ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship between a Teacher Educator&apos;s Questions and the Development of Prospective Teachers&apos; Critical Thinking
Author: Soysal, Yilmaz
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Educators,Preservice Teachers,Critical Thinking,Thinking Skills,Cognitive Development,Difficulty Level,Questioning Techniques,Foreign Countries

Purpose: This study explores the relationships between the cognitive demands of the questions asked by a teacher educator (TE) and prospective teachers' (PT) capacity for critical thinking (CT). Design/Approach/Methods: Participants comprised a TE and 32 PTs. The cognitive demands of the TE's questions and PTs' CT were analyzed using a systematic observation approach. Findings: Results indicate that there are tangible connections between the increasing mental demand of TE questions and PTs' higher-order cognitive processing. The PTs achieved higher-order CT when the TE asked more cognitively demanding questions. For instance, when the TE's questions were pitched at the cognitive demand levels--namely, the analyze, evaluate, and/or create levels--the PT answers were longer and reflected higher CT, such as inductive reasoning, suggesting new ways of thinking, or legitimating the arguments of others. Accordingly, results suggest that intentionally subjecting PTs to sustained higher cognitive demands via questions may help them reach their optimal CT capacity. Originality/Value: Although proposed teaching strategies have been invaluable in proposing content-specific interventions for fostering the CT of university students, how lecturers should use their questions to conduct such interventions has been overlooked. This study addresses this gap.
STEM Education as a Concept Borrowing Issue: Perspectives of School Administrators in Turkey
Author: Kulakoglu, Busra
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Administrator Attitudes,Administrator Role,Principals,High Schools,Educational Practices,Foreign Countries

Purpose: As a borrowed concept, science, technology, engineering, and mathematics (STEM) education holds limited relevance in many country contexts. This study investigates how school administrators in Turkey view STEM education from three dimensions: (a) their understanding of STEM education, (b) their experiences of STEM implementations, and (c) their perception of their roles in STEM implementation. Design/Approach/Methods: This phenomenological study analyzes the perceptions of school principals working in prominent high schools in Turkey. Findings: The findings indicate that there are gaps in STEM implementation at both the conceptual level and the school level, including epistemological issues, infrastructural gaps, mismatch with overall organizational culture, and knowledge and skill gaps. Despite efforts to integrate STEM education into educational practices, significant deficiencies are making it an unrealistic practice in Turkey. Originality/Value: While the literature on STEM education is expanding, a few empirical studies focus on school management in relation to STEM education. Arguably, despite promising to transform science and mathematics teaching, STEM education appears to have limited relevance to science and mathematics teaching in Turkey--rendering it yet another example of concept and policy borrowing in education.
A &quot;Curriculum of Hope&quot;: Designing and Evaluating a Remote Mentoring Program for Pupils in a Pandemic
Author: Pountney, Richard
Date: 2023-00-00
Type: Journal Articles
Subjects: Distance Education,Mentors,COVID-19,Pandemics,Secondary School Students,Foreign Countries,Metacognition,Learning Strategies,School Closing,Curriculum Development,Learner Engagement,Program Effectiveness,Student Attitudes

Purpose: This paper reports the evaluation of an ongoing intervention, the GROW Programme, aimed at meeting the needs of 15-18-year-old pupils who were unable to attend school in England for periods during 2020-2021. The aim of the paper is to theorize the underlying basis of practice in such a lockdown context to inform future responses. Design/Approach/Methods: Thematic analysis of a mixed-method evaluation, using surveys and interviews of teachers and mentors, and pupil focus groups, of the remote mentoring of pupils and their learning during lockdown, is further analyzed by means of Bernstein's knowledge codes and concept of open schools, to identify the form of knowledge inherent in online mentoring. Findings: The analysis offers a framework for open schooling valuable to schools in uncertain times and identifies the shift to metacognition and self-regulated learning as holding particular benefits for learning under disruption. Originality/Value: The paper takes a novel view of the disruption brought about by the partial closure of schools and offers a methodology for evaluating its effects by means of a unique intervention. It makes visible the characteristics and the potential benefits of alternative approaches in order that schools can make informed choices.
Opportunities and Challenges for Private Education in China: A Review of the Latest Policy Revisions
Author: Liu, Lili
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Legislation,Private Education,Educational Policy,Educational Change,Educational Development,Competition,Institutional Autonomy,Governance

Purpose: This study reviews the latest revisions to &quot;Implementation Regulations of the Private Education Promotion Law of the People's Republic of China.&quot; In doing so, this study provides a comprehensive overview of the policy and its history, as well as the future outlook of private education in China. Design/Approach/Methods: Data were collected from the official website of the Ministry of Education of China as well as the media. Findings: This study identifies the background, rationale, major breakthroughs, and impacts of the revised policy. Originality/Value: This study provides a comprehensive analysis of the latest revisions to &quot;Implementation Regulations of the Private Education Promotion Law of the People's Republic of China.&quot; In addition to an academic interpretation of these policy changes, it suggests how private education in China may develop.
Psychometric Properties of Online Adolescent Anger Instrument
Author: Ahmad, Nor Shafrin
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Test Validity,Psychometrics,Adolescents,Test Reliability,Test Construction,Construct Validity,Correlation,Foreign Countries,Computer Assisted Testing,High School Students

Anger is a topic that requires intervention from teachers, counsellors, psychologists, parents, and all communities. The expressions of anger are subjective and sometimes hard to identify. Thus, anger should be measured more objectively, while the expressions need to be examined closely. The purpose of this study is to provide valid confirmation for development of an online instrument to measure the types of anger expression among adolescents. Data were collected from 935 adolescents from nine schools in northern Malaysia and the theoretical literature search. The data were analysed to provide evidence of construct validity in terms of item factor analysis, reliability estimates, and correlation between the types of anger expressions. Findings were used to develop an online Adolescent Anger Instrument. It measures five types of anger expressions, namely, physical, verbal, intrinsic, extrinsic, and passive. The results showed that the instrument is internally consistent with high evidence of construct validity. Exploratory factor analysis, with varimax rotation, suggested the existence of five distinct types of anger as conceptualised. Meanwhile, the correlation between types of anger expressions indicates the strength of the relationship between them. Discussions on the findings are provided, while suggestions for future research are also described.
Quality of Music Education in Croatian Music Schools: Students&apos; Attitudes
Author: Svalina, Vesna
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Quality,Music Education,Foreign Countries,Secondary School Students,Student Attitudes,Creativity,Educational Experience,Faculty Development,Teacher Improvement,Music Teachers,National Curriculum,Student Motivation,Expectation,Teaching Skills,Educational Improvement

The purpose of this paper is to investigate how higher secondary music school students experience teaching, programs, and educational processes in music schools, which are the shortcomings and what are the suggestions for improving the system. The results show high satisfaction with attending music school related to the purpose of future professional orientation. Students see improvements in choosing more modern teaching topics, greater connection with practice, more time for student creativity, and work on improving teachers' pedagogical skills. The results of this research could be used to accelerate the introduction of curriculum teaching and the National Curriculum for Art Education as a relevant document in music schools in the Republic of Croatia. Also, regardless of the inertia of the educational system, teachers can plan their teaching according to these results that will reconcile their ideas, methodological and didactic laws, and student expectations to contribute to greater motivation of their students. [Note: The page range (759-767) shown on the PDF is incorrect. The correct page range is 759-768.]
Engaging Pre-Med Students in Field-Related Dialogue: Best Practices for a Dialogic Approach to a Health-Specific Oral Communication Course
Author: Grecu, Natalie C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Premedical Students,Speech Communication,Information Dissemination,Nonverbal Communication,Patients,Physician Patient Relationship,Best Practices,Interpersonal Communication,Group Discussion,Course Objectives

Using a dialogic framework as the backdrop to course curriculum, I developed an Oral Communication course for pre-med students with the goal to enhance students' public speaking skills while also incorporating health communication and applied communication research and activities to create opportunities for engagement. I propose best practices for teaching pre-med oral communication by deconstructing &quot;bedside manner,&quot; emphasizing a dialogic, audience-centered approach to communication, illustrating the praxis of genuine communication, creating a supportive climate through nonverbal and small group communication tenets, and creating a space to practice genuine communication. Using this approach, the layperson understanding of &quot;bedside manner&quot; becomes an intersection of these areas to better understand the complexities of physician-patient communication.
Middle-Class &quot;Chavs&quot; from Working-Class Areas? Habitus, the Attainment Gap, and the Commodification of Higher Education among Communication Students in England
Author: Topic, Martina
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle Class,Working Class,Student Characteristics,Socialization,Neighborhoods,Higher Education,Educational Attitudes,Social Values,Social Differences,Communications,Comparative Analysis,Student Attitudes,Undergraduate Students,Foreign Countries,Social Capital,Cultural Capital,Educational Attainment

The purpose of the article is to compare and contrast higher education and research among public relations and journalism students of middle-class and working-class origin. The paper applied Bourdieu's theory of &quot;habitus&quot; to analyze prejudices against the working class, explores whether working-class students express an anti-education view, and whether the appreciation of education (and research in particular) is a predominantly middle-class attitude. Focus groups and an online questionnaire were used to obtain views of students at a university in Northern England. Triple coding (open, axial, selective) was used and the data was then analyzed and presented using thematic analysis. Findings show that early socialization about education as well as students' type of neighborhoods (habitus) influence studies' views of higher education and research in particular. While the findings show some similarity with views in the literature of the middle-class being more inclined to value education, these findings show that this is true only for those who grow up in middle class areas whereas middle-class students who grew up in working-class areas show working-class attitudes toward education. Equally, working-class students who grew up in middle-class areas show what is usually perceived as a middle-class view of education. Both groups of students show a tendency toward embracing a consumerist view of higher education.
A Conceptual Framework and Theoretical Analysis of Philosophical and Somaesthetics Approaches in Music and Performance Education
Author: Okan, Hepsen
Date: 2023-00-00
Type: Journal Articles
Subjects: Music Education,Music Activities,Aesthetics,Human Body,Cognitive Processes,Metacognition

The aesthetic experience of the body in music and performance education offers a remarkable perspective in terms of musical understanding. Somatic approaches and practices for mindbody integrity play a facilitating role in this process. The aim of this conceptual article is to examine theoretical and practical applications within the conceptual framework of somaesthetics in music and performance education. Accordingly, the aim of this research is (i) to define the elements of somaesthetics in music and performance education, and (ii) to explore the unity of body and mind in music and performance education. In this context, examples of applications based on somaesthetics in music and performance education will be included. As a result of this review, practical recommendations are provided for music and instrument educators. These recommendations cover physical and mental practices with a reflective perspective. Through this study, the contributions of somatic approaches and practices in music and performance education are discussed and practical suggestions are made.
Online Learning in a &quot;Fancy Prison&quot;: The Impact of COVID-19 on the International Student Academic Experience While Living in a Quarantine Hotel
Author: Foltz, Kristen A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,COVID-19,Pandemics,Foreign Students,Student Experience,Housing,Undergraduate Students,Well Being,Psychological Patterns,Self Motivation,Health Behavior,Foreign Countries,Cognitive Processes,Stress Variables

The rapid development of the COVID-19 pandemic during the spring 2020 academic semester resulted in many international undergraduate students evacuating the United States to return to their home countries. Some faced government-mandated quarantine in a designated quarantine hotel upon their entry into the country which overlapped with the end of the spring semester or start of summer term. Interviewers conducted qualitative interviews on Zoom with international students enrolled at American universities regarding their experiences with online learning while in isolation. This extreme environment had negative implications for their psychological well-being as well as their ability to self-motivate. Researchers formulated best practices based on the data to assist instructors and institutions in making better decisions regarding the academic experience of students who may be forced into quarantine in an unfamiliar environment in the future.
Being a Social Studies Teacher and Student in the COVID-19 Period
Author: Yildirim, Münevver
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Studies,COVID-19,Pandemics,Student Attitudes,Teacher Attitudes,Foreign Countries,Distance Education,Attendance,Student Behavior,Instructional Effectiveness,Teacher Student Relationship,Middle School Students,Middle School Teachers,Grade 6,Barriers

This study aimed to investigate the views of social studies teachers and their students about the education offered during the pandemic period, as well as their problems, if any, and their suggestions for that education in particular. The study sample consisted of 10 social studies teachers working in schools affiliated to Erzurum Provincial Directorate of National Education and a total of 30 students taking the classes of those teachers. The data required in the study were obtained with semi-structured interview questions prepared by the researcher, upon which the available data were analysed by content analysis. As a result of the data analysis, all teachers and students were found to have stated that they had experienced certain problems during the pandemic. Some problems experienced during distance education included the issues of students' absenteeism in online classes and technical problems. Behavioural problems of students, ineffective lessons, and lack of communication with students appeared to be among the outcomes recently specified in the face-to-face education period. Nevertheless, this study also concluded that social studies teachers had improved their digital literacy skills during the pandemic.
The Influence of Course Format, Student Characteristics, and Perceived Teacher Communication and Behavior on Instructional Outcomes before and during the COVID-19 Pandemic
Author: Graham, Elizabeth E.
Date: 2022-00-00
Type: Journal Articles
Subjects: In Person Learning,Blended Learning,Distance Education,Online Courses,Student Characteristics,Teacher Student Relationship,Teacher Behavior,Academic Achievement,COVID-19,Pandemics,Classroom Environment,Student Satisfaction,Academic Persistence,Teacher Characteristics,College Students,Learner Engagement

Two studies examined instructional format (intact vs. hybrid and remote vs. online), classroom climate, student characteristics (engagement and communication apprehension), perceived teacher communication and behavior (teacher competence, clarity, caring), and their influence on instructional outcomes, including cognitive learning, communication satisfaction, and intent to persist in college pre-pandemic and during the pandemic. The findings highlight the important role teacher characteristics (caring, clarity, competence) played in instructional outcomes. This study also revealed that high levels of engagement signals students' willingness to participate in the learning process. Students are a driving force in their own cognitive learning, communication satisfaction, and intent to persist in college. No statistically significant differences were found in instructional outcomes across various instructional formats.
The Pedagogy of Renewal: Black Women, Reclaiming Joy, and Self-Care as Praxis
Author: Hall, Ashley R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Women Faculty,African American Teachers,Feminism,Females,Culturally Relevant Education,Experience,Psychological Patterns,Racism,Gender Bias,Caring,Values,Coping

The 2020 quote defining the pandemic era was &quot;The New Normal,&quot; which, for Black women, implies a need for structural and personal transformation. In this essay, we incorporate the concepts of culturally relevant pedagogy (Bell &amp; Jackson, 2021) and critical autoethnography (Boylorn, 2020; Boylorn &amp; Orbe, 2021) to amplify a Black feminist ethos of self-care as an embodied praxis. Reflecting on the embodied experiences of two Black women professors, we advance a crucial notion of self-care as a pedagogy of renewal to reclaim joy through generative and transformative modes, methods, and meanings.
Involvement of Teachers, Parents, and School Committees in Improving Scientific Attitudes of Elementary School Students: Application of Rasch Model Analysis
Author: Suryandai, Kartika Chrysti
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Elementary School Teachers,Scientific Attitudes,Parent Role,Teacher Role,Committees,Role,Science Education,School Policy

This research analyzed the involvement of teachers, parents, and school committees in improving scientific attitudes in science learning using Rasch model analysis. A survey method was used in this quantitative study. Participants in the study were selected using a purposive sample of 174 teachers, parents, and school committees in Sleman and Kebumen Regencies, Indonesia. A questionnaire was used in data collection to determine the involvement of teachers, parents, and school committees in improving scientific attitudes toward science learning. The questionnaires were completed using a Likert scale of 1-4, and the data were then analyzed using the Rasch model. The result showed that all participants were the average logit items (+1.03 logit). The reliability was 0.89, indicating a positive response to improving students' scientific attitudes. The results of the Rasch model analysis suggested that the involvement of parents, teachers, and school committees in improving scientific attitudes differed according to their roles. Each instrument element was analyzed in more detail in the Rasch model. Participants' roles were reflected in the specific involvements of teachers in learning, parents at home with children, and school committees participating in school policy-making.
Language Tests, Motivation, and Demotivation: A Complex Relationship
Author: Keblawi, Faris
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Tests,Student Motivation,Arabic,Second Language Learning,Motivation Techniques,Coping,High School Students

Tests are an integral part of most formal language learning processes, exerting far-reaching effects on many aspects of language learning. Among other things, tests affect language learning motivation (LLM), an element that is fundamental to many learning contexts. However, little attention has been paid to how tests affect LLM and what the pedagogical implications may be. Using qualitative semi-structured interviews with 20 adolescent Arab learners, this study attempts to explore how and when tests can motivate or demotivate language learners. It also examines the main strategies learners deploy to cope with the demotivating experiences associated with test taking. The data suggest that tests have the potential to both motivate and demotivate learners before, during, and after taking a test. Additionally, the results reveal several strategies that learners employ to cope with demotivation. This leads to a discussion regarding pedagogical implications on how to effectively employ tests to increase learners' motivation and decrease their demotivation.
Students&apos; Challenges and Support Needed in Reaching Academic Literacies in Higher Education: In-Depth Interviews with Swedish Students
Author: Svensson, Anna-Karin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Student Attitudes,Workshops,Feedback (Response),Writing Skills,Academic Language,College Students

The aim of this study is to capture and analyse perspectives on higher education from the views of five students through in-depth interviews. The students' statements are analyzed in order to gain an understanding of their experiences of developing academic literacies in their university studies. They are regularly visiting the university study workshop for help with their exam assignments. The following questions have been formulated to fulfil the aim of the study: (a) what aspects of studies in higher education do the students express as important, favorable, or unfavorable, for their development of academic literacies? and (b) in what way do the students value the study workshops as an educational tool? The analysis reveals three themes: the importance of explicit support structures, the importance of teachers' feedback, and the importance of using the students' pedagogical capital. The results also show that the students highly value the study workshop when they reflect upon the one-to-one feedback, but the support seems to be insufficient both in supporting them to be more independent in their studies and in developing academic literacies from a critical and epistemological point of view.