ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Visual Literacy Skills in Teacher Education: Different Ways of Looking at the Visual Images
Author: Özsoy, Vedat
Date: 2021-00-00
Type: Journal Articles
Subjects: Visual Literacy,Teacher Workshops,Inservice Teacher Education,Art Teachers,Visual Arts,Elementary School Teachers,Secondary School Teachers,Critical Thinking,Creative Thinking,Thinking Skills,Skill Development,Relevance (Education),Consciousness Raising,Consumer Economics,Cultural Context,Foreign Countries

This article attempts to use different ways of looking that help classroom and visual art teachers analyze the meanings attributed to visual images, thereby enhancing their visual literacy skills. In the study, holistic multiple-case sampling was employed in the context of case study method as each group of teachers was individually considered as an analysis unit and their analysis of visual images through different ways of looking was evaluated in a holistic way. The participants of the study comprised of a total of 508 teachers who attended teacher training workshop of the Project titled 'The Implementation of Visual Culture Theory on Primary and Secondary Visual Arts Courses.' The data were collected with worksheets, artistic drawings and participant diaries and analyzed inductively. The data were presented in three themes: analyzing visual elements, approaching the visual contextually, and determining the contributions of visual experience. The results denoted that classroom and visual arts teachers interacted with images through a series of questions related to different ways of looking at visual images, questioned visual representations, artistic components and sub-meanings and created various meanings in terms of social, economic, psychological and cultural contexts, thereby increasing their visual literacy skills.
Development of the Teacher Report Form of Anxiety in Pre-School Children
Author: Sahin, Hakan
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Construct Validity,Anxiety,Teacher Attitudes,Preschool Teachers,Factor Analysis,Item Analysis,Correlation,Reliability,Measurement Techniques,Foreign Countries,Public Schools,Private Schools

This research was aimed to develop the Teacher Report Form of Anxiety in Pre-School children. A descriptive research was conducted with two study groups. The scale is based on teachers' assessment for preschoolers aged 3-6. During the development process of the form, the theoretical structure was examined and expert opinion was take for the prepared draft. The descriptive research model was used in the research. The research has two study groups. Within the scope of the research, there were 250 preschool teachers in the first group and 260 in the second group. The construct validity was determined as well based on AFA and DFA. The corrected item-total correlations and Cronbach's alpha reliability coefficient were calculated in order to determine the reliability of the answers given to the scale items. The KMO and Barlett test have showed that the factor analysis is suitable for the data set. It was determined that the items in the scale has clarified 48% of the total variance. With the data acquired as a result of the analyzes, it was determined that the 21 items showed a one-dimensional structure. The Cronbach 's alpha coefficient for the scale was determined as 0.939. The corrected item-total correlation coefficients of the items in the final form of the scale vary between 0.483 and 0.744. As for the factor loading values of the items it differs between 0.38 and 0.41. Since the T value is found to be significant it showed that there were a significant relationships between the observed and latent variables. As a result of the calculations, a valid, reliable and useful measurement tool that can be used in the literature was developed, based on the teacher's assessment it is hoped that the scale will fill the gap in this field.
The Development of Thai EFL Secondary School Students&apos; English Science Vocabulary Knowledge through Science Vocabulary Crossword Puzzle (SVCP) Practices: Action Research
Author: Kruawong, Thana
Date: 2021-09-00
Type: Journal Articles
Subjects: Secondary School Students,Vocabulary Development,Second Language Learning,Second Language Instruction,English (Second Language),Science Instruction,Course Content,Grade 9,Puzzles,Language of Instruction,Student Attitudes,Action Research,Language Tests,Science Tests,Teaching Methods,Achievement Gains,Instructional Effectiveness,Foreign Countries

Vocabulary plays an important role in the Content-Based classroom, making EFL Students' science vocabulary knowledge critical to their content understanding. The purpose of this action research was to enhance students' science vocabulary knowledge of 9th grade students through science vocabulary crossword puzzle (SVCP) practices. The research group comprised 33 students of a science classroom using English as the medium of instruction in their second semester of the 2020 academic year at a large secondary school in Bangkok. The action research cyclical process of Kemmisand McTaggart (1981) was adopted through the steps of (1) Plan, (2) Act, (3) Observe and (4) Reflect. The innovation being introduced was a collection of science vocabulary crossword puzzle materials. The research instruments used were the science vocabulary knowledge test and the students' opinion questionnaire towards SVCP practices. The assessment of students' vocabulary knowledge was conducted before and after the delivery of crossword puzzle practices. The data was analyzed by a dependent sample t-test. The research findings were as follows: (1) After implementing SVCP practices, the mean of students' science vocabulary knowledge score had increased by a statistically significant 0.05. and (2) students had positive opinions toward the SVCP practices.
Elementary School Teachers and Sex Education in Mexico: The Case of Veracruz
Author: Espinosa, Ana Lis Heredia
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Elementary School Students,Sex Education,Teacher Attitudes,Beliefs,Maturity (Individuals),Sexuality,Biology,Prevention,Pregnancy,Teacher Education,Elementary School Curriculum,Student Characteristics,Textbook Content

Elementary school teaches children to read and write, develop math skills, live together, explore the world, understand that world at a basic level, and grow as people. The objectives of this article are to examine the beliefs of elementary school teachers regarding sex education, to gain a notion of the limits and scope of sex pedagogy in the approach to content, and to provide accurate information for decision-making and public policy. A descriptive study was conducted using a qualitative methodology. The data were collected between October and December 2019 in two public elementary schools in the City of Veracruz, State of Veracruz, Mexico. A non-probabilistic sampling method with a maximum variation was used in the study. In total, nine teachers of ages ranging from 22 to 64 years participated. The teachers reported that the students must have reached sexual maturity to talk about sexuality. Likewise, a discourse that emphasizes the biological aspects and the belief that abstinence is the best way to prevent unwanted pregnancy predominates. Finally, there were different opinions regarding the need for training teachers to teach sex education.
Effects of the Online Learning Environment Designed with Instruction Activities Model on Academic Achievements, Attitudes, and Retention of Learning
Author: Kaya, Vildan Donmus
Date: 2021-09-00
Type: Journal Articles
Subjects: Electronic Learning,Instructional Design,Learning Activities,Academic Achievement,Student Attitudes,Retention (Psychology),Undergraduate Students,Educational Environment,Instructional Effectiveness,Foreign Countries

The effect of the online learning environment designed with Gagné's Instructional Activities Model on students' academic achievements, attitudes, and retention of their learning was investigated using a mixed-method design. Purposive sampling was used to select 61 undergraduate students as participants. The participants were divided into two groups: one experimental group with the online learning environment designed with Gagné's Instructional Activities Model and one control group with an online learning environment where the researcher does not intervene. The groups attended the same course content sessions that are suitable for their learning model over six weeks. Data were collected from undergraduates using three instruments which were academic achievement tests, course attitude scales, semi-structured interview form, and from experts using one instrument, which was rating scale. For analysis, descriptive statistics, independent group t-test, ANCOVA tests, and content analyses were performed. According to the findings of the study, students' academic achievements and course attitude levels significantly increased in the online learning environment designed with Gagné's Instructional Activities Model compared with an online learning environment where the researcher does not intervene. The qualitative findings of the study, Gagné's online learning environment, a gradual model that allows learners to learn retention and that allows the learners to transform their learning into life, is a model that students often find useful and will also prefer to apply it in their professional lives. In this respect, the qualitative findings generally support quantitative findings because the experimental research results show that students learning online learning environments with Gagné's principles are more successful, learnings are more permanent, and students' attitudes toward the course are more positive. The results of this study show that various models, such as Gagné's Instruction Activities Model in the online learning environment, have the potential to provide an alternative perspective to the teacher training system.
Outcomes of a Readers&apos; Theatre Program on Oral Reading Prosody: An Exploratory Study in Different Environments
Author: Quezada, Natalia Ferrada
Date: 2021-06-00
Type: Journal Articles
Subjects: Program Evaluation,Program Effectiveness,Theater Arts,Reading Instruction,Oral Reading,Reading Fluency,Dyslexia,Elementary School Students,Students with Disabilities,Grade 3,Grade 4,Spanish Speaking,Foreign Countries

Readers' theatre is a teaching strategy that consists of the interpretative reading of theatrical texts in which readers use their voices to give life to the characters. This strategy promotes the development of various skills related to fluency, among which there is prosody. This research aimed to check the efficacy of a reader's theatre program on the prosody of oral reading. Eleven dyslexic students from the third and fourth grade of the primary school participated in this study, and who were distributed in two groups. To check the program effectiveness, a program evaluation method was used following the CIIP model and a pre-experimental pre-test post-test design. As a dependent variable, prosody and the prosodic characteristics were used and measured through the Prosody Assessment Scale. Findings showed a significant prosody improvement as well as the prosodic features. In addition, the results obtained by the program were similar in both groups of students. These findings suggest the readers' theatre is an effective strategy for improving the prosody of reading in schoolchildren of those ages and confirm that this strategy can be used as a part of an integral program for fluency development.
Semiotic Representations in the Learning of Rational Numbers by 2nd Grade Portuguese Students
Author: Viseu, Floriano
Date: 2021-06-00
Type: Journal Articles
Subjects: Semiotics,Mathematics Instruction,Grade 2,Elementary School Students,Content Analysis,Pictorial Stimuli,Teaching Methods,Learning Processes,Error Patterns,Difficulty Level,Foreign Countries,Fractions,Units of Study,Numbers

The use of different registers to represent mathematical concepts enhances understanding. For example, rational numbers can assume pictorial, symbolic and natural language representations and this kind of change improves learning. Based on these assumptions, a teaching experiment for the learning of rational numbers by 2nd grade students was conducted, so as to allow for an understanding of how semiotic representations contribute to the learning of rational numbers, particularly with concern to unit fractions. Using a qualitative methodology and a content analysis of the students' written productions, the study shows a greater use of the pictorial representation register compared to the other types. Students' main difficulties in learning rational numbers are related to the pictorial representation of unit fractions and to an understanding of the concept of fraction itself. Some of these difficulties result from errors such as the misrepresentation of unit fractions in the case of the pictorial register, the association of the concept &quot;half&quot; with multiple unit fractions, the absence of the fraction bar when it comes to the symbolic register, the use of everyday terms to represent fractions when students rely on the natural language register, and the misrepresentation of rational numbers when the graphic register is used.
Establishing the Growth Rate of Mauritian Students&apos; Achievement in Mathematics for the Cambridge School Certificate Examination
Author: Gopaul-Rughoonundun, Karishmaraye
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Gains,Mathematics Achievement,Exit Examinations,Growth Models,Secondary School Students

As research must measure and precisely assess the effects of changes and advances in an area of endeavor, mathematics has played. It continues to play a key role in developing realms of science and technology. Academic performance is an important factor in determining an individual's success or failure in mathematics. Mathematics is obligatory in Mauritius until students reach Grade 11, taking the Cambridge School Certificate Examination. However, in the case of Mauritius, the question of student success growth rate has not been properly explored. The aim of this research is to establish the rate of growth in student math performance for the Cambridge School Certificate Examination. The Verhulst logistic model is adapted for this purpose for the period 2012 to 2019. According to the findings, the predicted growth rate of student achievement in Mathematics Syllabus A, Mathematics Syllabus D, and Additional Mathematics are respectively lowered by about 2.42 percent, 1.86 percent, and 7.01 percent per year.
The Perspectives of Academicians on Academic Jealousy
Author: Bayar, Adem
Date: 2021-09-00
Type: Journal Articles
Subjects: Teacher Attitudes,College Faculty,Psychological Patterns,Organizational Culture,Foreign Countries,Attitude Change,Organizational Change

The aim of this research is to determine the reasons for academic jealousy experienced in universities and to reveal possible solutions to reduce academic jealousy. This research has been carried out in the framework of the qualitative research approach. The study group of this research consists of 8 academicians working at xxx University for the 2020-2021 education year. A semi-structured interview form has been used as a data collection tool in the research. Academicians' perceptions of academic jealousy are defined under two headings as individual jealousy and institutional jealousy. The participants' thoughts on the causes of academic jealousy are incompetence, inner failure, competition, and personal reasons. To reduce academic jealousy, the participants have offered the following solutions: policy-science culture, encouragement-cooperation, primary school education, competence, and sanction. The researchers have concluded that unless academic jealousy ends up or reduce, universities will lose high-quality academicians as time goes by.
Examination of Mother-Child Math Talks&apos; Content and Process during Shared Book Reading
Author: Turker-Biber, Belma
Date: 2021-00-00
Type: Journal Articles
Subjects: Mothers,Parent Child Relationship,Reading Strategies,Story Reading,Childrens Literature,Mathematical Concepts,Family Environment,Skill Development,Interpersonal Communication,Parent Attitudes,Self Efficacy,Foreign Countries,Concept Formation,Parent Background,Educational Attainment,Occupations,Socioeconomic Status,Young Children,Mathematics Skills

The study aims to analyze, in terms of content and process, the math talks between the mother and child during the shared book reading of the illustrated storybooks with math contents. The study group under the research is comprised of nine pairs of mother and child. The process of the study 18 videos which were recorded when two storybooks with math contents were read by the mothers. In the data collection process, each pair of mother and child together read two storybooks given to them in their home environment, and the entire process was video-recorded. Subsequently, interviews were held with mothers for identifying their views about supporting their children's math skills. It was shown that the content of mother-child math talks in the home environment was mostly about the learning area of numbers and counting skills. It was a remarkable result that math concepts such as sorting/ranking and properties/features of objects were not in the contents of mother-child math talks. The results from interviews with mothers, it was inferred that the mothers viewed themselves as inadequate for talking to their children about math concepts, and performed the math talks mostly on the basic skills such as counting the numbers.
Incorporating a Cooperative Teaching and Learning Approach in Life Orientation Lesson Planning
Author: Seherrie, Aloysius Claudian
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Lesson Plans,Secondary School Teachers,Daily Living Skills,Cooperative Learning,Teaching Methods,Phenomenology,Grade 10,Teacher Attitudes,Pedagogical Content Knowledge,Instructional Materials,Educational Resources,Faculty Development,Student Centered Learning,Foreign Countries

In the field of education, globally, teachers are recognised as important contributors in shaping learners' interaction in a cooperative learning environment through effective lesson planning. There is a plethora of research conducted internally on lesson planning, as a critical instructional competency for good teaching and as a purposeful activity that precedes the delivery of instruction. This study aimed to explore Life Orientation teachers' lesson planning incorporating a cooperative teaching and learning approach in secondary schools in De Aar, South Africa. The researchers adopted a mixed-methods phenomenological research design. Seven Grade 10 Life Orientation teachers were purposely selected to collect semi-structured interviews data, nonparticipatory observation, and document analysis. Data were analysed using inductive thematic analysis and supported with the literature review and the theory underpinning this study. This paper suggests an enactment between teachers' subject and pedagogical content knowledge and instructional material. Lastly, it is also evident that many teachers lack knowledge, insufficient instructional resources, and an understanding of effective lesson planning to implement a cooperative teaching approach.
Socio-Pedagogical Conditions of Future Social Specialists Training for Successful Professional Career
Author: Spivak, Yaroslav
Date: 2021-00-00
Type: Journal Articles
Subjects: Specialists,Professional Education,Caseworkers,Social Work,Educational Practices,Foreign Countries,Postsecondary Education,Program Effectiveness,College Seniors,Career Readiness

Problems of social protection have become one of the most discussed in the world. Specialists of various specialties work in the social sphere: psychologists, lawyers, doctors, sociologists, etc. However, the leading role belongs to social specialists. There is a lack of social specialists, and if there are any, they do not understand exactly what they should do. The article deals with singling out the socio-pedagogical circumstances of the future social specialists education for an effective professional career. The focus is on analyzing of the modern directions of vocational education of future social workers. It is singled out and substantiate the socio-pedagogical circumstances for of future social professionals education for an effective professional career, such as: actualization and development of students' motivation to build a successful professional career; taking into account the peculiarities of the practical activities of social specialists and their transformational influences on various subjects of communication activities; gaining practical experience based on self-development. The socio-pedagogical circumstances of future social specialists education is defined in the work as set of external and internal conditions, which implement in the process of vocational education of future social workers will ensure effective formation of hard and soft skills, fundamental qualities for an effective professional career. It is found out possible ways to implement the selected socio-pedagogical conditions in the vocational education of the future social professionals for an effective professional career. The using of the different methods allowed to obtain objective information about the socio-pedagogical conditions of vocational education of future social specialists to a successful professional career. The statistical data of the research are represented using diagrams, tables and figures.
Managing Tertiary Education for Peace and Conflict Resolution in Nigeria
Author: Nkang, Iniobong Ekong
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Universities,Peace,Conflict Resolution,College Curriculum,Curriculum Implementation,Readiness,Social Justice,Civil Rights,Sustainable Development,Foreign Countries

Peace is a necessary condition for the sustainable development of any nation. It is described as the absence of physical and structural violence, and the presence of justice. Peace education involves human rights and conflict resolution education. This justifies the prominence of peace and conflict resolution education in the educational agenda of nations. Based on this, the paper examines the management of tertiary education for peace and conflict resolution in Nigeria. The population of the study comprised lecturers from the Faculty of Social and Management Sciences from the Universities of Benin, Port Harcourt, Calabar and Uyo, totaling 2312. A sample of 231 lecturers was drawn for the study using the Cluster Sampling Technique. One research question and one null hypothesis were considered in this study. Data collection was done using a structured instrument tagged, &quot;Managing Tertiary Education for Peace and Conflict Resolution&quot; (MTEPCR) Questionnaire. The Instrument was duly validated and tested for reliability using the Cronbach Alpha reliability formula. This gave a reliability coefficient of 0.81. Descriptive statistics such as mean, standard deviation, and simple percentage were used to answer the research question. The null hypothesis was tested at 0.05 alpha level, the one-way ANOVA. The result of the study indicated a low extent in the implementation of peace and conflict resolution education in tertiary institutions. There was no substantial difference in the implementation of peace and conflict resolution education among four federal universities. Based on these findings, key policy, practice and research implications are discussed.