ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of the Writing Anxiety of Syrian Refugees Learning Turkish as a Foreign Language in Turkey
Author: Erol, Sedat
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Apprehension,Refugees,Second Language Learning,Turkish,Environmental Influences,Social Influences,Predictor Variables,Student Characteristics,Language Proficiency,Social Media,Foreign Countries

The aim of this study was to determine and investigate the writing anxiety of Syrian refugees learning Turkish as a foreign language in Turkey according to different variables. The study group of the research, in which survey model was used, consisted of 214 Syrian refugees chosen via purposive sampling method and who learn Turkish as a foreign language in Turkey. &quot;Writing Anxiety Scale for Learners of Turkish as a Foreign Language&quot; was used as data gathering tool in the research. In the analysis process, firstly normality test was conducted and it was determined that it indicated normal distribution. Accordingly, t-test was used in pair independent samples, and one-way ANOVA test was used in multi-group comparisons. As a result of the research, it was determined that writing anxiety level of the Syrian refugees learning Turkish as a foreign language (L2) in Turkey, was at medium level and also their writing anxiety was caused by environmental/social factors rather than internal/mental factors. In addition, when the situation was evaluated according to their language levels, it was determined that students at B2 level had the highest level of anxiety; and that using Turkish in social media reduces the action-oriented anxiety of the students. When the participants' writing anxiety was investigated according to gender, age, and time spent in Turkey it was found that a significant difference was not indicated.
Pre-Service Teacher Reflection and Feedback Using an Online Video Platform during Professional Experience
Author: Cavanagh, Michael
Date: 2021-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Reflection,Feedback (Response),Video Technology,Internet,Work Experience,Cooperating Teachers,Student Teacher Supervisors

This paper presents the results of a pilot study in which 11 triads comprising a pre-service teacher, a supervising teacher and a university supervisor used a video platform for pre-service teacher self-reflection and for the provision of feedback. Pre-service teachers made video recordings of one lesson each week during a four-week professional experience placement. They annotated the videos using time-stamped comments and shared them with their supervisors who added comments to provide feedback. The annotations were investigated through questionnaires and interviews that were analysed for their depth of reflection and participants' views about the video reflection process. Results indicate that the video process only marginally supported the provision of targeted feedback and pre-service teacher reflection. Factors which contributed to these outcomes are discussed.
Reflective Thinking Practices among Pre-Service Teachers: Comparison between Malaysia and Australia
Author: Choy, Siew Chee
Date: 2021-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Comparative Education,Foreign Countries,Reflective Teaching,Lifelong Learning,Self Evaluation (Individuals),Self Concept,Thinking Skills,Reflection,Cultural Differences

Reflective practices are considered an important part of a pre-service teachers' (PSTs) professional learning experiences. However, there has been much criticisms on its efficacy as a learning tool for teacher professional development. This paper will relate a study that was designed to compare reflective teaching practices in two culturally different countries, namely Malaysia and Australia. These two countries were chosen as they offered an opportunity to study differences in reflective thinking practices from an Asian and a Western cultural perspective among PSTs. The study used a framework using five constructs: lifelong learning skills, self-assessment, self-belief, teaching awareness, and reflective thinking. The sample consisted of 387 Malaysian PSTs and 378 Australian PSTs who are enrolled in Bachelor level programmes. The results clearly indicate that while reflective thinking is emphasised in the teacher education programmes, the conceptualisation of the process of reflective thinking between the two cohorts of PSTs are very different. Limitations and implications for practice are discussed.
A Study of Children&apos;s Classroom Questions in Relation to Elementary Science Teaching
Author: Newton, Douglas P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Elementary School Science,Questioning Techniques,Creativity,Teaching Methods,Inquiry,Stimuli,Pictorial Stimuli,Experience,Scientific Concepts,Elementary School Students

Scientific enquiry is a creative process, commonly beginning with a question or problem, then generating a tentative answer or solution, and testing it. In the classroom, the question, perhaps in the form of a problem, is generally given, ready-made, to students by the teachers. With the aim of providing young students with a fuller experience of the scientific process, and wanting the potential of self-generated questions for interest and motivation, we explored various ways of inducing children (8-11 years, and of various sample sizes) to ask questions in science. Question-asking was found to be complex, involving the construction and articulation of descriptive and causal mental models of situations. We suggest several factors which influence and order the process, especially the situation or stimulus, the teaching and learning environment, and the attributes of the child. It takes time to produce questions which could lead to scientific enquiry, and it needs teaching skill to provide efficient and effective opportunities for children to ask questions, and help them put them into a suitable form. Question-asking seems worthy of further study.
An Inquiry into the Pedagogical Practices of High School Social Studies Teachers: Imagining and Reimagining Becoming a Teacher
Author: Skuce, Tim
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,Social Studies,Educational Practices,Teaching Experience,Reflective Teaching,Teacher Attitudes,Curriculum,Teacher Student Relationship

On three days in 2017-18 two university professor-researchers gathered with three high school teachers to talk about the experience of teaching social studies and about the insights, questions, and wonderments therefrom derived. The intent was to research the life and work of social studies teachers. The gatherings were funded by the Brandon school division (Brandon is a small city in the southwestern Manitoba (Canada). The research was conducted under the auspices of the Manitoba Education Research Network (MERN) with support from Manitoba Education and Training (MET). The underlying premise was that teachers, through their lived experience in the classroom and beyond, were able to access understandings unique to teaching and learning. This article begins with a brief overview of the authors' personal connection to the research topic, the theoretical framework undergirding their assumptions, and their methodological approach. It then chronicles, in part, what one teacher revealed about his conception of being a social studies teacher and his teaching experience and how, thereby, the understanding of social studies teaching is increased and provides a signal as regards what it might be to be a social studies teacher.
Case Studies of Schoolwide Enrichment Model-Reading (SEM-R) Classroom Implementations of Differentiated and Enriched Reading Instruction
Author: Reis, Sally M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,Individualized Instruction,Reading Instruction,Curriculum Enrichment,Elementary School Students,Middle School Students,Reading Programs,Learner Engagement,Academically Gifted,Self Control,Literature Appreciation,Teacher Attitudes,Reading Attitudes,Program Effectiveness,Program Implementation

This qualitative study examined the scaling up of the Schoolwide Enrichment Model in Reading (SEM-R) in 11 elementary and middle schools in geographically diverse sites across the country. Comparative case study analysis was used, with 11 in-depth case studies summarizing findings from both SEM-R and comparison classrooms. Teachers in the 11 schools were assigned to implement the SEM-R for 3 hours each week as part of their reading program or to serve as a comparison classroom, where they continued teaching their regular reading curriculum during their reading block. Three core student categories emerged across all schools, beginning with increased student enjoyment in reading for students using SEM-R, the ways that the SEM-R challenged talented readers, and increased student self-regulation. Teacher findings focused on the successful use of differentiated reading instructional practices, and the professional benefits and challenges experienced by teachers during their successful implementation of the SEM-R.
Exploring Change and Continuities in Internationally Mobile Pre-Service Teachers&apos; Conceptualisations of Effective Teaching
Author: Di Biase, Rhonda
Date: 2021-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,Foreign Students,Masters Degrees,Graduate Students,Learner Engagement,Active Learning,International Education,Preservice Teacher Education,Epistemology,Knowledge Base for Teaching,Reflection,Teaching Methods,Language Usage,Jargon,Foreign Countries

This qualitative study investigates the changes and continuities in conceptions of teaching and learning from course commencement to course completion for a group of international preservice teachers undertaking a two-year Masters-level degree in Initial Teacher Education (ITE). Data were collected through a series of graphic elicitation activities and ranking tasks at baseline and endpoint. Findings indicate that there was: a growing emphasis on student engagement and its linkages to student learning; a shift from viewing teaching as the transfer of knowledge to learning as an active process; and a more developed repertoire of professional language to explain what is valued and why. This study provides valuable insights into international pre-service teachers' evolving conceptions of teaching and learning. These findings suggest that international pre-service teachers need many opportunities to interrogate and refine their understanding of teaching and learning and how this applies to the contexts in which they will teach.
Examination of Educators&apos; Self-Efficacy for Effective Communication
Author: Yahsi, Ömer
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Communication Skills,Principals,Assistant Principals,Elementary School Teachers,Gender Differences,Work Experience,Intellectual Disciplines,Public Schools,Administrator Effectiveness,Teacher Effectiveness,Foreign Countries

The aim of this study is to determine the perceptions of self-efficacy, effective communication skills of administrators and teachers in Izmir. For learning processes to be effective, it is very important that educators have effective communication skills and develop their self-awareness in this regard. Determining the effective communication self-awareness of educators will contribute to the literature and guide higher policy practices. This study considers the following questions: Is there a significant difference in effective communication self-efficacy subscale scores according to educators' task type and gender, years of service and branch? This study uses the scanning model, a quantitative research method. The data collection tool consists of two parts: first, personal information about the educators; second, the scale items of the Effective Communication Self-Efficacy Inventory. The Inventory was consists of 41 items. Four main results were obtained from the findings of this study. A significant difference was found in favor of managers in all three subscales of the inventory. This can be explained by the fact that administrators see communication as a more necessary requirement than do teachers, in order to better maintain the education process.
Examining the Relation between Form Information and Movement in Music Education: The Skeleton Dance
Author: Angi, Çigdem Eda
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Teaching Methods,Cartoons,Dance,Motion,Films,Animation,Musical Composition

Providing examples suitable for the children's world in the music education given to younger age groups may reinforce the knowledge to be taught. For this reason, cartoons can be utilized for an engaging and fun lesson environment. One of the best examples of this situation is believed to be the short cartoon series Silly Symphony produced by Walt Disney. The most important feature of the cartoon that makes it significant to be used in music education is that the music was composed before the images, i.e., the images were drawn in accordance with the technical and structural characteristics of the music. The aim of the research is to examine the musical characteristics of The Skeleton Dance, the first cartoon of the series, and the relationship between form structure and movement. This is a descriptive research. After the evaluations conducted, it was concluded that the use of cartoon in children's music education in terms of listening, analysis/grouping and application dimensions would be positive and beneficial.
Christian Values Education and Holistic Child Development from the Parent Perspective in Santiago City, Philippines
Author: Jia, Li
Date: 2021-00-00
Type: Journal Articles
Subjects: Values Education,Moral Values,Christianity,Religious Factors,Catholic Schools,Public Schools,Elementary School Students,Children,Parent Attitudes,Holistic Approach,Spiritual Development,Social Development,Emotional Development,Cognitive Development,Correlation,Foreign Countries

The study focused on Christian values education and holistic child development in a catholic school and a non-sectarian school both located in Isabela Province. Ten Christian values espoused in a Christian Values Education program was evaluated to be practiced and manifested and correlated to five holistic child development domains. A total of 100 parent respondents come from each of the Catholic and Non-Sectarian school through random sampling. It employed a survey assessment tool gathered results were treatment statistically aligned with study objectives. The study reveals that based on computed r-values, there is a significant correlation between Christian value education and holistic child development at 0.01 level of significance among pupils of a Catholic School while in non-sectarian school, computed r-values indicate that there is no significant correlation between Christian value education and holistic child development at p-value 0.01 level of significance except in emotional and spiritual development among pupils of a non-sectarian school. Moreover t-value results reveal that there are significant differences in Christian Values repentance, reconciliation, faith, worship of God, perseverance, obedience and hope while there is not significant different in the Christian values of stewardship, trustworthiness and responsibility among pupils in a Catholic and Non Sectarian School. While for holistic child development, t-value results reveal that there are significant differences in all holistic child development aspects among pupils of a Catholic and Non-Sectarian School except in the aspect of physical development where there is no significant difference found in this development area.
Employing Fuzzy Delphi Technique to Validate Multiple Intelligence Based Instructional Teaching Module for Preschool Children
Author: Abdul Rahman, Fadzilah Bee
Date: 2021-00-00
Type: Journal Articles
Subjects: Delphi Technique,Teaching Methods,Preschool Children,Taxonomy,Multiple Intelligences,Specialists,Foreign Countries,Early Childhood Education,Validity

Delphi method which is a technique and structured approach used to review and collect opinions of a group of experts, has its own weaknesses. The Fuzzy Delphi Method (FDM), derived from modifications of Delphi Method introduced by Kaufman and Gupta in 1988, is considered by many researchers as more superior in providing evidence of human linguistic system (which is the signature of Delphi Technique). In this paper, FDM was used to assess the key components and contents of an instructional module based on multiple intelligences (MI-Based Instructional Module). This development phase is part of a project to develop a MI-Based Instructional Module for 4 years old preschool children in Malaysia. This phase involves the views of 10 experts who are experienced in teaching preschool children and have deep knowledge in early childhood education. It is a rigorous statistical analysis to validate the validity of abstract concept of the MI-Based Instructional Module. Experts are required to validate the key components and contents of the MI-Based Instructional Module which include themes, sub-themes based on Bloom's taxonomy, learning objectives, learning activities based on higher order thinking skills, multiple intelligence component and assessment for learning using seven-point linguistic before converting into triangular fuzzy numbers (TFNs). The validity of these key components and contents to make up the instructional module for 4 years old preschool children is very crucial to provide good learning experiences for learners that could enhance their innate potential; thus, FDM was used to provide evidence of validity of the instructional module. This article presents the results of the experts' views and the appropriateness of FDM as a tool to provide information about the validity of a MI-Based Instructional Module.
The Relationship between Parental Anxiety, Child&apos;s Behavioral Inhibition and Child Anxiety
Author: Azham, Adlina Aisya
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Child Behavior,Inhibition,Anxiety,Parent Influence,Correlation,Kindergarten,Preschool Children

The purpose of this cross-sectional study was to investigate the role of a child's behavioral inhibition in mediating the relationship between parental anxiety and childhood anxiety in the Malaysian context. Participants were 92 parents (father = 23, mother = 69) of young children aged four to six years old. They completed three measures which were The Beck Anxiety Inventory (BAI), The Preschool Anxiety Scale (PAS) and Behavioral Inhibition Questionnaire (BIQ). Results indicated that there was a correlation between: (1) parental anxiety and child anxiety; and (2) child's behavioral inhibition and child anxiety, which supported our hypothesis. However, our findings did not provide support for the hypothesis that a child's behavioral inhibition plays a mediating role in the association between parental anxiety and childhood anxiety. Although this study does not illuminate the mediating role of a child's behavioral inhibition, our results still provided a groundwork for the development of a specific early intervention program for young children in Malaysia with childhood anxiety symptoms, with the inclusion of precursors of the presence of parental anxiety and child's behavioral inhibition. Future improvements should focus on recruiting a larger sample size and incorporating the feedback from both father and mother in completing the measures.
Exploring the Sustainability of Institution-Based Private Childcare Centres in Klang Valley
Author: Bing, Chan Yi
Date: 2021-00-00
Type: Journal Articles
Subjects: Private Schools,Child Care Centers,Administrator Effectiveness,Leadership Styles,Best Practices,School Closing,Educational Policy,Educational Legislation,Certification,Sustainability,Preschools,Foreign Countries

With the increased number of women participation in the labour force and the encouragement from the Malaysia government to the private sector in setting up preschool and early childcare centre, there is a high demand on the number of institution-based private childcare centre. However, the literature has shown that the number of childcare centres closing is on the rise and at a worrying state. Hence, the purpose of this study is to explore the possible factors affecting the closing down of childcare centre and to learn the best practices from the sustaining childcare centres. This study utilized multiple case studies methods in researching the success factors of those sustainable childcare centre as well as identifying the factors that lead to the closing down of some childcare centres. Two institution-based private childcare centres who have operated for more than ten years and two centres that have recently closed after operating between two to four years in the Klang Valley area were selected in this study. This study used semi-structured interviews to collect qualitative data from the operator, teacher and parent of each centre. Findings indicate that operators need not only to have early childhood education background in curriculum planning, training and lessons planning, at the same time, they have to be knowledgeable, skilful and experienced in business management to enhance their competencies for management of centres in today's competitive industry. Operators are expected to have good financial management, strong leadership abilities, good in marketing and recruitment and to have policy literacy to comply with the constant changing of the laws and regulations of Malaysia. The ineffective governance in terms of registration and monitoring of childcare centre, enforcement of the laws and loopholes between different licenses became the leading factors of the closing down of the childcare centres in Klang Valley, Malaysia.
Puppetry Activities in Early Childhood Programmes
Author: Luen, Loy Chee
Date: 2021-00-00
Type: Journal Articles
Subjects: Puppetry,Early Childhood Education,Teaching Methods,Preschool Teachers,Child Caregivers,Daily Living Skills,Student Development,Creative Thinking,Imagination,Self Control,Emotional Response,Interpersonal Competence,Interpersonal Communication,Social Development,Emotional Development,Cognitive Development,Physical Health,Mental Health,Communication Skills,Language Skills,Attention,Spiritual Development,Moral Values,Foreign Countries

Puppetry plays an edutainment role in playing and learning activities for nursery and kindergarten children. This qualitative study was aimed to investigate the benefits of puppetry activities for children who were enrolled in early childhood programs. In-depth interviews were conducted with four respondents, two of whom were child care providers from the nursery and two teachers were from kindergarten. Based on the thematic analysis, it was found that the inclusion of puppetry activities in an early childhood program can boost intellect and memory; enhance creative thinking and imagination; more manageable of self-control and emotions; ensure social and interaction; allow practice in focusing; language and communication; improve physical and mental health; connected spirituality and moral values. Most importantly, the daily living skills embedded in the puppetry activities can be translated into their lives. In sum, this study proved that puppetry activities help to enhance life skills, learning experience development, and widen knowledge among nursery and kindergarten children. The study implied that puppetry activities should be integrated into early childhood education can sustain children's overall development.