ethanporcaro/eric-fulltext-meta huggingface dataset:
Metaphorical Perceptions of Academicians in Administrative Positions in Higher Education Regarding the Concept of Sustainability
Author: Tasci, Gülsah
Date: 2022-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,College Faculty,Sustainability,Higher Education,Phenomenology,Figurative Language,Classification,Holistic Approach,Foreign Countries

The aim of this study, which was in a qualitative research design, is to reveal the perceptions of education administrators working in higher education institutions about the concept of sustainability through metaphors. The phenomenological model, which is based on the individual's describing a conscious experience of a phenomenon, and in which the researcher tries to reach the life world created by each participant's own subjective experiences, was used. After data collection, the metaphors produced by the education administrators regarding the concept of sustainability of education administrators were analyzed and categorized. As a result of the research, the meanings attributed to the concept of sustainability by education administrators working in higher education institutions were revealed.
Primary School Students&apos; Views on Online Education
Author: Seren, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Distance Education,Elementary School Students,Grade 4,Student Attitudes,School Closing,Barriers,Socioeconomic Status,Online Courses,Internet

After the global pandemic, it seems that solutions found during the period have made people accept the idea that the school is not confined to four walls and that teaching services can be carried out in every environment. Identification of the problems related to this new teaching method, which is particularly unfamiliar to primary school students, and its positive aspects, will help education stakeholders to be informed about the points to be considered in their work with students with similar or newer education-teaching methods and in environments that might be adopted soon. The aim of this research is to examine the distance education activities of the 4th grade students studying in public primary schools affiliated to the Ministry of National Education of Turkey during the global pandemic period and their views on the problems they experience in this process in two different socio-economic environments. The research design is qualitative and phenomenological. Qualitative interview method was adopted while taking opinions of the students. A structured interview form was used while collecting the data. Study group of the research consists of 8 4th grade students who receives online education in primary schools in Antalya. In the analysis of the data, descriptive analysis method was preferred. Of the negative aspects recorded in the research, technology-related ones are prominent. It was found that internet connection problems for online education were on top of the ones faced by students.
Comparison of Grammar Teaching by the Intuitive and Direct Lecture Methods in Terms of Their Effect on Student Achievement and Attainment
Author: Sahin, Enes Kaan
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Grammar,Direct Instruction,Teaching Methods,Instructional Effectiveness,Academic Achievement,Educational Attainment,Grade 8,Middle School Students,Foreign Countries

This study investigates the effect of grammar teaching by the intuitive method on student achievement and attainment through comparison with the effect of the direct lecture method on the same variables. The study used the pretest-posttest control group design, a quasi-experimental design under the experimental research method, by adopting a quantitative research approach. It was conducted with the 8th grade students attending Yakupoglan Middle School in the central district of Turkey's Sivas province in the 2020-2021 academic year. The study group consists of 24 students in the experimental group, in which the intuitive method was implemented, and 21 students in the control group exposed to the direct lecture method. The achievement test prepared by the researcher was used for data collection. The achievement and attainment levels of the experimental and control groups were determined and compared through independent groups t-test, Wilcoxon test, and Mann-Whitney U test. At the end of the experiment, the mean posttest score of the students in the experimental group subjected to the intuitive method was significantly higher than their mean pretest score. Although the mean posttest score of the control group students exposed to the direct lecture method was higher than their mean pretest score, such difference was not at a significant level. In addition, the experimental group students were determined to have a significantly higher mean attainment score than the control group students. The study shows that the intuitive method, which is based on constructivist learning approach, yields more effective results in grammar teaching than the direct lecture method.
Evaluation of Institutional Isomorphism of Guidance Research Centers with Social Network Analysis Approach
Author: Eren, Zeynep
Date: 2022-00-00
Type: Journal Articles
Subjects: Guidance Centers,Foreign Countries,Institutional Characteristics,Social Networks,Network Analysis,School Counseling,Special Education

The main purpose of this study is to determine the level of institutional isomorphism of Guidance Research Centers (GRS), which are public education organizations. The concept of institutional isomorphism means that organizations that are similar according to the type, level and characteristics of environmental conditions can survive. In the study, coercive and normative dimensions of institutional isomorphism were analyzed by textual analysis and the mimetic isomorphism dimension was analyzed by the social network analysis method. The study was carried out in the 2019-2020 academic year. Thirty-eight top managers from six different geographical regions across Turkey participated. The participants of the study were selected by snowball sampling and the data generator method. The data of the study were collected by documentation and semi-structured interview techniques. The qualitative data of the study on coercive and normative isomorphism were analyzed by descriptive and content analysis; Social network analysis data on mimetic isomorphism were analyzed with UCINET 6.647 software, network structural features and inter-actor relations. According to the findings obtained in the research, GRCs, which are affiliated to the same top-institution, assigned to the same legal infrastructure, working in the same occupational field, as expected theoretically, are highly coercive and normative isomorphic organizations. However, according to the social network analysis data obtained in the mimetic dimension and the network analysis diagrams created by 79 actors. It is essential to consider the factors of institutional isomorphism in determining what improvements are to be made to develop the capacities of GRCs and disseminate new practices and successful studies.
Examination of the Teachers&apos; Academic Optimism Approaches within the Framework of Teachers&apos; Perceptions of Learning School
Author: Konakli, Tugba
Date: 2022-00-00
Type: Journal Articles
Subjects: Positive Attitudes,Teacher Attitudes,High School Teachers,Public School Teachers,Correlation,Measures (Individuals),Trust (Psychology),Predictor Variables,Teamwork,Teaching Methods,Learning Processes,School Districts,Foreign Countries,Middle School Teachers,Gender Differences

The aim of this study is to determine teachers' academic optimism approaches and learning school perception levels and to examine the relationship between these variables. The sample of the research designed in the relational model consists of 389 teachers selected by cluster sampling method, working in public secondary and high schools in Kocaeli province Izmit district in the 2019-2020 academic year. &quot;School Academic Optimism Scale&quot; and &quot;Learning School Scale&quot; were used in the study. By checking the compliance of the data with normal distribution, t test and one-way ANOVA tests were applied, Pearson correlation coefficient was calculated for the correlation between the variables, simple linear regression analysis and then multiple linear regression analyzes were performed to examine the influence of the predictor variables on the predicted variable. It was seen that academic emphasis and trust are at the forefront of teachers' approaches to academic optimism, while personal dominance and team learning dimensions were at the forefront in their perception of learning school. A positive relationship was found between teachers' approaches to academic optimism and learning school perceptions. It was determined that the sub-factors of the learning school were significant predictors of academic optimism. Teachers' mental models were the sub-factors that affected academic optimism the most.
Factors Affecting the Behaviors of Teachers towards Technology Integration Teaching via Distance Education during COVID-19 Pandemic: A Path Analysis
Author: Karakis, Özlem
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Educational Technology,Technology Uses in Education,Technology Integration,Distance Education,COVID-19,Pandemics,Interests,Intention,Self Efficacy,Foreign Countries,Teacher Characteristics,Teacher Attitudes

In the current study, path analysis technique was applied to explain the possible causal relations between attitude towards distance education, interest in educational technologies, instructional technologies outcome expectation, intention to use educational technologies and technology integration self-efficacy variables. According to the data obtained, it was determined that attitude towards distance education variable suggested by the researcher did not contribute to the modified version of Social Cognitive Career Theory by Sahin (2008), which was determined to be a relatively better model in the current study. It is seen that the correlations of the variables in the research model vary between 0.103 and 0.773, and all of them are statistically significant and positive. In the current study, that technology integration self-efficacy variable interpreted 38% of the change in instructional technologies outcome expectation variable; 11% of the change in interest in educational technologies variable is explained by technology integration self-efficacy and instructional technology outcome expectation variables; intention to use educational technologies variable is both directly and indirectly affected by interest in educational technologies, instructional technologies outcome expectation and technology integration self-efficacy variables were also determined.
Gifted and Talented Youth Leadership, Perfectionism, and Lifelong Learning
Author: Dagyar, Miray
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Personality Traits,Lifelong Learning,Academically Gifted,Adolescents,Leadership Qualities

The aim of this study is to determine to what extent perfectionist traits, lifelong learning skills and demographic characteristics that are believed to affect youth leadership qualities, predict youth leadership qualities. The study group consisted of 115 gifted and talented students who attended the &quot;project production and management&quot; program in the Central Science and Arts Center in Turkey. A personal information form, the Youth Leadership Qualities Scale, the Child and Adolescent Perfectionism Scale and the Lifelong Learning Scale were used as data collection tools. The results of the study are as follows: It was determined that youth leadership qualities and lifelong learning skills of gifted and talented students were high and that their perfectionism traits were at medium level. It was determined that the leadership characteristics of young people differed according to gender, type of school, and chairmanship in a team/club. When the demographic characteristics and self-oriented perfectionism were controlled, the lifelong learning variables explained 42.4% of the variance of the youth leadership qualities variable. As a result, it can be said that leadership is important in the growth of adolescents. Increased lifelong learning skills during adolescence can strengthen leadership qualities and skills and be a catalyst for advancing adulthood. It can be suggested that students who want to gain leadership qualities are supported to access different opportunities in the school environment, are provided with the opportunity to chair a group, and are encouraged to have lifelong learning skills.
An Investigation of the Effect of Block-Based Programming and Unplugged Coding Activities on Fifth Graders&apos; Computational Thinking Skills, Self-Efficacy and Academic Performance
Author: Arslan Namli, Nihan
Date: 2022-00-00
Type: Journal Articles
Subjects: Programming,Computer Science Education,Grade 5,Computation,Thinking Skills,Self Efficacy,Academic Achievement,Problem Solving,Middle School Students,Manipulative Materials,Foreign Countries

This paper investigated the effect of block-based programming and unplugged coding teaching activities on fifth graders' computational thinking skills, self-efficacy, and academic performance. The teaching activities were conducted within the scope of the &quot;Problem-Solving and Programming&quot; unit of the Information Technologies and Software (ITS) course. The sample consisted of 82 fifth graders of three public middle schools in the academic year of 2020-2021. Participants were recruited using random sampling. The study adopted an embedded mixed design. The quantitative stage employed a pretest-posttest randomized control group design, while the qualitative staged employed a case study. Quantitative data were collected using the Computational Thinking Self-efficacy Scale (CTSES), the International Informatics and Computational Thinking Activity Task Test (IICTATT), and a Computational Thinking Performance Test (CTPT) developed by the researcher. Qualitative data were collected using a semi-structured interview questionnaire. The quantitative data were analyzed using the Kruskal Wallis H, paired sample t-test, and ANCOVA test on the Statistical Package for Social Sciences(SPSS). The qualitative data were analyzed inductively using MAXQDA. There was no significant difference in CTSES scores between groups. Experimental 2 had higher IICTATT and CTPT scores than Experimental-1 and control groups. The qualitative findings were grouped into seven categories.
Approaching the Use of Facebook to Improve Academic Writing and to Acquire Social Competences in English in Higher Education
Author: Martínez Lirola, María
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Teaching Methods,Writing Improvement,Interpersonal Competence,English (Second Language),Second Language Learning,College Students,Writing Skills,Grammar,Student Attitudes,Foreign Countries,Error Analysis (Language)

This article offers a proposal for integrating the social network Facebook into an English as a Foreign Language (EFL) classroom in tertiary education. The main objectives of this article are the following: (1) to offer a pedagogical proposal so that students can develop written skills and grammar at the same time that they acquire social competences using Facebook; and (2) to know students' opinions about the use of Facebook and the main social competences that they have acquired while using this social network in the teaching-learning process. The methodology is mainly qualitative-descriptive although some quantitative data is offered with the results of a questionnaire students completed. The data were collected through students' posts in the Facebook discussions and a questionnaire. The findings reveal the main grammar mistakes observed in students in the Facebook discussions and how Facebook is an appropriate social network for the participation of students in cooperative discussions on social topics and for the acquisition of social competences such as cooperation or communication. The results of the questionnaire show that students have a positive opinion about practicing the written skill in Facebook and they are aware that, apart from learning English, they also acquire social competences.
Blending Adaptive Learning Technology into Nursing Education: A Scoping Review
Author: Andersen, Bjarke Lindsø
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Nursing Education,Literature Reviews,Technology Integration,Computer Assisted Instruction

Background: Adaptive and personalized learning technologies are on the rise in health education. However, to reach the potential of these technological innovations, novel learning designs are necessary, which take new possibilities and constraints into account. Aim: In this scoping review we answer the question: What characterizes learning designs where adaptive learning technologies have been blended into nursing education? Methods: Using the terms adaptive learning and nursing education with synonyms in combination, a comprehensive search in five databases were conducted. Initial search identified 340 records. 22 articles were identified as relevant and screened in full text reading and included. Final number of papers included in the review was six. Conclusion: We conclude that &quot;duration,&quot; &quot;engagement,&quot; &quot;placement of interaction in time&quot; and &quot;agency&quot; are the most commonly addressed parts of the learning design. We also find that there is a lack of pedagogical justification of the learning designs used.
Exploring the Relationship between Professional Development Experience and Skills in Educational Technology Integration among Primary EFL Teacher
Author: Zhou, Xuan
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Language Teachers,English (Second Language),Second Language Instruction,Teaching Experience,Elementary School Teachers,Urban Schools,Foreign Countries,Educational Technology,Technology Uses in Education,Technology Integration,Public Schools

The purpose of this study was to investigate whether there are differences in professional development (PD) opportunities afforded to English as a Foreign Language (EFL) teachers based on years of teaching experience related to foreign language teaching. Semi-structured interviews were conducted in seven primary schools with 60 primary EFL teachers in a middle-sized urban school district in China. Descriptive statistics and multiple Chi-square tests were used in the study. The results indicated that more experienced primary EFL teachers had the least technological pedagogical knowledge, which is contrary to the traditional concept that more experienced teachers have better teaching knowledge. The study suggests the need to support EFL teachers in China with technology-based PD training including teachers with varied years of teaching experience, in order to enhance their instructional skills.
The Coding Skills of Pre-School Teacher Candidates
Author: Ergin, Aysegül Zeynep
Date: 2022-00-00
Type: Journal Articles
Subjects: Programming,Preschool Teachers,Preservice Teachers,Computer Science Education,Foreign Countries,Knowledge Level,Student Attitudes

Computer science works as hardware and software increasingly takes place in each of our daily lives with effective products and services. As in all areas, it is an inevitable part of learning and teaching computer-based environment-tools and equipment in the fate and type of education, including early childhood. Computer science products may require extensive hardware, hardware, and software, or it can be very simple in terms of level and purpose. It is possible to create products and services with coding to be done using advanced programming languages, as well as coding techniques that are simple to use for teaching children in education in early childhood education institutions. In this way, it is possible for children to realize what they want as a producer not only as a consumer, but with a more permanent learning. At the same time, learning of coding techniques for preschool teachers to use in the education of children in these age slices will make the education more participatory, collaborative, effective and successful. The &quot;coding skills&quot; that preschool teacher candidates will have will provide important benefits in their professional development. Therefore, it is important to investigate the knowledge, skills, and attitudes of preschool teacher students about coding education. The aim of this study is to determine the coding knowledge, skills, experience, and opinions of preschool teacher candidates at Trakya University Faculty of Education about this subject. A questionnaire consisting of 30 questions was applied to 213 students studying in the fall semester of 2019-2020 academic year at Trakya University Faculty of Education, Department of Basic Education Preschool teaching program. As a result of the research, it has been determined that preschool teacher candidates do not have sufficient knowledge, skills and experience in coding and do not show positive attitudes about coding education. [Note: The page range (1052-1070) shown on the PDF is incorrect. The correct page range is 1052-1071.]
Psychological and Social Side Effects of the COVID-19 on Students
Author: Akdogan, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Influences,Elementary School Students,Secondary School Students,Foreign Countries,Social Influences,Psychological Patterns,Distance Education

This article explores the COVID-19 psychological and social effects and how; as students, we can minimize the side effects of the COVID-19 on the students for overcoming them from next global crisis. The COVID-19 has also highlighted the vulnerability across students' education. Thus, we need to understand, monitor, and evaluate these affects to ensure our immediate and long-term responses account of these psychological and social changes and provide effective mechanism to address the impacts of the COVID-19 on Students. To address the research questions, quantitative data were collected from 281 students who are those study from 4th grade to 8th grade at schools in Istanbul. Mainly due to the study the quantitative data related to the demographic variables and psychological and social effects of the COVID-19 on students have been presented in percentages and frequency. In the determination of process of the study, the data were collected via a survey. The results revealed that the respondents have been positively affected psychological and social side effects of the COVID-19. Most of the respondents (%52) agreed for positive effects of the COVID-19 that caused more family engagement, (%48.4) more free time, (%48.4) reading more books, and (%48) more time to study. However, the respondents (%6.4) indicated that they have not been affected any psychological and social sides effects of the COVID-19. Most of the respondents (%69.4) agreed for negative effects of the COVID-19 that caused isolation and loneliness through a lack of friend's relationship, (%68) feeling bored, (%52.3) feeling stress and anger, (%45.2) feeling anxiety due to people who do not implement restrictions.