 2019-2020, consists of total 33 statements of which 20 are positive and 13 are negative. Respondents of the survey are students of three different schools and are from 4 different grade levels, namely 9, 10, 11 and 12th grades. With the aim of determining the factor pattern of the scale, principle components analysis was preferred as method of factoring and varimax was chosen as the spinning method. In accordance with these data, explanatory factor analysis was carried out on the scale and it was determined that the scale has a structure of two factors. The first factor is Attitude Towards Personal Development; and the second factor is Attitude Towards Internalization of Literature.