ethanporcaro/eric-fulltext-meta huggingface dataset:
Disadvantages and Solutions of a Model in Asylum Seeker Education: Temporary Education Centers (TECs)
Author: Mavi, Duran
Date: 2022-05-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Acculturation,Access to Education,Educational Benefits,Barriers,Educational Facilities,Class Size,Cultural Activities,Children,Migration,Second Language Learning,Turkish

The violence, and instability because of civil war in Syria have caused millions of people to leave their country. Many countries have been affected from this migration. Turkey is one of the countries that has been significantly affected from this crisis. Turkey is trying to provide some services to Syrian people. Education is one of them. For education of this large population the schools called temporary education centers (TECs) were established by Turkish government. In this way, it is aimed to integrate Syrian asylum seekers children into the Turkish education system. But, TECs have major disadvantages on issues such as bureaucracy, school building, and student absenteeism. Simultaneously, various solutions are employed to overcome these disadvantages. In the current research, TECs' disadvantages, and solution proposal; which developed for Syrian asylum seeker children into Turkish education system were investigated. The investigations performed in a TEC, which located in Elbistan district of Kahramanmaras province in Turkey. Phenomenology was used in the research, and a semi-structured interview form developed by the researcher was used. Participants were determined through convenience sample approach. In this context, the opinions of six TEC employees, including Syrian educators who shared the same fate with Syrian asylum seeker children, were sought. The findings show TECs are intertwined with disadvantages such as lack of school building, overcrowded classrooms, limited social, and cultural activities, and lessening environmental support. The research intends to present firsthand solution proposals to the problems in the education provided for asylum seeker children. Results includes some clues on the relationship between mass migration, and education.
Understanding the Definite Integral with the Help of Riemann Sums
Author: Ergene, Özkan
Date: 2022-05-00
Type: Journal Articles
Subjects: Mathematical Concepts,Mathematics Instruction,Instructional Effectiveness,Preservice Teachers,Mathematics Teachers,Foreign Countries,Models,Learning Activities

Students encounter difficulties in understanding integral because the concept of integral requires the usage of theorems, formulas, daily life practices, and interdisciplinary approaches. From this point of view, in this study we examine the effects of a teaching process consisting of modelling activities on understanding the definite integral with the help of Riemann sums. The research is designed according to the case study based on a qualitative research method. Participants consist of 28 preservice mathematics teachers who have limited understanding of integral although they have completed a Calculus course. The modelling activities were prepared in accordance with the emergent modelling approach. Data were collected through integral test and semi-structured interviews conducted before and after the teaching process. Before the teaching process consisting of modelling activities, pre-service mathematics teachers' knowledge about the definite integral was included in the area under a curve, inverse of derivative and integral with known boundaries. In addition, participants did not refer to Riemann sums or cumulative sums. After the teaching process consisting of modelling activities, it was seen that almost all participants could explain the following equality [special characters omitted]. At the end of the teaching process consisting of modelling activities, this process has enabled pre-service teachers to establish the relationship between Riemann sum and definite integral. Findings revealed that teaching process of the definite integral enhanced the understanding the definite integral.
Structural Equation Modelling Analysis of the Relationships among University Students&apos; Online Self-Regulation Skills, Satisfaction and Perceived Learning
Author: Yilmaz, Yakup
Date: 2022-05-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Activities,Higher Education,COVID-19,Pandemics,Learning Experience,Student Attitudes,Online Courses,Path Analysis,Structural Equation Models,Metacognition,Goal Orientation,Help Seeking,Self Evaluation (Individuals),Outcomes of Education,Measures (Individuals),Educational Change,Undergraduate Students,Foreign Countries

Teaching-learning activities carried out face-to-face in physical classrooms in higher education have been moved to the online environment due to the COVID-19 pandemic obligation. It is obvious that students' learning experiences and perceptions need to be researched empirically in order to optimize higher education strategies that have been moved to the online environment. Data were collected from 451 students studying in different departments in two education faculties in order to reveal the relationship between their satisfaction in the e-learning environment and their perceived learning experiences and using online self-regulation strategies based on the autonomous movement of students in the online environment. Descriptive analyses and path analysis were applied in order to answer the proposed research questions. As a result of this structural equation modeling, a relationship was determined between online self-regulation skills, goal setting and help seeking sub-factors, and satisfaction, goal setting, task strategies and self-evaluation sub-factors and perceived learning. In addition, a direct relationship was determined between satisfaction and perceived learning, supporting previous studies. With this research, it is thought that higher education institutions, administrators and instructors carrying out online teaching and learning activities will provide new perspectives on satisfaction and perceived learning outcomes when students' self-control skills are supported.
Examining University Students&apos; Online Privacy Literacy Levels on Social Networking Sites
Author: Kaya, Sinan
Date: 2022-05-00
Type: Journal Articles
Subjects: Social Media,Privacy,Computer Mediated Communication,Measures (Individuals),Student Attitudes,Social Networks,State Universities,Social Behavior,Knowledge Level,Undergraduate Students,Correlation,Computer Software,Gender Differences,Foreign Countries

This research aims to examine the privacy behaviors of university students on social networking sites. For this purpose, first of all, students' online privacy literacy (OPL) levels on social networking sites were determined. Then it was examined whether these levels differ according to students' gender, frequency of using social networking sites, and the frequency of changing their privacy settings. Also, the relationship between university students' OPL levels on social networking sites and their purposes of using social networking sites and the relationship between university students' OPL levels on social networking sites and social network privacy behaviors were examined. Correlational research and causal-comparative research models were used in the study. The research study group consists of 314 undergraduate students studying in different faculties of a state university. The data of the research were obtained online in the spring semester of 2019-2020. Personal information form, Privacy Settings Experience Questionnaire, Online Privacy Literacy Scale, and Social Privacy Behaviors Questionnaire were used as data collection tools in the research. Descriptive statistics, Mann-Whitney U test, Kruskal-Wallis H test, and Spearman's Rank-Order Correlation were used to analyze the data obtained in the study. The results showed that university students have a high level of OPL. Besides, female students have higher OPL levels than male students, and their OPL levels are similar according to the social networking sites used and the frequency of changing the privacy settings on these sites. In addition, it was determined that there was a low level of positive correlation between students' use of social networking sites to follow the agenda and news, like posts or comment on posts, and their privacy behaviors on Facebook and OPL levels on social networking sites.
Students&apos; Knowledge Sharing Behaviours and Sense of Online Learning Community in Online Learning Environments
Author: Erdogmus, Cavit
Date: 2022-05-00
Type: Journal Articles
Subjects: Knowledge Management,Sharing Behavior,Sense of Community,Online Courses,Electronic Learning,Distance Education,Undergraduate Students,Foreign Countries

This study is conducted to find out the correlation between students' knowledge sharing behaviors and learning community feeling in online learning environments. Correlational survey model was conducted in this study. The study group is consisted of 139 participants (46 male, 93 female) who are enrolled in distance and undergraduate and associate degrees in the Distance Education Centre of Amasya University in Turkey. The Distance Education Centre uses LMS software. In this study, 9-question Personal Information Form was used to get the demographic information of the participants. With the help of a personal information form, the participants were asked about their gender, class, department, which devices they used for LMS, their weekly stay in the LMS and the number of logins to the LMS. Also, the Sense of Community in Online Learning Scale used to collection data. A total of 139 participants were reached during the 5-week data collection process. The collected data were analysed with SPSS 25.0 program. As a result, participants' sense of community in online learning and knowledge sharing behavior were high. There was a moderately positive relationship between sense of community in online learning and knowledge sharing behavior in online learning. Also, students' knowledge sharing behaviors and sense of community in online learning environment are affected by grade level, department, number of entry and online duration.
State of Prediction of the Critical Thinking Dispositions of Primary School Teacher Candidates through Their Self-Efficacy for STEM Practices
Author: Aydin Gurler, Sümeyye
Date: 2022-05-00
Type: Journal Articles
Subjects: Critical Thinking,Elementary School Teachers,Preservice Teachers,Self Efficacy,STEM Education,Foreign Countries,Multiple Regression Analysis,Thinking Skills,Predictor Variables,Gender Differences

The aim of the present study was to identify the state of prediction of the critical thinking dispositions of primary school teacher candidates through their self-efficacy for STEM. The study was designed subject to the correlational survey model with the sample group comprised of 295 primary school teacher candidates continuing their education at the two education faculties of a state university in Southeastern Anatolia Region of Turkey during the 2020-2021 academic year who were identified in accordance with the proper sampling method. The data were collected via, &quot;Self-Efficacy Scale for STEM Practices&quot; and &quot;Critical Thinking Disposition Scale&quot;. Descriptive analysis was used for determining the self-efficacy for STEM practices and critical thinking dispositions of primary school teacher candidates; correlation analysis was used for illustrating the relationship between self-efficacy for STEM practices and critical thinking disposition along with its sub-dimensions; linear regression analysis was used for identifying the state of prediction for critical thinking disposition and its sub-dimensions through self-efficacy for STEM practices whereas stepwise multiple regression analysis was used for determining the state of prediction for critical thinking disposition through gender and self-efficacy for STEM practices subdimensions. Based on the analysis results, the self-efficacy for STEM practices and critical thinking dispositions of teacher candidates are at a good level. There is a positive and statistically significant correlation between self-efficacy for STEM practices and critical thinking disposition and its sub-dimensions. It was illustrated that self-efficacy for STEM practices is a statistically significant predictor of critical thinking disposition and its sub-dimensions and that tenacity-patience was the variable that was predicted the most among these sub-dimensions whilst the stepwise multiple regression analysis set forth that self-efficacy belief was the predictor that made the highest contribution to critical thinking disposition. Various suggestions were made based on the results of the study.
The Effect of Animation-Based Worked Examples Supported with Augmented Reality on the Academic Achievement, Attitude and Motivation of Students towards Learning Programming
Author: Cevahir, Hakan
Date: 2022-05-00
Type: Journal Articles
Subjects: Computer Simulation,Animation,Educational Technology,Technology Uses in Education,Student Motivation,Academic Achievement,Student Attitudes,High School Students,Programming,Foreign Countries,Correlation,Tests,Scores,Student Interests

This study examines the effect of using animation-based worked examples (ARAWEs) that are prepared using Augmented Reality (AR) technology instead of using traditional paper-based worked examples (TWEs) on the achievement, motivation, and attitude of high school students during their programming education. The research was designed through the &quot;Nonequivalent Control Group Model&quot;, one of the quasiexperimental models. The participants consisted of second year students (N=94) who were taking the &quot;Basics of Programming&quot; course in the Department of Information Technologies a vocational and technical Anatolian high school in Turkey. An achievement test was applied to the participants as pre-test and final test. Motivation of the students was measured by means of the &quot;Instructional Materials Motivation Survey&quot; developed by Kutu and Sözbilir (2011), and participant attitudes towards using AR was measured by means of the &quot;AR Attitude Scale&quot; developed by Küçük, Yilmaz, Baydas and Göktas (2014). According to the results, both the achievement and motivation levels of the students studying on ARAWEs increased significantly compared to those studying on TWEs. There was a high level of correlation between the final test scores and the attitude levels of the students studying on ARAWEs. Considering that instructional materials containing animation-based worked examples prepared using AR technology increase students' interest and motivation in the subject, their use in lessons that include teaching problem solving skills, such as mathematics, physics, and chemistry, can be implemented in future studies.
The Effects of Immersive Virtual Reality Environments on Students&apos; Academic Achievement: A Meta-Analytical and Meta-Thematic Study
Author: Akgun, Muhterem
Date: 2022-05-00
Type: Journal Articles
Subjects: Computer Simulation,Academic Achievement,Meta Analysis,Databases,Effect Size,Foreign Countries,Instructional Program Divisions,Content Analysis,Psychomotor Skills,Affective Behavior,Cognitive Processes,Learning Processes,Learning Motivation,Safety,Computer Mediated Communication,Elementary Secondary Education,Higher Education

The objective of this study is to ascertain the effects of immersive virtual reality environments on students' academic achievement utilizing quantitative and qualitative approaches. First, databases of Web of Science, Google Scholar, ERIC, Proquest, YÖK Thesis Center, and ULAKBIM of Turkey were searched, and 31 studies (23 journal papers and 8 theses) were selected for the meta-analysis. In this context, the overall effect size on students' academic achievement was analyzed with the CMA program using subject area and grade level moderator variables. In the second part, content analysis was performed using the ATLAS.ti program for 8 studies selected for the meta-thematic analysis. it was found that immersive virtual reality environments had a positive, moderate (d = 0.526) effect on students' academic achievement. After the meta-thematic analysis, it was observed that immersive virtual reality environments had many positive effects on students' cognitive, affective, and psychomotor skills and that created a perception of reality and sense of presence in students, facilitates learning, increases motivation, creates a safe and interactive learning environment and make many contributions to learning. In addition, it was determined that there may be problems such as technical problems and health problems during the environments, and it was stated that measures should be taken.
Information Literacy for Global Inclusion: Designing an Annotated Bibliography for Global Search and Selection
Author: Espinosa de los Monteros, Pamela A.
Date: 2021-12-00
Type: Journal Articles
Subjects: Information Literacy,Global Approach,Citizenship Education,Outcomes of Education,Teaching Methods,Undergraduate Students,Student Attitudes,Barriers,Annotated Bibliographies,Curriculum Development,Assignments,Information Sources,International Studies

The COVID-19 pandemic has reinforced the notion that our world is global and interdependent. Despite the ever-increasing connection of global with local, there continues to be formidable barriers in accessing information produced in different international contexts and languages. This Innovative Practices article details the redesign of an annotated bibliography assignment in an international studies course to support the inclusion of global perspectives into the information practices of undergraduate students. The redesign embedded explicit information literacy dispositions and global citizenship education competencies through the search and selection of global information sources. The authors discuss the instructional elements used, student outcomes, and the connection between information literacy and global citizenship pedagogies. The goal of this article is to support librarians in developing inclusive and global information literacy curriculum enabling students to connect to international voices.
Establishing Authorial Presence by the Exclusive-We: A Functional Approach to Self-Mentions in Engineering Research Articles
Author: Solsun, Ayça
Date: 2022-05-00
Type: Journal Articles
Subjects: Authors,Writing for Publication,Journal Articles,Self Expression,Attitudes,Beliefs,Discourse Analysis,Interaction,Engineering

Although academic writing has been seen as an objective form of writing, recent studies have shown that it is a form of social interaction and not totally impersonal. In line with this view, Hyland (2002) stated that academic writing is also strongly linked with the manifestation of authorial presence across the text. Included in the interactional metadiscourse framework devised by Hyland (2005), self-mentions enable writers to express their beliefs, show attitudes, become a part of the community, and interact with their readers. Consequently, academic texts become more credible, accountable, and interactive by the manifestation of authorial presence through self-mentions. This paper analyses the use, distribution and discourse functions of self-mentions, the we-oriented authorial presence in particular. The corpus of the study consisted of 200 Results and Discussion sections from research articles (RAs) published in the field of engineering and technology, totaling approximately 270,000 words. Both manual and automatic analyses were employed to achieve more accurate results and the verbs most frequently collocated with an explicit authorial we presence were also analysed manually. The results of the quantitative and qualitative analyses clearly showed that the most frequent function used in Results and Discussion sections in the field was explaining a procedure with 723 instances (54.69%), and that the least frequent functions which writers employed were &quot;describing themselves&quot; and &quot;making a claim/prediction,&quot; each with two instances (0.15%). The qualitative analysis showed that writers employed authorial presence to achieve different discourse functions (such as explaining a procedure, stating goals, describing themselves and making a claim or prediction), but preferred to avoid using more argumentative and interactional functions (describing themselves and making a claim or prediction), which can be strongly associated with the purpose of evading interaction with the readers.
Knowledge Management for Effective and Ethical Management of Public Schools: Perspectives from South Africa
Author: Romm, Norma R. A.
Date: 2022-05-00
Type: Journal Articles
Subjects: Knowledge Management,Leadership Effectiveness,Ethics,Foreign Countries,Public Schools,Teacher Attitudes,Administrator Attitudes,Principals,Public School Teachers,Leadership

In this article, we consider the instituting of effective and ethical knowledge management in the arena of public schooling, with reference to a multiple case study involving three schools in Emalahleni Circuit 1, 2 and 3 in South Africa. Teachers, HoDs, administrative clerks, and principals (20 participants altogether) were interviewed in depth concerning their understandings of knowledge management. We explicate Nonaka and colleagues' model of knowledge management, which they developed to apply to business and public organizations and which is considered seminal in the literature on knowledge management. It is tied to (Japanese) principles of ba -- where people recognize their occupation of a shared space with others. We relate this model to a discussion on the applicability of the African concept of Ubuntu to the knowledge management practices in the selected public schools. We use these cases to consider Ubuntu-directed knowledge management as a process of developing sharedness of purpose among the stakeholders within the schools (internal stakeholders) and outside thereof (in the wider community and society). We indicate to what extent and in what ways the participants experienced knowledge management in this way.
Remote Reference Consultations Are Here to Stay
Author: Reed, Emily
Date: 2021-12-00
Type: Journal Articles
Subjects: Library Services,Reference Services,Computer Mediated Communication,COVID-19,Pandemics,Videoconferencing,Librarians,Academic Libraries

Remote reference consultations have considerably increased due to the need to provide remote services during the COVID-19 pandemic. Conducting reference consultations via videoconferencing not only offers many benefits to student researchers; it also presents an opportunity for librarians to embrace a learner-centered teaching mindset when approaching remote consultations by developing consultation learning goals in alignment with the &quot;Framework for Information Literacy for Higher Education.&quot; Designing consultations to be learner-centered yields benefits for students, such as the student actively practicing their own searches as well as more thorough source evaluation. Additionally, videoconferencing technology allows for a more seamless information sharing experience and has the potential to provide a more equitable experience for students with disabilities