ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Digital Literacy Self-Efficacy Levels of Pre-Service Teachers
Author: Aslan, Serkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Literacy,Computer Literacy,Technology Uses in Education,Self Efficacy,Preservice Teachers,Foreign Countries,Preservice Teacher Education,Gender Differences,Departments,Access to Computers,Internet,College Entrance Examinations,Scores

This research attempts to analyze the pre-service teachers' digital literacy self-efficacy in terms of various variables. The research used descriptive survey model, one of the survey models. The participants of the research consisted of 251 pre-service teachers learning at the departments of classroom teaching and social sciences teaching at a state university in Turkey. The participants were selected by convenience sampling method. The research employed Personal Information Form and Digital Literacy Self-Efficacy Scale as data collection tools. Descriptive statistical, t-test, one-way analysis of variance were used during data analysis. The research results revealed that the pre-service teachers' digital literacy self-efficacy levels significantly differed across their gender, department, the presence of computer and internet at home; whereas, no significant difference was identified across the pre-service teachers' digital literacy self-efficacy levels in terms of their class level, university entrance score type and the purposes of using technology.
A History of Instructional Media, Instructional Design, and Theories
Author: An, Yunjo
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Design,Educational History,Social Media,Game Based Learning,Open Educational Resources,Computer Games,Computer Simulation,Educational Technology,Blended Learning,Online Courses,Handheld Devices,Computer Assisted Instruction,Entrepreneurship,Learning Theories,Behavioral Objectives,Teaching Methods

This paper discusses the history of the instructional design and technology field in four major time periods: (1) 1900s-1930s, (2) World War II-1970s, (3) 1980s-1990s, and (4) 21st century. Since the 20th century has been discussed in detail in earlier works, this paper puts more focus on the 21st century section, which includes discussions of social media, online and blended learning, mobile learning, the open educational resource (OER) movement, massive open online courses (MOOCs), virtual reality (VR) and augmented reality (AR), digital game-based learning (DGBL), gamification, the maker movement, new instructional design process models, and instructional-design theory. While previous discussions of the history of the field focused on the history of instructional media and instructional design and the evolution of learning theories, this paper includes the discussion of the evolution of instructional-design theories and models, which have received relatively less attention.
Student Responses to Virtual Synchronous, Hybrid, and Face-to-Face Teaching/Learning
Author: Flynn-Wilson, Linda
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Experience,Student Satisfaction,Preferences,Virtual Classrooms,Online Courses,Synchronous Communication,Blended Learning,Videoconferencing,Usability,Teacher Education,Discussion (Teaching Technique)

The authors of this research project developed a survey to gather information from graduate students about the experiences using a virtual synchronous platform, called Adobe Connect. While the format of the virtual classroom should encourage robust discussion, the authors found this not to be the case in the online virtual synchronous courses in education. Curious as to why the quality of discussion was poorer than expected, the authors surveyed graduate students enrolled in their virtual, hybrid (combination of face-to-face and virtual), and face-to-face classes over four semesters. Analysis of respondents' Likert Scale ratings and answers to open-ended questions about various aspects of virtual synchronous, hybrid, and face-to-face course presentations were conducted, with a major focus on virtual synchronous online experiences. Results indicated that a learning curve exists when taking virtual synchronous course delivery. In other words, the more courses the students took the more competent and satisfied they became.
Investigation of the Extent to Which Metacognition and Epistemological Beliefs Predict Prospective Teachers&apos; Entrepreneurial Dispositions
Author: Goksu, Meral Metin
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Epistemology,Beliefs,Predictor Variables,Preservice Teachers,Student Attitudes,Personality Traits,Planning,Innovation,Creativity,Lifelong Learning,Self Efficacy,Evaluative Thinking,Achievement Need,Locus of Control,Risk,Ambiguity (Context),Entrepreneurship,Public Colleges,Foreign Countries

Learning is a process of thinking in which the most significant construct is individuals' awareness of their own learning and their own learning process, in other words, of their own metacognition capacity. This prediction study aimed at identifying the relationship between entrepreneurial dispositions and metacognition, and epistemological beliefs that teachers should possess. In line with this, the study focused on the extent to which pre-service teachers' entrepreneurial dispositions were predicted by the variables of metacognition and epistemological beliefs. The participants comprised 516 prospective teachers in a public university in Turkey. The study adopted the correlational research design, and utilised linear regression analyses for the data collected via Metacognition, Epistemological Beliefs, and Entrepreneurial Dispositions Scales. The results of the analyses indicated that &quot;planning&quot; subdimension of the metacognition scale and &quot;Learning depends on ability&quot; and &quot;Learning depends on effort&quot; sub-dimensions of the epistemological beliefs scale predicted entrepreneurial dispositions, positively and significantly. On the other hand, neither &quot;organization&quot; sub-dimension of the former nor &quot;There is only one unchanging truth&quot; subdimension of the latter scale was not able to predict entrepreneurial dispositions.
Investigation of the Relationship between Class Teachers&apos; Motivation and Job Satisfaction
Author: Yildiz, Vahit Aga
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Motivation,Job Satisfaction,Foreign Countries,Elementary School Teachers,Correlation,Predictor Variables

The study aimed to examine the relationship between teachers' motivation and their job satisfaction. The participants of the study comprised 414 teachers selected via random cluster method from different schools in the districts of Erzurum province, east of Turkey. In the study, mixed methods was adopted based on both qualitative and quantitative data. The data were collected via the Multidimensional Work Motivation scale and the Minnesota Job Satisfaction Scale in 2019-2020 school year. The data were analyzed using descriptive statistical techniques, Pearson correlation analysis and multiple linear regression analysis. The results of the research revealed that the intrinsic motivation of teachers was higher than their extrinsic motivation, and their intrinsic satisfaction was higher than their extrinsic satisfaction. The results also showed that there was a significant relationship between teachers' motivation and job satisfaction dimensions, and the personal regulation and intrinsic motivation dimensions predicted the job satisfaction.
Psychometric Properties of the Self Description Questionnaire for Preschoolers in a Sample of 3- to 5-Year-Old Turkish Children
Author: Isitan, Sonnur
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychometrics,Questionnaires,Measurement Techniques,Preschool Children,Foreign Countries,Test Construction,Self Concept,Turkish,Test Validity,Factor Analysis

The purpose of this study was to adapt the Self Description Questionnaire for Preschoolers into Turkish and to examine the self-concept of Turkish preschoolers based on sex and age. A total of 420 preschoolers participated in the study. The viability of the six-factor solution for the Turkish sample was examined using the first- and second-order confirmatory factor analysis. As hypothesized, two items in the verbal subscale did not work in the Turkish sample. The results demonstrated that the first- and second-order factor models with 36-item and six-factor fit the Turkish sample data well. The observed scores obtained from the six sub-scales have acceptable alpha values except the verbal subscale. No sex differences were observed in self-concept scores of Turkish preschoolers. However, there was a statistically significant age difference on mathematics self-concept scale scores. Further studies should generate substitute items reflecting early literacy skills targeted in the Turkish Preschool Education Program.
Policies and Curriculums: Remediation Methods in English Instruction at America&apos;s Community Colleges
Author: Chambers, Candace
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Policy,Remedial Programs,Curriculum Development,Community Colleges,School Holding Power,Academic Achievement,Literacy,Student Placement,Models,State Policy,Educational Change

College and career readiness is a focal area within the United States for student achievement within the context of global competitiveness. Despite recent efforts to focus on the college and career readiness of America's students, national data has proven that many students are not prepared for college and need remedial intervention upon entrance into college. This discussion focuses on efforts at community colleges, specifically in the area of literacy, as they work to increase student retention and student success. Recent methods include developmental courses, co-requisite models, and statewide initiatives to determine how to best meet students' academic needs, while considering faculty voice and cost efficiency. Community colleges can serve as grounds to determine how various models of remediation work to ensure that college students can be served in the best capacity for their academic needs, excel in their programs of choice, and in turn, be competitive global citizens.
Relational Assessment of Metacognitive Reading Strategies and Reading Motivation
Author: Öztürk, Melek Baba
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Motivation,Reading Processes,Reading Habits,Metacognition,Self Management,Preservice Teachers,Gender Differences,Departments,Academic Achievement,Correlation,Foreign Countries

Metacognitive reading strategies are used before, during and after reading, and raise awareness of the reading process. These strategies are crucial for the individual to be able to regulate their reading processes, to realize and remedy their deficiencies, and to be effective in the process of reading, comprehending and learning. Reading strategies enable the individual to become more active in their own reading and comprehension processes, which, in turn, encourage them to make more informed, conscious and critical readings and improve their attitudes towards and interest in reading. The aim of this study is to determine the relationship between prospective teachers' metacognitive reading strategies and reading motivation. The study also examined whether metacognitive reading strategies and reading motivation differ in terms of gender, department, academic success and reader type. The study presents a screening model and has a relational nature. 217 students from different classes and departments were included in the study. Data were collected using &quot;Metacognitive Reading Strategies Scale&quot; and &quot;Adult Reading Motivation Scale&quot;. Descriptive statistics such as arithmetic mean, standard deviation, and t test, unidirectional variance analysis and correlation analysis were used to analyze the data. As a result of the research, it has been determined that there is a positive significant relationship between pre-service teachers' reading motivations and metacognitive strategy use. In addition, it was found that the use of metacognitive strategies differed significantly depending on the department and reader type and reading motivations depending on gender, academic success and reader type.
A Case Study on Teaching Turkish through Distance Education
Author: Sügümlü, Üzeyir
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Pandemics,Turkish,Native Language Instruction,Language Teachers,Secondary School Teachers,Teacher Attitudes,Instructional Effectiveness,Difficulty Level,Barriers,Affordances,Electronic Learning,Foreign Countries

The purpose of this study was to examine the status of secondary school Turkish education in distance education during the COVID-19 pandemic period in Turkey according to the opinions and observations of Turkish teachers. The fact that there are no studies examining the use of distance education in secondary school native language teaching constitutes the reason for the research. The research was carried out by the case study, one of the qualitative research designs. The participants of the study group in the first phase were 30 secondary school Turkish teachers, who worked in various schools in Turkey and taught online distance education courses in the spring semester of 2019-2020. The participants of the second phase of the study were 16 Turkish teachers who meet the above criteria. A semi-structured interview was held with the first group, while participants of the second group prepared observation reports on their live courses. The data collection tools of the research consist of a semi-structured interview form and a course observation form. Data collection tools were transformed into online forms and delivered online to the study group. The data of the research was collected over a period of one month and the document analysis technique was used to collect the data. The research data were analyzed using the content analysis method. The categorical analysis, one of the types of content analysis, was used in the study. The data analysis was performed with MAXQDA 2020 qualitative data analysis package program. Visualizations were made with the program used. For data analysis reliability, direct transfer statements were given from the codes where the opinions were concentrated. As a result of the study, it was concluded that the teachers faced with negativities intensely and they could not teach Turkish properly with distance education.
Examining the Experiences of Counselor Trainees towards Practices in Individual Counseling Practicum Course
Author: Saki, Vildan
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Experience,College Seniors,Trainees,Counselor Training,Supervision,Practicums,Individual Counseling,Counselor Client Relationship,Cultural Background,Sensitivity Training,Theory Practice Relationship,Problem Solving,Course Content,Preferences,Foreign Countries

The aim of this study is to examine the experiences of the counseling trainees regarding the first practices they have carried out within the scope of Individual Counseling Practicum course. In the current study, phenomenological method based on qualitative approach was used. The sample group of the research consists of 20 participants who are senior students of the Counseling and Guidance undergraduate program and have completed their counseling practices. Data were collected through a semi-structured interview form and analyzed by inductive thematic analysis method. The experiences of the trainees were classified under 6 categories as: (1) the problems faced by trainees; (2) the resources they use to solve their problems; (3) their perceptions and experiences of their client's culture; (4) contributions of the practices to them; (5) their preferences for clients; and (6) the use of Culturally Sensitive Counseling course contents in counseling practices. The findings of the present study concluded that while the trainees were anxious due to the problems which they encountered during the practicum; they enjoyed many contributions of experiencing counseling. Based on the findings, some recommendations were made.
My Homeland: Kyrgyzstan Bishkek Secondary School Students&apos; Opinions about Homeland
Author: Dündar, Hakan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Immigrants,Student Attitudes,Identification (Psychology),Self Concept,Ethnic Groups,Nationalism,Sense of Community

Homeland is generally the land where one person was born and grew up and also it is a broad concept that includes language, history, culture and family ties as well as being the land that a nation freely lives on. Homeland is not only a physical space, but a strong association of cultures, arts assets, and language, religion and common past together. In this study, it was tried to determine the views of the middle school students living in the Kyrgyz Republic, whose mother or father is a Turkish citizen. This study was conducted with 156 students studying in, the Republic of Turkey Ministry of National Education Kyrgyzstan Bishkek Middle School and in Imam Hatip Secondary School. This school, which is connected to the Republic of Turkey Ministry of National Education and mostly children continued who are the citizens of the Republic of Turkey. In this descriptive survey model, the data were obtained from the open-ended questionnaire asked to the students. In the analysis of the data, content analysis was used. 109 students participated in the survey stated that they see Turkey as the homeland. Students were determined Kyrgyzstan and Russia as a country after Turkey. 4 themes and 9 sub-themes were formed in the direction of the students' thinking about the concept of &quot;homeland&quot;. In the research, each theme related to students 'responses was examined separately, and some students' thoughts were also included and interpreted. [This paper was presented as a platform presentation at the 17th Primary Teacher Education Symposium, April 11-14, 2018, Ankara, Turkey.]
3D Printing and Service Learning: Accessible Open Educational Resources for Students with Visual Impairment
Author: Stone, Brian
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Peripherals,Service Learning,Open Educational Resources,Accessibility (for Disabled),Visual Impairments,Students with Disabilities,Blindness,College Students,Visual Aids,Tactile Adaptation

Students with blindness or visual impairment face learning barriers in the typical higher education classroom where a great deal of information is conveyed visually. Instructors can use a variety of strategies to accommodate such students and make visually presented information accessible. One common and inexpensive strategy is the use of tactile graphics, which are graphics created with raised lines or bumps printed on special paper. However, due to the ways tactile information is processed, pedagogically these two-dimensional tactile graphics are not always ideal for understanding course concepts and developing mental models. We describe the benefits and logistics of a promising recent technology, 3D printing, that can benefit visually impaired students. The use of 3D printable designs shared as open educational resources can increase accessibility in the higher education classroom, even for instructors who have no interest in designing tactile learning aids themselves. The technology allows for incremental, iterative improvement and customization. For examples, we describe our experience using a 3D printed learning object in an introductory statistics course with a blind student, and we also describe our experience teaching an interdisciplinary service-learning course in which student teams worked with visually impaired individuals to design new 3D printable educational models.
Collaborative Learning Techniques, Student Learning Outcomes, and Equal Workload within Groups in Different Teaching Modalities
Author: Kuwabara, Megumi
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Learning Strategies,Outcomes of Education,Group Dynamics,Graduate Students,Undergraduate Students,Conventional Instruction,Blended Learning,Electronic Learning,Student Attitudes,Instructional Effectiveness

A Faculty Learning Community comprised of four faculty members evaluated their work of implementing collaborative learning techniques (CoLTs) into their graduate and undergraduate courses that included different teaching modalities (traditional classroom, hybrid, and online). Two research questions were examined: (1) Did students perceive that the implementation of CoLTs facilitated their mastery of course-specific student learning outcomes?; and (2) Did students perceive that their group members worked equally? A total of 133 students participated in this study by filling out a survey asking for their evaluation of mastery of student learning outcomes and peer evaluation of group members' collaborative effort. Results show that the implementation of CoLTs facilitated students' perception that they mastered the course-specific learning outcomes and that the workload was equally distributed among their group members. The contributions of current work and the potential use of the student survey used in this study are discussed.
Anxiety of Not to Be Appointed as a Predictor of Pre-Service Teachers&apos; Motivation to Teach
Author: Zincirli, Muhammed
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Predictor Variables,Teacher Employment,Preservice Teachers,Preservice Teacher Education,Elementary Secondary Education,Teacher Motivation,Teaching (Occupation),Student Characteristics,Gender Differences,Marital Status,Intellectual Disciplines,Foreign Countries

It is necessary to have a good teacher training policy so that education and training activities can achieve their goals. Well-trained teachers will also lead to an increase in the quality of education. A well-trained teacher is expected to have a high motivation on many issues. The motivation to teach is one of the types of motivation that a teacher should have in the education and training process. Interest and aptitude to teach are among the determining factors of the motivation to teach. There are many variables associated with the motivation to teach. One of them is the anxiety of not to be appointed which can be described as the anxiety about not being employed as a result of the education received. The aim of this study was to determine the effect of pre-service teachers' anxiety of not to be appointed on their motivation to teach. To this end, this study was conducted in the relational screening model with pre-service teachers studying in the final year of Firat University Faculty of Education and in the pedagogical formation education program of the same faculty. As a result of the study, it was determined that pre-service teachers' motivation to teach and anxiety of not to be appointed were high. Another result was that pre-service teachers' motivation to teach decreased as their anxiety of not to be appointed increased.