ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of Pre-School Teachers&apos; Knowledge Levels of the Symptoms of Learning Disability According to Different Variables
Author: Konuk Er, Rukiye
Date: 2023-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Knowledge Level,Symptoms (Individual Disorders),Learning Disabilities,Preschool Children,Foreign Countries,Students with Disabilities,Gender Differences,Intellectual Disciplines,Inclusion,Teaching Experience,Familiarity,Family Characteristics

Considering the fact that learning difficulties are mostly related to academic learning, and students first encounter tasks related with academic learning during the pre-school, it is critical for early intervention that the first symptoms of students with potential learning disability are detected by the pre-school teachers. The aim of this research is to examine knowledge levels of pre-school teachers about the characteristics of learning difficulties that 3-6 years old students, in the pre-school period, may show. With this aim in mind, the development of the &quot;Test for identifying characteristics of learning disabilities in pre-school students (3-6 years)&quot; was completed with 471 pre-school teachers and pre-school teacher candidates of the last grade of preschool education program. The research has been done in the survey model with a quantitative approach. The sample of the study consists of 291 pre-school teachers. The data have been collected by means of the &quot;Test for identifying characteristics of learning disabilities in pre-school students (3-6 years)&quot; and analyzed using descriptive statistics techniques. At the end of the research, it has been found that there are no statistically significant differences in knowledge levels of pre-school teachers regarding the cognitive, affective, social and motor characteristics of learning disabilities in terms of their gender, the program they have graduated from, having taken courses on special education, having taken courses on learning disabilities, the types of institutions they worked at, and their class sizes. It has been found that there are statistically significant differences in their knowledge levels about cognitive, affective, social and motor characteristics of learning disabilities according to the length of service, teaching students with learning disabilities, having inclusive students in their class, having a relative in need of special education, and teaching students with learning disabilities variables.
Development and Validation of the Sensitivity to Infection Threats Scale (SITS)
Author: Turan, Numan
Date: 2023-00-00
Type: Journal Articles
Subjects: Communicable Diseases,Responses,Disease Control,Health Behavior,Symptoms (Individual Disorders),Fear,Anxiety,Test Reliability,Test Validity,Factor Analysis,Undergraduate Students,Foreign Countries

The present research emphasizes the role of learning in response changes to infection threats and suggests a new instrument. This preliminary study aims to develop a brief tool (SITS: Sensitivity to Infection Threats Scale) that measures individuals' health sensitivity to infection threats. The present research utilized the Brief Symptom Inventory-phobic anxiety and hostility subscales and the newly developed SITS. The reliability and validity of SITS were examined through construct, divergent, and convergent validity as well as internal consistency and test-retest reliability. The underlying dimensions were explored through an exploratory factor analysis (EFA N = 142; Mage = 20.29, SDage = 2.34), and the EFA dimensions were confirmed through a confirmatory factor analysis (CFA N = 236; Mage = 20.36, SDage = 2.24). The EFA and CFA results supported a correlated four-factor model and the 20-item structure of the SITS. These four factors included Preoccupied, Avoidant, Physiological, and Cautionary Sensitivities. The overall scale and subscales had good internal consistency, test-retest reliability, and convergent and divergent validity. The SITS is a reliable scale and has the potential to deepen our understanding of human behaviour in responding to infection threats.
Examining the Relationships between Basic Psychological Needs and Wellness in College Students: The Mediating Role of Stress Coping Styles
Author: Avci, Mehmet
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Psychological Needs,Wellness,Relationship,Stress Management,Coping,Foreign Countries,Self Esteem,Positive Attitudes,Helplessness,Help Seeking,Social Support Groups,Personality Traits,Personal Autonomy,Competence

College students face a diverse range of difficulties that risk their wellness. Therefore, understanding factors affecting college students' wellness would be important for preventing and intervening strategies. This study examined the mediating role of coping styles on the relationships between basic psychological needs and wellness in Turkish college students. A total of 599 college students participated in the study by filling out self-reported questionnaires on basic psychological needs, coping styles, and wellness. A path analysis was conducted to test the hypotheses. The findings showed positive direct effects of basic psychological needs on wellness. The results also revealed that self-confident, optimistic, and helpless coping styles were partial mediators between basic psychological needs and wellness. However, social support-seeking and submissive coping styles did not play any significant mediation role. Specifically, satisfaction of basic psychological needs was associated with self-confident and optimistic styles, which is in turn positively associated to college students' wellness. These findings advance our understanding of the association of basic psychological needs with wellness via coping styles. The limitations and practical implications, along with the future research directions, were discussed.
How Diagnostic Labels Affect Preservice Early Childhood Teachers&apos; Responses to Inclusion of Children with Disabilities: A Vignette Study
Author: Yildirim Haciibrahimoglu, Binnur
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Early Childhood Education,Students with Disabilities,Inclusion,Clinical Diagnosis,Educational Diagnosis,Labeling (of Persons),Attitudes toward Disabilities,Student Attitudes,Student Reaction,Questionnaires,Validity,Reliability,Student Interests

This study aims to examine the effect of diagnostic labels on the responses of preservice early childhood teachers to the inclusion of children with special needs in general education classes. 228 preservice early childhood teachers, who participated in the study, answered the Demographic Information Form and the Teachers' Comfort and Concern Scale (TCCQ). The questionnaire consists of two formats in which vignettes are presented with and without a diagnosis label. As a result of the t-test and the Mann Whitney-U test applied to the data obtained from the six-points scale questions of TCCQ, it was observed that the comfort levels of the preservice teachers and their classroom adaptation and the need for support did not differ according to the presence or absence of the diagnostic labels, the type of child's disability, the grade level and the undergraduate program of the preservice teachers. According to the results of the inductive analysis conducted to the open-ended questions in the TCCQ, the participants felt positive/comfortable, negative/concerned and responsible for being teachers of children with special needs. They wanted to learn about children's characteristics and previous educational life before they attended the early childhood classroom.
Investigation of the Roles of Social Media and Game Addictions in Adolescent Parent Conflict
Author: Yilmaz, Sevde
Date: 2023-00-00
Type: Journal Articles
Subjects: High School Students,Parents,Parent Child Relationship,Conflict,Social Media,Video Games,Computer Games,Addictive Behavior,Foreign Countries,Predictor Variables,Child Behavior

Today, the use of technology not only affects social relations, but also affects the relations of family members who are part of the society. Technology can negatively affect especially adolescent parent relationships within the family. In this study, it was aimed to examine the roles of social media and digital game addictions, which are technology-based addiction types, in the conflicts in adolescent parent relationships. The sample of the study consists of 686 high school students studying at various high schools in Eskisehir. In the study, personal information form, adolescent-parent conflict scale, social media addiction scale for adolescents and game addiction scale for adolescents were used in order to obtain data. The predictive correlational research design, one of the relational models, was used in the study. According to the results of the study, it was found that both social media addiction and game addiction were positively and statistically significantly correlated with adolescent parent conflict. According to the results of the regression analysis, it was found that social media and game addictions significantly predicted adolescent parent conflict. The findings and results were discussed in the light of the relevant literature and suggestions for future studies were presented.
Is Online Assessment Better? Examination of Pre-Service Teachers&apos; Views
Author: Yildirim, Nuray
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Preservice Teachers,COVID-19,Pandemics,Distance Education,Electronic Learning,Foreign Countries,Evaluation Methods,Assignments,Student Evaluation,Public Speaking,Student Attitudes

The aim of this research is to examine the pre-service teachers' opinions on online assessment during the COVID-19 process. In the study, which was designed with a phenomenological design, data were collected from 138 teacher candidates with a structured interview form consisting of open-ended questions created by the researchers and analyzed by content analysis. According to the findings of the study, the pre-service teachers stated that they were evaluated by methods such as online exam, homework, online class participation, and online presentation and that each evaluation method had advantages and disadvantages. When the teacher candidates compared face-to-face assessment with online assessment, they focused on the disadvantages of homework and online exams. They indicated that the online assessment method could be in the form of online exam, qualified homework, and participation in the course, depending on the nature of the course. The findings were discussed within the framework of the literature, and suggestions were presented to researchers and practitioners.
Reflections from Planning and Implementing a Modelling Task
Author: Tekin Dede, Ayse
Date: 2023-00-00
Type: Journal Articles
Subjects: Case Studies,Middle School Teachers,Mathematics Teachers,Mathematics Instruction,Video Technology,Mathematical Models,Lesson Plans,Teacher Attitudes,Classroom Techniques,Material Development,Problem Solving,Task Analysis,Teaching Methods,Audio Equipment,Peer Evaluation,Self Evaluation (Individuals),Comparative Analysis,Cooperative Learning,Student Attitudes,Middle School Students,Grade 6

The aim of this study is to investigate both the planning and implementation process of a modelling task by a middle school mathematics teacher. The participant of the study, which was conducted as a single case study, is a middle school mathematics teacher who have knowledge and experience in modelling. The data collecting tools of this study were the lesson plans of the teacher, the observation notes taken by the researchers during the implementation of the modelling task,the video records of the implementation, students' solution papers and the voice records of the pre- and final-interview conducted with the teacher. Whole data were analyzed according to a framework for modelling implementations developed by the authors through descriptive analysis. The teacher planned his in-class implementation to consolidate the circle concept and revised an existing modelling task by developing appropriate materials for the task. He asked students to arrange their desks appropriate to group work, decided to enable students to evaluate both the implementation and their peers, and announced their students that they would present their group solution and evaluate each other at the end of the lesson. During the implementation, he first reminded prior knowledge about circle and then presented the materials. He shared instructions about group work in the context of sharing social norms and gave information about the peer assessment form, which the students filled at the end of the lesson. During the students were solving the task, he intervened about enabling self-assessment in the groups, considering realistic values and comparing mathematical results with the problem context. In addition, during the solution, he tried to establish socio-mathematical norms by making explanations. After the solution process ended, student groups presented their solution approaches and discussed different solutions by comparing each solutions. Peer assessment form and affective evaluation form regarding the implementation were filled by the students at the end of the implementation. This study contributed the literature regarding modelling implementations and presented a different view about teacher actions in planning and implementing a modelling task.
Social and Socio-Mathematical Norms Constructed by Teachers in Classes through the Development of Noticing Skills
Author: Ozdemir Baki, Gulsah
Date: 2023-00-00
Type: Journal Articles
Subjects: Attention,Classroom Environment,Mathematics Teachers,Secondary School Teachers,Classroom Techniques,Behavior Standards,Social Behavior,Foreign Countries,School Culture,Video Technology,Mathematics Skills,Meetings,Thinking Skills,Observation

This paper examined how teachers' noticing skill affects the social and socio-mathematical norms they construct in the classroom. The study was carried out with four mathematics teachers working at a secondary school in the eastern regions of Turkey. A case study among qualitative research methods was used. The data of the research were collected via videotaped lessons. The data obtained from teachers' classroom practices were evaluated performing descriptive and content analysis. Research findings show that noticing skill positively improves secondary school mathematics teachers' ability to construct social and socio-mathematical norms. In addition, it has been noticed that social norms and socio-mathematical norms are not independent of each other.
The Solo Pantomime in the Pandemic: Distance Postgraduate Education in the Department of Mathematics Education during COVID-19
Author: Kucukgencay, Naci
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Study,Mathematics Education,Distance Education,COVID-19,Pandemics,Electronic Learning,School Closing,Emergency Programs,Experience,Mathematics Teachers,Masters Programs,Graduate Students,Doctoral Students,Student Responsibility,Learning Motivation,Interaction

Turkey experiences distance education at the master's and doctorate degrees for the first time. This study aims to reveal the essence of the distance education experiences of mathematics teachers who continue their postgraduate education with distance education due to the COVID-19 pandemic. This study was carried out using the phenomenological research design with six mathematics teachers who continue their postgraduate education at a state university in the Central Anatolia Region in the 2019-2020 academic year. Of the participants selected by the criterion sampling, three were master's degree students and three were doctoral degree students. Research data were collected using semi-structured interview forms designed in line with expert opinions. The interviews were conducted online via video call on the WhatsApp application due to the COVID-19 pandemic. The experiences of the participants were identified with the phenomenon of &quot;solo pantomime&quot;. Participants had positive experiences such as easy access, possibility of review, improvement in technological pedagogical content knowledge, and negative experiences such as communication and connection problems, the irregularity in the schedule, inadequacy of the lesson hours, and focusing problems regarding synchronized distance education. Distance graduate education is also considered quite suitable for mathematics education courses, but insufficient for mathematics field courses. It is also understood that some participants had plans to make radical changes in their thesis topics. Participants avoid long-term experimental studies or studies that can be conducted with a large sample, and they tend towards studies that can be carried out with document analysis or small groups and had problems with their supervisors.
What Affects Students&apos; Academic Performance and Soft Skills Based on the Community of Inquiry (CoI) Theory?
Author: Tusyanah, Tusyanah
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Electronic Learning,Academic Achievement,Soft Skills,Technology Uses in Education,Communities of Practice,Inquiry,Online Courses

Students with academic performance and soft skills should be concerned with the learning process because it is a learning achievement. This research aims to find the factors affecting academic performance and soft skills. In this pandemic, learning is done online, so interaction between students and lecturers becomes limited. The quantitative data are collected by distributing the questionnaires. The population of this study is 2nd-semester students of the Faculty of Economics, &quot;Universitas Negeri Semarang&quot; (UNNES), who use online learning from the beginning of the lecture. The population were 900 students, with a sample of 276 students. Data were tabulated and analyzed using SEM-PLS. The results showed that cognitive presence, teaching presence, and social presence positively and significantly (57.9%) affect students' academic performance, and 49.1% affect students' soft skills. The order of factors that most affect academic performance is teaching presence (41.4%), social presence (31.1%), and cognitive presence (11.7%) whereas the order of factors that most affect soft skills is social presence (48.9%), cognitive presence (11.7%), and teaching presence (11.1%). It means that the Community of Inquiry (CoI) theory can explain the magnitude of the factors on academic performance and soft skills in the good category. It is suggested that the related parties to support students to achieve better academic performance and soft skills.
Coming out to Australia: Cosmopolitan Vlogging
Author: Lepage, Tyson
Date: 2023-01-23
Type: Journal Articles
Subjects: Video Technology,Electronic Publishing,Graduate Students,Student Projects,Reflection,Foreign Countries,Self Concept,Homosexuality,Global Approach,Social Media,LGBTQ People

This paper is a collaborative reflection on a graduate a/r/tographic (artist/researcher/teacher research project using vlogging as its means of inquiry into potential for subjective reconstruction. The initial study focused on shifting perspectives of self in times of solitude and new surroundings. Springgay et al.'s (2005) a/r/tographic renderings were used to methodologically investigate emergent perspectives and realities of Tyson Lepage's journey in grappling with repositionings needed to open himself to shifting courses of action. The initial study took place in Sydney and the North Coast of New South Wales, Australia from September 2017 to December 2017. This revisitation of Lepage's research results from subsequent and ongoing discussion and reflection between Lepage and his two graduate mentors, one in Australia and the other in Canada. William Pinar's scholarship on cosmopolitanism provides a theoretical lens for developing deeper understandings of a relational self and is used in both initial research and in this return to the research. The multidimensional movement of understanding self in relation to other, requires openness to the world but also to one's inner feelings and opinions. It requires individuals acting in the world with others while also cultivating solitude and independence of mind, the combined process of which, Pinar describes as worldliness, and which he claims is the pedagogical project of cosmopolitanism in curriculum theory. The authors revisit Pinar's worldliness and Lepage's renderings/findings from the initial research, to now extend their collective thinking regarding the research journey of making visual expressions of living a passionate and contemplative public life.
Moving Together: Intra- and Intergenerational Dance Performing Citizenship
Author: Brown, Carol
Date: 2023-02-10
Type: Journal Articles
Subjects: Intergenerational Programs,Age Groups,Dance,Interaction,Citizenship,Sense of Community,Foreign Countries,Urban Areas,Community Programs

In this article, we focus on dance as intra- and intergenerational learning that cultivates corporeal knowledge held in common. Three interrelated projects reveal how danced connections between life stages develops an aesthetics of complex interaction and a mutuality of learning that enacts citizenry through communities in motion in the urban-scape. The projects approach dance practice through an expanded concept of choreography that takes into account the site, situation and life stage of dancers. We propose that moving together is a social choreography, a method for developing body-place awareness and civic participation, sharing experiences and bodily practices and performing relational complexity.
Examination of Pre-Service Science Teachers&apos; Model Based-Content Knowledge and Knowledge of Students&apos; Understanding on Chemical Bonds
Author: Inaltekin, Tufan
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Pedagogical Content Knowledge,Chemistry,Science Education,Teaching Methods,Foreign Countries

This study aims to examine pre-service science teachers' (PSTs') model-based (MB) content knowledge (CK) and knowledge of students' understanding (KSU) of chemical bonds. The participants of the study consist of 229 senior pre service science teachers. The study is a case study from qualitative research designs. The data of the study were collected by using the &quot;Chemical Bonds Model Knowledge Test (CBMKT)&quot;. The obtained data were analyzed using the &quot;Model Based-Content Knowledge Rubric (MB-CK Rubric)&quot; and &quot;Model Based-Knowledge of Students' Understanding Rubric (MB-KSU Rubric)&quot;. The findings showed that PSTs mostly have an understanding of wrong modeling and not being able to make any modeling in terms of MB-CK on chemical bonds. In addition, it has been determined that the majority of pre-service teachers have an invalid and weak level in terms of MB-KSU. These findings indicate that PSTs' professional knowledge of chemical bonds in their undergraduate education should be supported by model-based teaching.