ethanporcaro/eric-fulltext-meta huggingface dataset:
Financial Risk Tolerance, Sensation Seeking, and Locus of Control among Pre-Retiree Baby Boomers
Author: Rabbani, Abed G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Risk,Decision Making,Money Management,Financial Services,Investment,Locus of Control,Personality Traits,Individual Characteristics,Older Adults,Generational Differences,Retirement,Baby Boomers,Behavior Patterns,Correlation,Longitudinal Studies,National Surveys

Financial risk tolerance is an important personal characteristic that is widely used by financial professionals to guide the development and presentation of client-centered recommendations. As more baby boomers enter retirement, research on how these individuals perceive their willingness to take financial risks has gained importance, particularly as the focus of investment portfolios changes from capital accumulation to capital preservation in retirement. This study examined the role of sensation seeking and locus of control on financial risk tolerance for a pre-retiree baby boomer sample using the 2014 wave of the National Longitudinal Survey of Youth 1979. Findings from three ordinary least square (OLS) regression models showed that baby boomers who were not sensation seekers, and those who displayed an external locus of control orientation were more likely to exhibit a low tolerance for financial risk. Furthermore, those who engaged in sensation-seeking behavior were more likely to have an internal locus of control orientation and a high tolerance for risk.
Environmental Awareness, Attitudes, and Behaviour of Preservice Preschool and Primary School Teachers
Author: Dolenc Orbanic, Nataša
Date: 2021-00-00
Type: Journal Articles
Subjects: Environment,Knowledge Level,Student Attitudes,Preservice Teachers,Preschool Teachers,Elementary School Teachers,Environmental Education,Student Behavior,Foreign Countries,Conservation (Environment)

Environmental education represents an important factor in solving environmental issues and teachers have an important role in developing the environmental literacy of future generations. The aim of the present research was to assess and compare preservice preschool and primary school teachers' environmental awareness, attitudes, and behaviour, as well as their opinions about environmental education. The research was carried out with 152 Slovenian preservice teachers of the Faculty of Education, University of Primorska. The data were collected using a questionnaire. Results showed that students have a relatively high level of environmental awareness and mostly demonstrated a positive attitude towards nature and its protection. Students highlighted the importance of environmental education in early childhood. The research showed no significant differences in the responses of students of both programmes in general, which indicates that the course contents have a less significant influence on students' awareness, behaviour, and attitudes. According to the findings, there is a need for an improved course within the teacher training programme, especially with the implementation of more innovative teaching methods and activities to increase students' environmental literacy.
The Effectiveness of Applying Realistic Mathematics Education Approach in Teaching Statistics in Grade 7 to Students&apos; Mathematical Skills
Author: Uyen, Bui Phuong
Date: 2021-00-00
Type: Journal Articles
Subjects: Statistics Education,Instructional Effectiveness,Mathematics Instruction,Mathematics Skills,Grade 7,Foreign Countries,Relevance (Education),Junior High School Students,Middle School Mathematics

The research was carried out to verify the effectiveness of applying Realistic Mathematics Education (RME) on the development of skills required by students in statistical content in grade 7. For achieving research objectives, the pedagogical experiment was conducted in the form of intrinsic legalization for forty-eight 7th-grade students at Tang Phu Nhan B Junior School, District 9, Ho Chi Minh City, Vietnam. Accordingly, data on pre-test results, study sheets, posttest, and student learning performance were collected and analyzed qualitatively. The results were assessed based on the criteria corresponding to the required skills for the statistical content, including the criteria for data collection, classification, and representation according to the given criteria for the skill, data collection, and organization capabilities; simple problem formation and problem-solving criteria arise from the existing statistical figures and charts for data analysis and processing skills. The primary mathematical statistics method was used to evaluate the achievement level of students for each criterion. Thereby, the experimental results showed that applying the RME approach in teaching statistical content positively impacted the development of some skills that students needed to achieve. Also, a number of guidelines were provided to guide the enhancement of RME activities.
Emergency Remote Education Experiences of Teachers during the COVID-19 Pandemic: A Phenomenological Research
Author: Eroglu, Mehmet
Date: 2021-06-00
Type: Journal Articles
Subjects: Emergency Programs,Distance Education,Electronic Learning,Integrated Learning Systems,Internet,Teacher Attitudes,Instructional Effectiveness,Elementary Secondary Education,Barriers,Student Participation,Student Responsibility,Socioeconomic Status,Learning Motivation,Phenomenology,COVID-19,Pandemics,Foreign Countries

The purpose of the study is to examine teachers' experiences of Emergency Remote Education (ERE) during the COVID-19 pandemic. The study was designed in the qualitative approach and as the research method, &quot;phenomenology&quot; was used. The sample of the study consists of 12 teachers selected by the criterion sampling method. The interview technique was used to collect data. The data were collected through a semi-structured interview form developed by the researchers. The data were analyzed using descriptive analysis. The study results showed that the ERE activity that teachers experienced the most was the online lessons. Teachers have done the ERE activities through various applications such as EIN (Education Information Network), Zoom, WhatsApp, YouTube. Teachers emphasized that ERE was ineffective due to low student participation, insufficient infrastructure, lack of responsibility and motivation for learning, low ICT competency of students and teachers, low socioeconomic status, and inappropriateness of planning and curriculums. In addition, teachers stated that education in the COVID-19 pandemic process should be done in diluted classrooms, hybrid or face to face. It is concluded that the lack of infrastructure, lack of responsibility and motivation for learning created inequality of opportunity for participation in ERE. The lack of infrastructure was mostly due to students being in the low socioeconomic group. In addition, students' learning responsibility and motivation are very important in the effectiveness of ERE.
The Effects of Computer Anxiety and Self-Efficacy on L2 Learners&apos; Self-Perceived Digital Competence and Satisfaction in Higher Education
Author: Katsarou, Eirene
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Computer Attitudes,Computer Literacy,Second Language Learning,English for Special Purposes,Second Language Instruction,Agricultural Education,Forestry,Student Satisfaction,Undergraduate Students,Young Adults,Electronic Learning,Blended Learning,Student Participation,Self Efficacy,Predictor Variables,Gender Differences,Foreign Countries

Low computer anxiety (CA) and high computer self-efficacy (CSE) levels are important affective factors that promote students' academic success in the current digital era. In an effort to understand their role in successful and effective participation in online learning environments for language learning purposes, the study investigated their effect on 331 undergraduate L2 learners' self-reported assessments of their digital literacy skills and on the level of satisfaction they express with the online component of their English for Specific Purposes course in higher education in Greece. Data were gathered via four survey questionnaires that elicited relevant information on participants' digital literacy level, learner satisfaction, computer anxiety and self-efficacy respectively. Statistical analysis of the results revealed an overall adequate level of students' digital literacy skills and a high level of satisfaction with all aspects of the online module of the blended learning course. Females reported a lower level of CA and a higher level of CSE. CA was found to be the strongest predictor of learners' digital literacy skills assessments and CSE of learner satisfaction perceptions, resulting in overall higher IT use and positive attitudes to the course.
An Overview of Virtual Communities of Faculty Practice
Author: Hyder, Narjis
Date: 2020-00-00
Type: Journal Articles
Subjects: Doctoral Students,Communities of Practice,Graduate School Faculty,Holistic Approach,Computer Mediated Communication,Collegiality,Mentors,Models,Sustainability

Virtual communities of faculty practice (CoP) provide support for and supplement the demanding doctoral curriculum with the purpose of assisting doctoral students through a holistic support system. This virtual community provides a positive private environment where faculty engage, share, and discuss current research questions or issues to encourage scholarship and collegiality. This scholarly essay presents an overview of faculty virtual CoPs in the context of mentoring online doctoral students. Attention is given to the definition of communities of practice, Wenger's communities of practice model, producing and sustaining communities of practice, and incorporation of virtual CoPs at the doctoral level.
Achieving Equity: An Evaluation of a Multicomponent, Lower-Division Student Success Program
Author: Love, Mary Beth
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Low Income Students,First Generation College Students,Disproportionate Representation,Academic Persistence,Academic Support Services,Graduation Rate,Academic Achievement,Program Evaluation,College Graduates

The purpose of this study was to evaluate an academic support program that aims to improve persistence and graduation for lower-division students who are low income, first generation, and/or underrepresented. Students were organized in 10 academies that serve as a &quot;school within a school&quot; and have three main elements: a pathway of two linked general education courses that students follow, cohort-style, over four semesters; wraparound student services integrated into the classroom; and a 45-hour faculty development process. Program participants (n = 2,281) were compared to a matched comparison group (n = 2,276). Multimodal logistic regression analyses showed that program participants statistically significantly outperformed the comparison group on every outcome measure: GPA, completion of developmental coursework, persistence toward graduation, and graduation rates.
Developing Innovative Practices through Third-Space Partnerships: Reflections on Project DARE (Dementia Knowledge, Art, Research and Education)
Author: Green, Corinne A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Partnerships in Education,College School Cooperation,School Community Relationship,Universities,Elementary Schools,Community Organizations,Institutional Role,Educational Innovation,Foreign Countries,Feasibility Studies,Art,Exhibits

Partnerships between schools, universities, and community organizations have mutual benefits for all involved. These partnerships value the contributions of all participants and capitalize on the expertise and knowledge that each brings. This reflective paper details a collaborative third-space partnership between a university, a primary school, and a community organization. The partnership facilitated the design, development, and implementation of a unique program called Project DARE (Dementia knowledge, Art, Research, and Education). A research-based evaluation of the Project DARE feasibility study can be found elsewhere (Burns et al., 2020). The aim of this paper is to reflect upon the formation of the partnership and the roles that each party played. It also discusses implications for the future development of third-space partnerships.
A Critical Perspective on the Removal of the Teacher&apos;s Guidebooks from the Curriculum
Author: Kurnaz, Hasan
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Guides,Curriculum Development,Language Teachers,Turkish,Teacher Attitudes,Teacher Characteristics,Professional Autonomy,Learning Activities,Lesson Plans,Teaching Methods,Academic Standards,Foreign Countries

The purpose of this study is to determine the Turkish Language teachers' views on the removal of teacher's guidebooks from the curriculum. This study employed case study, one of the qualitative research designs. The study group consisted of 66 Turkish Language teachers. The study group was formed using the maximum variation sampling, one of the purposeful sampling methods. A structured interview form developed by the researcher was used in collection of data. Content analysis was employed to analyze the data obtained from the participants. The majority of the participating teachers stated that they did not approve the removal of the teacher's guidebooks. Teachers expressed that they did not approve the removal of the teacher's guidebooks due to their positive contribution to the teaching of the lessons and preparation for the lesson, and due to their contribution to the course's standards, and stated that should be reprinted.
Alice Growing up in &apos;Temporary Protection&apos; Land: Immigrant Students&apos; Identity Development as a Reflection toward Inclusion Practices
Author: Alagoz, Bulent
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Ethnicity,Self Concept,Acculturation,Social Integration,Sense of Community,Student School Relationship,Teacher Behavior,Teacher Student Relationship,Games,Homework,Ability Grouping,Student Attitudes,Inclusion

Our aim was to understand the adaptation process, belonging to Turkish culture, ethnic identity development among Syrian students arriving in Turkey and how they develop a sense of belonging and adapt their identities to become integrated into Turkish life and education. In this study, qualitative method and phenomenological research design were preferred. The process of adaptation of immigrant students to a new culture, school and ethnic identity was investigated. Convenience sampling method was preferred, and semi-structured interview form was used as data collection tool. As a result of the content analysis, three categories and 12 concepts related to the adaptation process were revealed. Three concepts were frequently emphasized about the actions of the family in the adaptation process. Six concepts were frequently emphasized about events that led to significant experiences in the school in adaptation process. Three concepts were frequently emphasized about environments' contributions to adaptation process. Three categories and 16 concepts related to belonging to new culture, school, and class were revealed. Six concepts were frequently emphasized whether they feel part of the new culture. Four concepts were frequently emphasized if they feel belonging to the new school. Six concepts were frequently emphasized whether they feel belonging to the new class. Three categories and 11 concepts related to ethnic identity in school were revealed. Three concepts were frequently emphasized about teachers' behavior in the classroom. Four concepts were frequently emphasized about ethnic identity grouping in activities. Four concepts were frequently emphasized about ethnic identity in games and homeworks.
A Mobile Educational Game Design for Eliminating Math Anxiety of Middle School Students
Author: Bilgin, Enes Abdurrahman
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Games,Video Games,Handheld Devices,Mathematics Anxiety,Middle School Students,Foreign Countries,Stress Management,Electronic Learning,Design

All over the world and especially in Turkey, the success level regarding math is well below the desired rate. The main reasons for this situation are negative attitudes and anxiety towards math. It is observed that the students and the teachers experience anxiety about the Arithmetic Operations, which is one of the beginning subjects of math. On the other hand, it is stated in the literature that educational games can be used to eliminate anxieties about math. In this context, an educational math game, which can be used on mobile devices, was tried to be developed in this study in order to reach more users. The product obtained as a result of this study, which was realized according to the design and development research method, was evaluated by 69 middle school students taking classes in city of Van in Turkey. In the evaluation, it was seen that the students gave positive opinions about the game developed. The students stated that they thought the application was highly interesting and could contribute to their math successes. After the evaluation process, the application was put into use around the world and it was installed on 6500 devices from 180 different countries in a three-month period. It was observed that the number of users who did not delete the game after installing and kept it on their device is 2735. Therefore, it is thought that the product developed as a result of the research can serve its purpose.
The Common Metaphorical Perceptions of Prospective Teachers as to DNA-Gene-Chromosome Concepts
Author: Özdemir, Banuçiçek
Date: 2021-00-00
Type: Journal Articles
Subjects: Figurative Language,Preservice Teachers,Undergraduate Students,Student Attitudes,Concept Formation,Scientific Concepts,Genetics,Science Education,Public Colleges,Foreign Countries

This research was performed to determine the Common Metaphorical Perceptions of Prospective Teachers on DNA-Gene-Chromosome Concepts, despite classroom levels and university differences. For the baseline group studies, two State Universities, one from the east and the other from the north of Turkey, were selected to be studied in the Fall Semester of 2017-2018. They were respectively called University &quot;A&quot; and &quot;B&quot;. The population sample contained a total of 326 students from 1st, 2nd, 3rd, and 4th- classroom level of the &quot;Science Education Department&quot; of &quot;Education Faculties.&quot; The phenomenology design which is one of the qualitative research methods was applied. Answers to questions regarding &quot;the metaphors of DNA-Gene-Chromosome concepts&quot; and &quot;under what theoretical categories the common features and metaphors were investigated&quot; to be in line with the university differences. The research data were obtained by 'metaphor identification' for respective concepts and content examination studies in the framework of &quot;Qualitative Analysis Methods.&quot; Correspondingly, it has been determined that Prospective Teachers have common metaphors concerning DNA-Gene-Chromosome concepts, regardless of their class or university differences.
Examining the Relationship between the Teachers&apos; Emotional Reactivity and Aggression Levels
Author: Seyrek, Özgür Demirci
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Role,Emotional Response,Aggression,Gender Differences,Foreign Countries,Correlation,Teaching Experience

Teachers have the basic role and responsibility in the provision of peace in schools. Therefore, in this study, it was investigated whether there was a relationship between the emotional reactions of the teachers and the level of aggression by gender and profession. The study was carried out on the data obtained from 266 teachers who participated in the study voluntarily. Pearson Product Moment coefficient and MANOVA analysis were performed on the data obtained. As regard the relationship between the teachers' reactance and aggression levels depending on the gender and the time spent in profession, there was a significant relationship for the former while there wasn't for the latter according to the findings obtained via statistical analysis.
Exploring In-Service Science Teachers&apos; Beliefs about Goals or Purposes of Science Teaching
Author: Maseko, Bob
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Teachers,Secondary School Teachers,Beliefs,Educational Objectives,Science Education,Physical Sciences,Scientific Concepts,Concept Teaching,Goal Orientation,Urban Schools,Pedagogical Content Knowledge,Relevance (Education),Foreign Countries

Research indicates that teachers' beliefs about goals or purposes of science teaching, as one dimension of science teaching orientations, influence what happens in the classroom. The purpose of this research was to explore the self-reported and enacted goals or purposes of science teaching of four in-service Malawian science teachers using the curriculum emphases concept as a theoretical lens. This research used qualitative case study research design. Semi-structured interviews and classroom observations were used to explore teachers' self-reported and enacted goals or purpose of science teaching, respectively. A deductive analysis approach was used to analyze interview and classroom observation transcripts, to understand the teacher's goals or purposes. Results reveal that while teachers have multiple self-reported goals or purpose of science teaching, most of these are not enacted during teaching in the classrooms. This suggests the topic-specific nature of the goals or purposes. Results also show that all the teachers were not aware of the self-as-explainer goal or purpose of science teaching both during interviews and instruction. These findings are discussed, and implications are proposed for science in-service teacher professional development and pre-service teachers' training programs.
Social Sciences Teachers&apos; Views about Distant Education in the COVID-19 Process
Author: Kaya, Mehmet Tamer
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Distance Education,School Closing,COVID-19,Pandemics,Teacher Attitudes,Secondary School Teachers,Teaching Methods,Program Effectiveness,Barriers,Access to Computers,Foreign Countries

The aim of this study is to determine the views of Social Studies teachers on distant education during the COVID-19 process. The case study design, which is frequently used in qualitative research, was used in the study. A semi-structured interview form was used to determine the views of Social Studies teachers on distant education. The data were collected in the spring semester of the 2020-2021 academic year and the content analysis method was used in the analysis of the data. The study group consists of 21 Social Studies teachers working in secondary schools affiliated to Afyonkarahisar center. The teachers generally have stated that they saw distant education as the best method to be applied in this process. In addition, teachers stated that they did not generally make use of distant education before the epidemic process, found face-to-face training sufficient, saw distant education as necessary and benefited during the epidemic process, and that they would not benefit from distant education because of the problems experienced and did not think it was effective after the epidemic process. Teachers have stated the general problems as lack of technical equipment, infrastructure and motivation. Some suggestions have been made in the light of the findings obtained in line with this research.