ethanporcaro/eric-fulltext-meta huggingface dataset:
Review on Montessori Educators&apos; Opinions Concerning the Digital Assessment Tool They Use in Terms of 21st-Century Skills
Author: Simsek, Fatma Merve
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,21st Century Skills,Preschool Teachers,Foreign Countries,Computer Assisted Testing,Communication (Thought Transfer),Teacher Collaboration,Montessori Schools

This study aimed to examine the opinions of Montessori educators on the digital assessment tool they use in terms of 21st-century teacher skills. The study sample covered 14 Montessori educators working in early childhood classes in public and private preschool educational institutions, located in Barcelona and Istanbul, where the Montessori educational approach is applied. In the study, the experiences of the Montessori educators with the digital assessment tool they use as the assessment tool were examined in terms of the identified 21stcentury teacher skills. To this end, the research was designed with a phenomenological approach in the qualitative research method. The data were obtained through the personal information form and structured interview questions prepared for the digital assessment tool used by the Montessori educators. In the analysis of this data, the phenomenological study of Moustakas (1994) was introduced through the steps of the analysis. The perspectives of the Montessori educators concerning digital assessment, their application experiences regarding the digital assessment tool, and their views on their experiences were discussed in terms of utilization of the digital tool applications, as well as to use and evaluate information, their skills regarding collaborative work and communication, and finally their communication skills with the parents, which are among the 21st-century teacher skills. It was concluded that different factors influenced the opinions of the Montessori educators, where there were positive and negative expressions within the scope of these skills regarding the digital assessment tool.
New Istanbul B1 Level Turkish Course Book for International Students in Terms of Listening Strategies
Author: Kahtali, Bahar Dogan
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Turkish,Teaching Methods,Immigrants,Foreign Students,Listening Skills,Textbooks,Textbook Content

Language has been a means of agreement since the first humanity existed. With the diversity of languages spoken around the world, the need for societies to learn a foreign language other than their mother tongue is also increasing on a global scale. Speaking of Turkish in wide geographies and the number of immigrants coming to our country make it necessary to teach Turkish as a foreign language more systematically. In this respect, course books are one of the most used tools for language learning. In the course books that include four basic language skills, listening skill is seen as a neglected skill both in the mother tongue and in learning a foreign language, so it has been examined in different course books in various studies. In the course books, listening skills are included as before, during and after listening. In this study, New Istanbul Turkish B1 level course book listening activities were examined in terms of the distribution of listening activities before, during and after listening in accordance with the determined classification. Document analysis method, one of the qualitative research models, was used in the study. In the light of all findings, it was concluded that the distribution of pre-listening activities to unit themes was not balanced, the strategies used were repeated, certain strategies were constantly included in the while-listening activities, and post-listening activities and strategies were not included. According to the results, it was suggested to distribute listening activities to all units in a balanced way, to provide enrichment by using different strategies and to include post-listening activities in terms of the integrity of learning.
Deepening Our Knowledge about Sustainability Education in the Early Years: Lessons from a Water Project
Author: Ampartzaki, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Sustainable Development,Environmental Education,Science Education,Science and Society,Early Childhood Education,Young Children,Active Learning,Inquiry,Field Trips,Water,Natural Resources,Childrens Art,Portfolios (Background Materials),Student Projects,Scientific Literacy,Technology Integration,Foreign Countries

The transformative agenda of sustainability education constitutes the focus of early-years education. In quality sustainability educational projects, children are supported to draw links between nature and society and relate to the studied phenomena. Is this methodological approach realized in educational programs for the early years? The present work presents some of the significant findings of a case study on implementing a water project in early-year settings around Europe. It explores the characteristics and the methodological approaches the project implementation developed. Three types of implementation are derived from the qualitative analysis of data and reveal that there are still cases in which sustainability projects are focused on a descriptive approach rather than critical inquiry and analysis. In this sense, the need for educational designs that help children deepen their understanding of sustainability issues and become empowered citizens who will work for a sustainable future is highlighted.
Principals&apos; Positive Organizational Behavior in Schools and Its Results
Author: Göksoy, Süleyman
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Administrator Behavior,Administrator Attitudes,Teacher Administrator Relationship,Student Behavior,School Culture,Positive Attitudes,Foreign Countries

In this study, the positive situations that principals put forward about teachers, students, the institution and themselves, and the results of these positive situations and practices were investigated. The current study has been carried out with a descriptive purpose. The positive organizational behavior of the principals in schools and its results, which is the subject of the study, are examined within the scope of &quot;phenomenology.&quot; The research was conducted on 32 different institutions and educators in a province in the Western Black Sea Region in the 2020-2021 academic year. In the present study, it has been obtained that the principals generally emphasize the positive organizational behaviors of teachers, students, the school and themselves. Considering the fact that positive organizational behavior in schools increases corporate and individual performance and highlights the strengths of the organization and employees, the following comment can be made: Educational institutions and managers need to make positive organizational behavior a part of the corporate culture and corporate climate.
Effects of Pandemic-Related School Closures on Pupils&apos; Performance and Learning in Selected Countries: A Rapid Review
Author: Zierer, Klaus
Date: 2021-00-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,School Closing,Academic Achievement,Comparative Education,Literature Reviews,Distance Education,Educational Policy,Foreign Countries,Mathematics Achievement,Elementary Education,Secondary Education,Reading Achievement

The coronavirus pandemic has led to drastic measures around the world, which have also affected the education system. Schools were closed in the spring of 2020 in almost every country in the world, and many children and young people are still involved in distance learning to this day. What effect these measures have on children's and young people's learning performance is important in view of the time pressure under which educational policy decisions have to be taken. The rapid review presented in this paper delivers evidence on the effects of school closures to contain the coronavirus pandemic in the spring of 2020 on children's and young people's learning performance in five countries (USA, Belgium, the Netherlands, Switzerland and Germany).
Predictors of Parental Contentment with the Amount of Encouraging Digital Feedback from Teachers in Finnish Schools
Author: Kuusimäki, Anne-Mari
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictor Variables,Parent Attitudes,Positive Attitudes,Parent Teacher Cooperation,Family School Relationship,Instructional Program Divisions,Educational Attainment,Parent Background,Gender Differences,National Curriculum,Computer Mediated Communication,Feedback (Response),Foreign Countries,Elementary Secondary Education

The Finnish National curriculum obligates teachers to give parents encouraging feedback about their children's learning and development, the aim being to build a constructive relationship between homes and schools and to encourage close collaboration among all parties. Teachers in Finland nowadays use digital platforms that allow effective online communication. The frequency and quality of such communication vary a great deal. In particular, there seems to be a lack of clarity concerning the amount of encouraging feedback delivered in this way. The focus in this paper is on the extent to which Finnish parents (N = 1117) in both urban and rural areas are content with the amount of such feedback. We carried out a logistic regression analysis to predict parental contentment with the amount of encouraging messaging, with the pupil's grade level, parental attitudes to digital communication, as well as parental educational level and gender as independent variables. In sum, parents who were less highly educated, with a neutral-to-positive attitude to digital communication and with a child in lower secondary school were most likely to be content with the amount of communication. These results have both research and practical implications in terms of enhancing the understanding of how best to deliver encouraging digital feedback between homes and schools. Furthermore, it seems that teacher education should focus on communicative competence early on. The current study completes our three-part series of studies on digital home-school communication in Finland.
The Problems Faced by Refugee Students in the Education Process
Author: Sekin, Salih Alpaslan
Date: 2021-00-00
Type: Journal Articles
Subjects: Refugees,Children,Elementary School Students,Student Problems,Student Adjustment,Aggression,Inclusion,Communication Problems,Learning Processes,Family School Relationship,Parent Attitudes,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Student School Relationship,Social Support Groups,Foreign Countries

This study aims to investigate the problems faced by refugee students during the education process. This research was conducted in qualitative research model and phenomenology pattern. An interview form was used to determine the opinions of students, parents, teachers and administrators. The study group of the research consists of 18 refugee students in 11 primary schools in Osmaniye Province in 2017-2018 academic year, 18 parents of refugee students, 26 teachers and 21 school administrators. The study group was determined by the criterion sampling method. Descriptive analysis was used in the data analysis. Expert opinion was used to ensure content validity reliability of data collection tool. It was observed that students experienced aggressive behavior, exclusion, communication and adaptation problems. Perceptions of teachers and administrators about refugee students in their institutions are positive. They support each other in problems with refugee students. Students and parents receive support from teachers and administrators in case of problems.
Critical Language Pedagogy and Task-Based Language Teaching: Reciprocal Relationship and Mutual Benefit
Author: Crookes, Graham V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Theory,Second Language Instruction,Task Analysis,Needs Assessment,Course Organization,Thematic Approach,Learning Theories,Educational Practices

Curriculum development and empirical research in the field of second language acquisition could benefit the field of critical language pedagogy (CLP) and its practitioners. This article reviews central concepts in the organization of curriculum in CLP and compares them with another major curricular initiative in second language teaching, namely task-based or task-supported approaches, with particular emphasis on task-based language teaching. Content itself (as in activities or materials) and the role of metacognitive instruction are considered. A real-world example of a task-based or task-supported short-term program is reviewed as exemplifying some areas of contact or benefit.
What Can We Learn about Science Teachers&apos; Technology Use during the COVID-19 Pandemic?
Author: Adov, Liina
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Teachers,Science Instruction,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Distance Education,Barriers,Internet,Access to Computers,Technological Literacy,Teacher Attitudes,Foreign Countries,School Closing,Geography Instruction,Elementary Secondary Education

The purpose of this qualitative research was to describe teachers' experiences in a technology-mediated teaching context during the COVID-19 pandemic. We mainly focused on teachers' experiences with technology use (change and variety of the use) and their willingness to use technology in teaching. We designed an interview-based study. The participants were Estonian science teachers who voluntarily agreed to share their experiences about teaching in new and--for most of them--unexpected, distanced learning conditions. Based on teachers' reflections on technology use we could distinguish between three groups in which teachers described different levels of willingness to use technology, change in technology use from pre-COVID to distanced learning, and variety in the use of technology. Our results revealed that the higher teachers' perceived willingness to use technology, the easier it was for them to overcome potential obstacles and cope with the unexpected distanced learning. The main obstacles there were grouped as external (e.g., issues with internet connection, lack of students' digital skills) and internal (e.g., teachers' beliefs about technology use for teaching). I was observed that some obstacles were shared by all teachers (such as limitations on students' digital skills) whereas others where more prevalent in separate groups. This highlights the importance of understanding and considering the variability in the possible obstacles that emerge in using technology in education for teachers with different levels of experience.
Assessment of Online Environment and Digital Footprint Functions in Higher Education Analytics
Author: Pozdeeva, Elena
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Analytics,Higher Education,Electronic Learning,Foreign Countries,Cognitive Mapping,Undergraduate Students,Student Attitudes,College Faculty,Teacher Attitudes

The article is devoted to learning analytics problems associated with the digital culture development in the university educational space and with the student activity control in the vocational training process. The empirical basis of the study was a series of surveys conducted by the Center for Sociological Research of the Peter the Great Polytechnic University in 2018-2020. To systematize the information on the traces of students' activity in the digital space, the method of constructing a personal mental map, reflecting the cognitive characteristics of the student's interactive actions in the network, was used. Because of the analysis of the mental maps, the general structure of the personal digital footprint was identified, which is significant for analytics of the student's academic history and self-assessment of his activities in professional development. In conclusion, the constructive role of digital technology in assessing and modeling the educational process is emphasized. The study of students' digital footprints on the university platforms, supplemented by the study of their activity in social networks, allows the development of educational modeling aimed at creating a more adequate set of competencies and soft skills of the graduate.
Democracy Scale for Teacher Candidates: A Validity and Reliability Study
Author: Kaya, Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Democracy,Measures (Individuals),Preservice Teachers,Test Validity,Test Reliability,Test Construction,Foreign Countries,Factor Analysis

The aim of this study was to develop a valid and reliable measurement tool in order to determine the democracy levels of teacher candidates. During the scale development process in the research, the validity and reliability studies were conducted through three independent study groups. The first study group consisted of 627 students studying at the Faculty of Education in Inonu University in the 2020-2021 academic year, the second study group consisted of 324 students, and the third study group consisted of 87 students. &quot;The Democracy Scale for Teacher Candidates&quot; was used in the research. In the process of data analysis, SPSS 25 software was used for exploratory factor analysis and AMOS 21 software for confirmatory factor analysis. An item pool consisting of 50 items was created for the scale. The number of items was reduced to 40 by obtaining expert opinion in order to ensure the content validity of the scale. As a result of the factor analysis, it was determined that the total variance ratio explained by the single-factor scale with 17 items was 49.640%, and the internal consistency coefficient was .88. In addition to these, the values obtained as a result of the confirmatory factor analysis conducted to test the construct validity of the scale showed that the scale developed to determine the democracy levels of teacher candidates was valid and reliable.
Developing Critical Thinking Skills in Elementary School Students through Foreign Language Education: An Action Research
Author: Sarican, Elif
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Skill Development,Elementary School Students,Second Language Learning,Grade 4,Interpersonal Competence,Learning Activities,Cooperative Learning,English (Second Language)

People constantly practice the act of thinking. They may not think about everything, yet they certainly think of something and make decisions. Critical thinking is a sort of reflective thinking. It is controlled and aimed at perfect thinking. It enables the self-realization of individuals in social life. Therefore, it is important to develop critical thinking at school stages and early ages. The purpose of this research was to investigate &quot;the effect of foreign language learning activities on critical thinking skills of 4th-grade students&quot;. To achieve this purpose, researchers tried to answer these questions: (1) What is the effect of critical thinking activities on students' critical thinking? (2) What is the effect of critical thinking activities on students' personal definitions of critical thinking and critical thinker? (3) What is the effect of critical thinking activities on students' social skills? The method of this research is action research which is considered highly important for educational sciences. In the course of this research, activities for developing critical thinking skills were implemented to 4th grade students. 25 4th grade private elementary school students participated in the research. Researchers used 13-question &quot;Critical Thinking Skill Open-ended Questionnaire&quot; to collect data. The answers given to the open-ended questionnaire before and after the activities were analyzed using content analysis, and themes and codes were determined accordingly, thereby answers of the students are compared. It is noted that before implementation, most of the students did not have any idea about critical thinking or they thought critical thinking has a negative connotation; however, after implementation, they gained more positive and open-minded opinions about this term.
Development of Gender Equality Curriculum and It&apos;s Reflective Assessment
Author: Acar-Erdol, Tuba
Date: 2018-00-00
Type: Journal Articles
Subjects: Equal Education,Gender Bias,Curriculum Development,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Females,Sex Stereotypes,Teacher Competencies

The purpose of this research is to prepare a gender equality curriculum for pre-service teachers and to make its reflective assessment. The present study followed the &quot;Taba Model&quot; which is one of the curriculum development models. The study group of this research consists of three curriculum developers, two measurement and evaluation specialists and three specialists who are specialized in gender issues Reflective Evaluation Form was prepared as a data collection tool and frequency was used in the analysis of this form. As a result of this research, &quot;Gender Equality Curriculum Draft [GECD]&quot; has been prepared. Based on the results of reflective assessment, it has been determined that learning outcomes, content, learning experiences and measurement and evaluation dimensions of the GECD are suitable for their purposes and consistent with each other. It is recommended that the Gender Equality Curriculum be implemented in Faculties of Education until social awareness on gender equality is gained.
Evidence-Informed Teaching: Investigating Whether Evidence from &apos;Flipping the Classroom&apos; Research Improves Students&apos; Motivation for Mathematics
Author: Dierdorp, Adri
Date: 2021-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Instructional Effectiveness,Flipped Classroom,Educational Research,Student Motivation,Mathematics Achievement,Secondary School Students,Foreign Countries,Grade 8

This study from 2019 investigates whether the impact on a STEM teacher's evidence-informed teaching approach using the evidence of flipping the classroom research improves students' (13-14 years old) motivation in a Dutch setting and if this approach allows students to perform better. We report this approach in line with the cycle of expansive learning of Engeström. We asked: &quot;To what extent can evidence based on the flipping the classroom approach improve the motivation and results of grade 8 preuniversity track students doing mathematics?&quot;, followed by the subquestions: &quot;To what extent does education by the FtCA increase student motivation?&quot; and &quot;To what extent does education by the FtCA ensure better test results for students?&quot;. A questionnaire is used to investigate to what extent the motivation of students increased, and a teacher is interviewed about his experiences with the &quot;flipping the classroom&quot; model. To test whether the results have improved, a pre- and post-test is taken and analyzed. A significant increase in both intrinsic and extrinsic motivation has been found, and students gained a stronger sense of autonomy, competence, and belonging. The test results improved, but the difference is not statistically significant. However, despite the disappointing test results, the teacher was very positive about the new way of working.