ethanporcaro/eric-fulltext-meta huggingface dataset:
Transdisciplinary Integrated Curriculum: An Analysis of Teacher Experiences through a Design Model within the Framework of IB-PYP
Author: Gürkan, Burcu
Date: 2021-01-00
Type: Journal Articles
Subjects: Integrated Curriculum,Interdisciplinary Approach,Curriculum Design,Foreign Countries,Teacher Education Programs,Advanced Placement Programs,Teaching Experience,Teacher Collaboration,Brainstorming,Coping,Problems,Elementary School Teachers

The purpose of the study is to examine the positive and negative experiences of teachers through a model in the process of designing a transdisciplinary integrated curriculum within the framework of IB-PYP. The design of the study included a holistic, multiple-case approach. The study was carried out with 50 teachers, among which 7 (14%) are male and 43 (86%) are female, in the IBEC teacher curriculum at a university in Turkey in the 2018-2019 spring and 2019-2020 fall academic terms. IBEC was given in Istanbul, Ankara, and Gaziantep cities in Turkey. The data were collected with researcher diary, focus group interviews and reflective writings, and analyzed through content analysis. In the study in which the transdisciplinary integrated curriculum was designed using a model, it was observed that the model brought systematic approach to teachers. The integrated curriculum design was realized through the cooperation of teachers from different branches, which proved to be efficient to cooperate with different disciplines. Emphasizing that they had difficulty in selecting practices for planning and evaluating the teaching process, the participant teachers also affirmed that specifically these stages developed them professionally. In designing the program, teachers also developed coping skills. It is understood that the brainstorming technique relieved teachers' challenges. It was found that teachers' experiences were of significance in effective design of the integrated programs. School-based program development, collaborative work, and the ability to meet the needs of different disciplines with a common mechanism were become evident over time.
Ethnomathematics: Mathematical Concept in the Local Game of Tong Tong Galitong Ji for High School
Author: Turmudi, Turmudi
Date: 2021-01-00
Type: Journal Articles
Subjects: Mathematical Concepts,Games,High School Students,Ethnology,Mathematics,Arithmetic,Foreign Countries

The aim of this research was to describe the results of the exploration of mathematical concepts in Malang City's traditional game Tong Tong Galitong Ji or Nasi Goreng Kecap. This research is a qualitative study with an ethnographic approach. Data were collected through field observations, documentation (photographing and video recording), and in-depth interviews. Data analysis to explore the internal structure of mathematical concepts in the five stages of the game Tong Tong Galitong Ji was performed by taxonomic analysis. Exploration of the concept of basic mathematical operations (addition, subtraction, and multiplication) occurs in stages one through five, exploration of the concept of arithmetic modulo 6 and 3 operations in stages two through four, and exploration of the concepts of arithmetic sequence and probability in stage five of the game Tong Tong Galitong Ji. Stage five features basic mathematic operations of addition, subtraction, and multiplication (division excluded), as well as the concept of arithmetic sequence during the determination of punishment quantity. Punishment quantity is determined by operating any one of the numbers 10, 4, and 7 decided on in stage three with a natural number (ji, ro, lu, …, n) in stage five. The concept of probability also appears in stage five during simultaneous finger showing.
Examination of Turkey&apos;s PISA 2018 Reading Literacy Scores within Student-Level and School-Level Variables
Author: Ertem, Hasan Yücel
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Reading Achievement,Student Characteristics,Institutional Characteristics,Hierarchical Linear Modeling,Predictor Variables

The purpose of the current study was to investigate both studentlevel and school-level factors influencing reading literacy of students in Turkey by using PISA 2018 data. The study focused on reading literacy since the main subject of PISA 2018 was selected as reading literacy. The design of the study is a correlational research examining the relationship between student and school variables and reading literacy. The stratified random sample consisted of 6890 15-year students from 186 different schools. Data coming from PISA 2018 dataset were analysed by Hierarchical Linear Modelling (HLM) at student and school levels. Student-level variables of disciplinary climate in test language lessons, enjoyment of reading, information and community technologies (ICT) competence, parental emotional support, perceived discriminating climate, and perceived cooperation significantly predicted reading literacy, while reading literacy was also predicted by school-level variables of proportion of parents involved in the school, shortage of educational material, student behaviour hindering learning, and teacher behaviour hindering learning. Fifty-seven percent of variance between reading literacy scores of the students were caused by differences between schools. Student-level variables which are disciplinary climate in test language lessons, enjoyment of reading, ICT competence, parental emotional support, perceived discriminating climate, and perceived cooperation significantly predicted reading literacy. On the other hand, school-level variables predicting reading literacy significantly were proportion of parents involved in the school, shortage of educational material, student behaviour hindering learning, and teacher behaviour hindering learning. By considering results of the current study, collaboration between school stakeholders is recommended to increase performance of the students.
Student and Instructor Perceptions of a First Year in Active Learning Classrooms: Three Lessons Learned
Author: Murphy, Michael P. A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,College Freshmen,Active Learning,College Faculty,Foreign Countries,Classrooms,Classroom Environment,Learning Experience,Technical Support,Cooperation

This article presents an evaluation of an active learning classroom (ALC) initiative at the University of Ottawa. Preliminary results indicate three broad trends to inform future practice and classroom design: 1) Despite advances in educational technology, there remains a strong appetite for low-tech, interactive learning opportunities; 2) Instructors feel that consistent institutional support is necessary to foster innovation in the classroom, particularly for course redesign; 3) a collaborative strategy, bringing together multiple institutional stakeholders, is necessary to ensure a whole-of-university approach to optimal use of the ALCs. This article briefly reviews ALC research, outlines the methodology of the program-evaluation protocol, discusses the three central findings, and concludes with potential directions in ALC research.
Developing an Attitude Scale for Turkish Sign Language (TSL-AS)
Author: Bilgiç, Hatice Cansu
Date: 2021-01-00
Type: Journal Articles
Subjects: Attitude Measures,Language Attitudes,Sign Language,Construct Validity,Factor Analysis,Special Education,Schools of Education,Teacher Education Programs,Special Education Teachers,Goodness of Fit,Student Attitudes,Foreign Countries,Hearing Impairments,Deafness,Undergraduate Students

In this study, the aim is to develop a measurement tool that can be used to measure attitudes towards Turkish Sign Language (TSL). For this purpose, the researchers followed a systematic process. The study group consists of students in the special education departments of three different universities' faculties of education in the spring semester of the 2019-2020 academic year. The developed scale was applied to 510 students in total. The scale data obtained from the students were randomly divided into two; Exploratory Factor Analysis (EFA) was performed with the first group data (n1=297), and Confirmatory Factor Analysis (CFA) was performed with the second group data (n2=213). Within the scope of the results obtained from EFA, it was determined that the scale consists of four factors (effort, necessity, avoidance, active use) and 20 items. When the obtained construct validity was tested with CFA, it was seen that the values of fit indexes were at an acceptable level. The internal consistency of the scale was calculated with Cronbach's Alfa and the result obtained from this data set was determined as 0.91. The reliability coefficients of the factors ranged from 0.70 to 0.90. Findings showed that the scale is valid and reliable to measure attitudes towards TSL.
Students&apos; Perspectives on Mental Health: Using World Cafés to Engage in Dialogue about Health Promotion and Support Services
Author: de Moissac, Danielle
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Mental Health,Health Promotion,College Students,Campuses,Well Being,School Culture,Universities,Group Discussion,Student Personnel Services,Risk,Health Behavior,Foreign Countries,Decision Making,Counseling Services

With the increased incidence of poor mental health in young adults, health promotion strategies are needed on campuses. World Cafés were held to facilitate discussion around three main topics: thoughts about findings emerging from a recent health survey; resources currently available on campus; and strategies or resources needed to improve student well-being. Participants readily provided insight into mental health concerns among students, and their recommendations focused primarily on creating a culture of well-being in the university, with more professional support services and greater health promotion. Overall, the World Café approach provided an effective method to engage students and discuss possible strategies to promote better mental health on campus.
The Relation between Task Value, Test Anxiety and Academic Self-Efficacy: A Moderation Analysis in High School Geography Course
Author: Sanli, Cennet
Date: 2021-01-00
Type: Journal Articles
Subjects: Value Judgment,Task Analysis,Test Anxiety,Stress Variables,Academic Achievement,Self Efficacy,Beliefs,Student Motivation,High School Students,Geography Instruction,Public Schools,Correlation,Learning Strategies,Questionnaires,Foreign Countries

Areas where people utilize exams increase day by day. Learners intensively make an effort to achieve high scores and this process causes them to experience high levels of stress and pressure. The present study explored the moderating effect of self-efficacy beliefs in the relationship between task value and test anxiety. The research was conducted in two public high schools in Denizli (Turkey) with 729 students. 368 participants (50.5 %) were male and 361 (49.5 %) were female. Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich et al. and adapted to Turkish by Karadeniz et al. was used as the data collection tool in the study. Pearson correlation coefficients were calculated in order to identify the relationship between variables. Additionally, multiple regression analyses were conducted to determine the regulating effect of self-sufficiency beliefs. The results indicated the moderating effect of self-efficacy beliefs in the relationship between task value and test anxiety. The higher self-efficacy beliefs students had, the less test anxiety they perceived. Therefore, students should be supported in a way that they can have complete, successful, and the right kind of experiences which will allow them to increase their perceptions of self-efficacy. The implications of research are discussed in light of the literature and a number of suggestions have been proposed accordingly.
Classification of the Theses and Dissertations in the Field of Computer Education and Instructional Technology in Turkey: An Investigation through Text Mining
Author: Kukul, Volkan
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Theses,Doctoral Dissertations,Computer Science Education,Educational Technology,Classification,Bibliometrics,Information Retrieval

The rapid development of technology has led changes in educational paradigms in many areas of daily life. With this change, the integration of technology into educational environments and the organization of resources and processes have gained more importance. This situation reveals the need for educational technologies. There is a need for studies that can take a snapshot of the field for researchers to have a better understanding of the field. According to this need, it is aimed to take a snapshot of the area through text mining analysis would provide a wider perspective of the field. The results showed that the analyses on the keywords and summaries of the studies indicated that three clusters were formed according to the summaries and five different clusters were formed according to the keywords. Based on the findings of the current study, the appearance of instructional design in the red cluster and its divergence from other clusters indicate a key finding in terms of the field. It can be concluded that instructional design is used in the design of distance education environments, but in other clusters, instructional design is not a priority. However, the researchers in this field are expected that instructional design principles should be employed for diverse issues such as teaching programming, language teaching, and the use of social media in learning environments.
Opinions and Understandings of Science Center Visitors about Exhibits and Labels
Author: Laçin-Simsek, Canan
Date: 2021-01-00
Type: Journal Articles
Subjects: Science Teaching Centers,Exhibits,Visual Aids,Scientific and Technical Information,Informal Education,Graphic Arts,Adults,Adolescents,Opinions,Reading,Observation,Comprehension,Foreign Countries,Instructional Effectiveness

In this study, it is aimed to determine the opinions and understandings of the visitors coming to the science center, which is an informal learning environment, about the exhibits and labels. For this purpose, the opinions of the visitors about the exhibits and labels, their understanding of the exhibits and labels were examined. The research is qualitatively oriented. The data were collected through semi-structured interviews. The study group of the research consists of 95 people visiting Kocaeli Science Center between October 2017 and December 2018. In the analysis of the data, content analysis was used. It was determined that the visitors found the exhibits beautiful and interesting, generally noticed the labels and read them. These visitors stated that the labels should be more colorful, remarkable, more easily understandable, their fonts should be bigger and the narration of the label could be supported with visual elements. The vast majority of the visitors stated that they understood what was told in the exhibit, but when asked what they understood, it was seen that the majority of them did not understood it, some of them only described how to use the exhibit. It is thought that the findings will contribute to the literature regarding the science centers.
How Social Studies Teachers Reflect Their Immediate Environment: Kirikkale Case
Author: Sahin, Gün Erol
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Knowledge Level,Geography Instruction,Knowledge Base for Teaching,Inservice Teacher Education,Teaching Methods,Field Trips,Informal Education,Information Sources,Gender Differences,Spatial Ability

The study aimed to investigate how social studies teachers give information about the immediate environment in lessons and determine course objectives through non-formal school activities. The study sample consisted of 38 social studies teachers working in Kirikkale province in the 2018-2019 academic year. The data were analyzed with content analysis methods. The data were collected with a semi-structured interview form, were processed in SPSS 17 and Microsoft Excel software and interpreted in relation to the relevant the literature. In the interview form, the teachers were grouped by certain variables: gender, professional experience, and settlement type of school. The study concluded that social studies teachers did not have adequate knowledge about the immediate environment and thus they could not transfer it to students. Although participant social studies teachers claimed to give information and examples during the course, their students expressed that their teachers did not give any examples. The study results also indicated that teachers did not sufficiently organize non-formal school activities to teach the immediate environment. Thusly, it is suggested that social studies teachers should be assisted in learning the immediate environment and should participate in training on non-formal teaching methods.
Online Instructor Development: A COOL Story
Author: Baker, Nick
Date: 2020-00-00
Type: Journal Articles
Subjects: Online Courses,Faculty Development,Teacher Certification,Electronic Learning,Program Design,Open Education,Distance Education,Foreign Countries,Instructional Design,Portfolios (Background Materials),Educational Technology,Blended Learning

This paper explores the development of a flexible, free, online certificate program built on open educational resources to support instructors transitioning to online and non-traditional teaching modes. The program offers multiple pathways to completion, including recognition of prior learning and immersing participants in the online learning environment. We describe the challenges learners had to overcome to engage in the program and how, in doing so, they were able to embrace constructivist and connectivist approaches. These, in turn, afforded them ongoing connections, broke the mold of preconceptions and myths when preparing to engage future online learners, and shaped their practice through exposure to learning theories and evidence-based practices. In this paper, we explore the initial design of the program through the lens of the program facilitators and learners from the first cohort, and share our collective learning and reflections from this process.
Evaluating Student and Teacher Views on the Use of Authentic Learning in Primary School Social Studies Course: A Case Study
Author: Sekerci, Hanifi
Date: 2021-01-00
Type: Journal Articles
Subjects: Authentic Learning,Social Studies,Teacher Attitudes,Case Studies,Teaching Methods,Foreign Countries,Learning Processes,Problem Solving,Thinking Skills,Student Attitudes,Public Schools,Positive Attitudes,Elementary School Teachers,Elementary School Students,Attitude Change

It is difficult to inculcate the knowledge, skills, competence, quality and values that students need to gain through traditional approaches of teaching. Therefore, approaches of teaching which make students active in learning, which lead them to solve daily life problems and thus inculcate in them the upper order thinking skills need to be used in teaching the social studies course. In this context, using authentic learning could be functional in the process of teaching social studies. It is because students actively take part in the learning process, they face daily life problems and they can gain upper order thinking skills whilst solving the problems in authentic learning. Besides, learners are also pleased with such learning. Hence, this study aims to identify students' and teacher's views on the use of authentic learning in the social studies course. The sample in the study, which was designed in the form of a case study design of qualitative research was formed in criterion sampling. In this context, the working group of the research is 35 4th grade students, 20 of whom are girls, 15 of which are boys, who study at a public school in Diyarbakir, Turkey and the teacher of the class. The research data were collected with focus group interviews and with a questionnaire form composed of open-ended questions. The data were analysed in content analysis technique. The findings obtained demonstrated that students and teacher had positive views on using authentic learning in the social studies course. In addition to that, students also thought that the process of authentic learning contributed to them in developing several skills and qualities.
Factors Influencing the Acquisition of Mandarin Chinese as a Second Additional Language Focusing on Phonetics
Author: Nel, Norma Margaret
Date: 2021-01-00
Type: Journal Articles
Subjects: Mandarin Chinese,Second Language Learning,Second Language Instruction,Phonetics,Phonemics,Tone Languages,Imitation,Native Language,Singing,Orthographic Symbols,Alphabets,Cognitive Style,Difficulty Level,Sentence Structure,Foreign Countries,Elementary Secondary Education

Mandarin has been added to the list of second additional languages (SAL) that South African learners can choose from. The researchers proactively conducted research pertaining to SAL (Mandarin) since it is a dynamic phenomenon in South Africa. The research question was formulated as follows: &quot;Do factors such as 1) phonemic differences between learners' mother tongue and Chinese, 2) learners' cognitive styles and 3) learners' abilities of singing and tone imitation, influence non-native learners of Mandarin (as a SAL) in South Africa to learn Chinese phonetics?&quot; We foresee that our findings will contribute to the learning and teaching of Mandarin (SAL) in South African schools. This article serves as the second in a series of three articles, as a mixed method (quan-qual) design was called for. Hypotheses were formulated and statistics presented to either accept/reject them. We gleaned the conclusions of the quantitative part of the research as a springboard and focused on the qualitative findings derived from interviews, observations and a literature review, which enabled us to identify and arrange the (quan-qual) data according to categories and themes. The quantitative data revealed that there was no significant correlation between learners' learning preferences and Chinese phonetics performances; singing and tone imitation abilities contributed to initial consonant pronunciation and tone 3 pronunciation; learners with musical abilities performed better at reading the Pinyin phonics table; identified initial consonants, multi-vowels and whole syllables were challenging to read; tone 3 was the most challenging, tone 1 was the easiest and tones 2, 3 and 4 were mispronounced as tone 1. From the qualitative data two themes emerged, namely the challenges of learning and teaching Chinese phonetics, and aspects to consider when learning Chinese phonetics. Based on the integrated quan-qual findings, we were able to contribute to the existing body of knowledge on this topic.
Navigating the Landscape of Pedagogical Training: The Journeys of Three Mathematics Graduate Students
Author: Coles, Matthew
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Teaching Assistants,Mathematics Instruction,College Mathematics,Foreign Countries,Departments,College Faculty,Mathematics Teachers,Experience,Career Development,Teacher Influence,Communities of Practice,Mentors,Workshops

This article describes the landscape of teaching assistantships (TAships) in the Mathematics Department of a large, public, research institution. First, we present visualized data describing the terrain for all mathematics graduate students. Second, we focus on three specific journeys in that terrain. We employ an autoethnographical research methodology to analyze the pedagogical paths of three recent graduates through written reflection. We highlight some surprising themes that emerge, identify key moments in each reflection, and make three proposals, applicable in broader contexts, to capture and confer their benefits.