ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Argumentation-Based Teaching Approach on Students&apos; Critical Thinking Disposition and Argumentation Skills: &quot;Population in Our Country Unit&quot;
Author: Meral, Elif
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Persuasive Discourse,Critical Thinking,Thinking Skills,Skill Development,Social Studies,Group Activities,Correlation,Grade 7,Middle School Students,Student Characteristics,Foreign Countries

As there are limited studies examining relationships between argumentation-based teaching approach and critical thinking and argumentation skills in social studies, the aim of this study was to examine the effects of argumentation-based teaching approach on students' critical thinking disposition and argumentation skills, and the relationship between students' argumentation skills and critical thinking disposition. We used a quasi-experimental design with pretest-posttest equivalent control groups. The participants of this study were 94 seventh grade students from three different classrooms in a middle school in Erzurum district of Turkey. We utilized University of Florida Engagement, Maturity and Innovativeness Critical Thinking Disposition Instrument (UF/EMICTDI) to identify students' critical thinking disposition and argumentation activities to document students' argumentation skills. We used one-way ANOVA and multiple comparisons Tukey tests to analyze the data obtained via the UF/EMICTDI, correlation and regression analysis to investigate the relationships between students' argumentation skills and critical thinking disposition. Argumentation Evaluation Rubric was used in order to evaluate the arguments that the students formed. Results showed that there was no statistically significant difference between students' pretest critical thinking disposition scores in the experimental and control groups but there was a statistically significant difference between students' post-test critical thinking disposition scores. Additionally, we observed that students' argumentation skills enhanced throughout the study, there was a statistically significant positive relationship between students' argumentation skills and critical thinking disposition, and argumentation skills variable was the predictor of critical thinking disposition. We recommend future research studies to examine the effects of the argumentation-based science learning approach on different higher-order thinking skills. Additionally, in social studies classes, similar activities employed in this study on &quot;Population in Our Country&quot; unit can be used in teaching different topics/units in order to improve students' argumentation skills.
Let&apos;s Have Lunch: Preparing Pre-Service Teachers to Support Students with Disabilities via Authentic Social Interactions
Author: Chakravarthi, Srimani
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Students with Disabilities,Social Behavior,Authentic Learning,High School Students,Teacher Student Relationship,Teacher Competencies,College School Cooperation,Student Attitudes,Attitude Change,Program Effectiveness

Educational leaders have called for the development of authentic experiences to better develop preservice teachers' competencies in the classroom, particularly with regard to working with students with disabilities. This research was conducted to study the impact of a unique experience of lunchtime social interaction between preservice teachers and students with intellectual and/or developmental disabilities in the transition age program at a local high school. The authors describe the experience and its influence on pre-service teachers' competencies and beliefs. A qualitative analysis of reflection samples revealed pre-service teachers' competencies in identifying the strengths and needs of students, as well as accommodations and instructional strategies to support them. Results suggest that the experience was effective in enhancing pre-service teachers' positive beliefs and alleviating their fears about working with students with developmental disabilities. The study promotes the value of such inclusionary experiences on teacher education to prepare them for successfully including students with intellectual and developmental disabilities.
Peer-Leaders&apos; Perceived Roles: An Exploratory Study in a Postsecondary Organic Chemistry Course
Author: Clark, Aaron
Date: 2020-00-00
Type: Journal Articles
Subjects: Peer Teaching,Peer Relationship,Group Instruction,Leadership Role,Role Perception,Facilitators (Individuals),Guidance,Mentors,Organic Chemistry,College Science,Research Universities,Student Experience,College Students

Peer-led team learning (PLTL) is a pedagogical method in which former students, i.e., those who have successfully completed the course, assist current students in learning course material either through supplemental instruction or in the classroom setting. The impact on student learning for students participating in a PLTL course is widely documented; however, there have been few studies about peer leaders' experiences and the impact of PLTL on peer leaders. Fifty-two peer leaders assisting with a postsecondary organic chemistry course completed weekly journals about their experiences; the final journal entry prompted peer leaders to describe their relationship with their students by choosing a role that best described that relationship and providing an example of how they filled that role during the term. These entries were coded and analyzed for patterns. Results suggest that when peer leaders describe their relationships, some express they are teachers, others consider themselves guides or facilitators, and some view their role as mentors. We argue that there is a progression of increasing depth in the student-leader relationship that is demonstrated by the description of the roles ascribed by the peer leaders.
Great Expectations or Simply Realistic? An Exploration of Second Year Undergraduate Expectations of Science Programs of Study at an Australian University
Author: Gregory, Mary Sarah-Jane
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Expectation,Student Attitudes,Science Education,Foreign Countries,Learning Activities,Academic Support Services,Work Life Expectancy,Difficulty Level,Student Employment,Time,Social Behavior

This study explored the lived expectations of second-year undergraduate science students at a large, government-funded university in Australia. The investigation made use of a mixed methods approach to inform the understanding of the second year of study expectations. Findings identified three key contributors to expected second-year experiences: (1) academic activities, (2) support provisions, and (3) the complexities of combining study, work, and life balance. Evaluation indicated that the majority of respondents articulated realistic expectations regarding academic difficulties and challenges associated with the second year. To successfully complete second-year courses respondents expected to engage primarily with activities and resources recognizably associated with assessment. The study provides evidence of misalignment between some student expectations of available learning support and preferred forms of support in contrast to those afforded them by the university. Furthermore, respondents expected that to keep up with course requirements they would need more time investment in academic activities, thus impacting their ability to maintain a balanced lifestyle that integrated study, work, and social endeavours. The study also identified a subset of students who did not have a developed awareness of their learning modalities, were socially isolated, and were undertaking long hours of paid employment. These findings call for continued improvement of students' expectations of second-year programs of study experiences to minimize poor student experiences through unmet need, including the development of sophomore slump.
The Predictive Power of Emotional Intelligence on Self Efficacy: A Case of School Principals
Author: Debes, Gülyüz
Date: 2021-00-00
Type: Journal Articles
Subjects: Prediction,Predictor Variables,Emotional Intelligence,Self Efficacy,Principals,Correlation,Gender Differences,Age Differences,Work Experience,Management Development,Self Concept Measures,Scores,Foreign Countries

The study aimed to investigate the Emotional Intelligence (EI) and its relationship to self-efficacy among school principals. The study was conducted to determine whether school principals develop their EI, and whether EI would increase their levels of self-efficacy. The participants of the study were composed of 50 school principals. The participants were selected randomly. In the study a multidimensional instrument for school principals' emotional intelligence competence scale (EIC) was developed and validated. Therefore, the present study used an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to establish the construct validity of the EIC model. The data were based on quantitative data. For the data analysis Pearson Product-Moment Correlation, Simple Linear Regression and a series of Mann Whitney-U test were conducted (ANOVA non-parametric test) were utilized. The results revealed that there was a positive significant correlation between perceived EI and self-efficacy (r = 53). Thus, it can be stated that EI competence of school principals predicts strong power on their self efficacy perceptions of them. Meanwhile, the study showed that school principals' EI competence and self-efficacy perceptions were high. The results also showed that the perceptions of females on self efficacy were higher than males.
What Do the Primary School Teachers Think about Homework? A Phenomenological Study
Author: Özenç, Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Homework,Assignments,Foreign Countries,Student Evaluation,Phenomenology

The purpose of this study was to determine primary school teachers' views on homework and their homework practices. In the study, phenomenological study design, one of the qualitative research methods, was employed. The study data were collected by interviews conducted with 14 primary school teachers working in the city of Nigde. The data were analyzed by content analysis method. The primary school teachers participating in the study defined homework as a study assigned to reinforce the subjects learned at school that day and to ensure permanent learning. All of the participating primary school teachers gave homework regularly. Almost all of the primary school teachers interviewed assigned research, reading and test homework. All of the primary school teachers who were interviewed used study aids as homework source, and they generally used sites related to education. Teachers had different forms of homework evaluation. While majority of the teachers wanted parents to check homework, more than half of them checked homework themselves and considered homework checking as an absolute must. The study results were discussed and compared with the other study results from the literature, and various recommendations were provided.
Not Just Reading about It, but &quot;Doing&quot; It: Graduate Students Learning the Case Study in a Cross-Disciplinary, Co-Taught Course
Author: Mangelsdorf, Kate
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Ethnography,Communities of Practice,Nontraditional Students,Doctoral Programs,Doctoral Students,Self Concept,Team Teaching,College Faculty,Course Descriptions,Rhetoric,Writing (Composition),Writing Instruction,Cultural Awareness,Student Attitudes,Student Research,Teaching Methods,College Freshmen,Interdisciplinary Approach

This article describes a year-long doctoral course on ethnographic case study research in which a communities of practice approach helped non-traditional students manage the challenging identity negotiations of entering a new academic field. Co-taught by faculty in two disciplines--Rhetoric and Composition and Teaching, Learning, and Culture--the course enabled the students who were from both disciplines to work in research teams as they applied what they were learning about ethnographic research to actually conducting research in the site of required first-year university writing classes. The article describes the process of setting up the course, along with the challenges encountered. Excerpts from two students' research notebooks and student interviews offer insights into how this pedagogical approach can assist non-traditional students in navigating their initial forays into research.
Writing Centers as a Solution to the Problems of International Scholars in Writing for Publication
Author: Uysal, Hacer Hande
Date: 2021-00-00
Type: Journal Articles
Subjects: Laboratories,Writing for Publication,Scholarship,College Faculty,Faculty Publishing,Foreign Countries,Tutors,Program Effectiveness,Foreign Nationals,Writing Skills,Skill Development,Program Evaluation

Many scholars experience a number of troubles and difficulties in writing for publication processes. The continuous support and help given in writing centers may provide solutions for international scholars in terms of their academic publication problems. This study aimed to investigate the effectiveness of a writing center with regard to meeting the expectations and needs of scholars in academic writing in English for their publication purposes. In the study, a mixed-method research design was adopted, and the study was conducted in a writing and research center of a large scale state university in Ankara, Turkey. The institution was selected via the criterion sampling method. The data were collected using a satisfaction survey form. The findings revealed that almost all of the scholars who participated in the study were satisfied with the services offered in the writing center and would visit the writing center in the future. In addition, they also stated that they received valuable information as to the nature of writing a research paper in English as a result of one-on-one tutoring. However, it was also found that some aspects of the writing center needed improvement. The participants demanded more explanations as to the corrections, supplementary materials, and specialization of the tutors as well as longer sessions. It was concluded that writing centers, especially those focusing on improving English academic texts, may provide help to scholars in overcoming their problems in writing for the publication process.
Higher Institution Engagement in Partisan Politics: Perspective of Bangladesh
Author: Shiddike, Mohammad Omar
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Politics of Education,College Faculty,Teacher Participation,Political Affiliation,Political Attitudes,Teaching Methods,Academic Achievement,Reputation

The purpose of this study was to explore the ways in which teacher engagement in partisan politics in Bangladesh higher education institutions have influenced their teaching as well as the learning of their students. The study also examined the teachers' perceptions of the benefits and challenges arising from their engagement in partisan politics. A case study methodology was adopted for this study with the goal of capturing each participants' individuality and ensuring that in-depth information for each case was presented. One-on-one in-depth interviews were conducted directly with teachers in Bangladeshi higher institutions in order to explore their engagement in partisan politics. The study found that the higher institution teachers' engagement in partisan politics took time away from their professional responsibilities and accountabilities, which had serious implications for their teaching and their students' learning. In addition, while their engagement in partisan politics resulted in personal rewards for the teachers, it also undermined the status of teachers in general, as well as the reputation of higher learning institutions.
Learning on the Move: Making Meaning through Movement
Author: Nolfi, Tricia
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Adult Learning,Student Needs,Teaching Methods,Learning Theories,Learning Activities,Experiential Learning,Human Body,Brain,Motion,Games

Enrollment in graduate programs continues to rise at a steady pace in the United States with a 9% increase over the past 10 years, a pace that is expected to continue through 2026. Among these students, 56% are &quot;adult learners&quot; between the ages of 25 through 39 years. With this in mind, instructors need to be mindful of the unique needs that these students have as they pursue advanced education. These learners require and are motivated by classroom experiences that are interactive, draw upon their professional and personal experiences, and through which they partner with others in the knowledge creation process. By leveraging adult learning theories and instructional approaches from the K-12 environment, the authors present classroom activities for adult learners that meet their unique needs. Examples are provided for how the activities can be used in a variety of disciplines.
The Problems Faced by Teachers in Turkey during the COVID-19 Pandemic and Their Opinions
Author: Aytaç, Tufan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Distance Education,Educational Television,Educational Technology,Internet,Learning Motivation,Family Environment,Barriers,Blended Learning,Teaching Methods,Access to Computers,Psychological Patterns,Phenomenology

The aim of this research is to reveal the problems faced by teachers in the education period during COVID-19 pandemic and to discuss their opinions regarding the process. As one of the qualitative research methods, the phenomenology pattern was used in the research. The study group consists of 80 teachers selected by using purposeful criterion sampling technique who work at public and private schools in different provinces of Turkey in 2019-2020 academic year. Within the context of the results of this study, it is observed that EBA TV/education portal plays an important role in meeting the educational needs of students and ensuring the continuity of education in COVID-19 pandemic process. Considering the themes and opinions that stand out in the context of teachers' opinions, EBA TV/education portal is considered positive while there are problems with content, presentation and connection. According to the findings, the most common problems faced by the teachers during COVID-19 pandemic are students' technical and hardware problems related to the internet connection, the inability of students to maintain their motivation to learn, the inability of parents to create a learning environment, and the lack of their support at home for their children. The majority of teachers have the opinion that the psychology of the students has been negatively affected during COVID-19 pandemic process, but there are also the students who could adapt to this process. An important finding in this study is that teachers think that their colleagues do not have necessary skills to use technology and they are low in motivation to use distance education technologies. Teachers think that after COVID-19 pandemic, things shall not be the same as before; the importance of school, teachers and face-to-face education shall be recognized again, and blended learning methods shall come to the fore.
The Effect of Creative Drama-Based Activities on Acquisition of Values by 5-Year-Olds
Author: Kiliç, Zeliha
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Activities,Dramatic Play,Teaching Methods,Instructional Effectiveness,Values Education,Moral Values,Social Values,Child Development,Preschool Children,Kindergarten,Public Schools,Foreign Countries

Values education is central to early childhood education. However, it rarely provides real-life opportunities to engage students. This study investigates the effect of creative drama in acquisition of values by preschoolers. Experimental design with a pre-post-test control group was used. The study group consisted of 44 children aged 5 to 5 ½ attending a public kindergarten in Turkey. For data collection, the Pre-School Values Scale Teacher Form, Parents Form, Student Form, and a Personal Information Form, and observations were used. Quantitative data was analysed using descriptive statistics, the Mann Whitney U Test, and Wilcoxon Signed Ranks Test. Qualitative data was analysed using content analysis. There was a significant difference in both groups, with the experimental group showing significantly higher scores than the control group in the post-test. In teaching of values to preschool children, the activities based on creative drama proved more effective than the activities provided in the curriculum.
The Effect of Attention and Coping Skills Training on Attention Deficit and Hyperactivity Disorder Students&apos; Attention and Coping Skills
Author: Ilik, Serife Senay
Date: 2021-00-00
Type: Journal Articles
Subjects: Attention,Coping,Attention Deficit Hyperactivity Disorder,Skill Development,Foreign Countries,Elementary School Students,Executive Function,Program Effectiveness,Parent Attitudes

This study aims to examine the effect of attention and coping skills training on the improvement of attention and coping skills of inclusive students with Attention Deficit and Hyperactivity Disorder. It was conducted through the mixed method by using the quantitative and qualitative methods together. This study was conducted with the permission of Konya Provincial Directorate of National Education in the 2018-2019 education year. The participants were students with Attention Deficit and Hyperactivity Disorder and their parents. The current study lasted 10 weeks in the spring of 2018-2019 education year. The data were collected through the Stroop TBAG test, Cancellation Test, KidCOPE Scale, and Parent Interview Form. A statistically significant difference is found between the pretest and posttest scores of positive coping, anger accusation and avoidance points (p&lt;0,05). Consequently, it is found that the training has a positive effect on the coping skills of children. The results of the Turkish version of the cancellation test show a significant difference between the experimental group's pretest-posttest results in all sub-tests except regular letters total scanning, irregular letter number of wrong targets and regular letters number of canceled targets sub-test. The pretest and posttest Stroop test results of the experimental group shows that there is a significant difference in many subtests. However, section 3 error and time, section 4 error and section 5 correction subtests are found insignificant. A significant difference is found in all the others. In the interviews with the families, it was determined that the education process had positive contributions to the coping skills of the children.