ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of Feedback Strategies Used by Science Teachers in the Classroom Setting: A Mixed-Methods Research
Author: Özkale, Ufuk
Date: 2021-00-00
Type: Journal Articles
Subjects: Feedback (Response),Science Teachers,Classroom Environment,Positive Reinforcement,Negative Reinforcement,Middle School Students,Grade 6,Grade 7,Grade 8,Secondary School Teachers,Foreign Countries,Test Construction,Construct Validity,Factor Analysis,Gender Differences,Individual Differences,Test Reliability

This study classifies the verbal feedback of science teachers into praise statements, effort-based feedback statements, negative feedback statements, and ability-based statements, which are also regarded as feedback strategies. The study aims to investigate the feedback strategies used by science teachers in the classroom setting using descriptive research with a general survey design within an exploratory sequential design of mixed-methods research. It employs the Science Course Feedback Perception Scale in data collection. The population of the study consists of the 6th, 7th, and 8th-grade students (N = 1696) and secondary school science teachers (N = 51) affiliated to the Turkish Ministry of National Education in the central districts of Mersin, Turkey in the 2016-2017 and 2017-2018 school years. The sample is formed through a theoretical sampling method for qualitative data and convenience sampling and cluster sampling methods for quantitative data. The qualitative data are collected by open-ended questions designed based on expert opinion. The items are reviewed based on expert opinion and the content validity index of the scale is examined. Following that, exploratory factor analysis is performed to test the construct validity of the scale. The factor analysis identified a 4-factor model with 34 items explaining 55.73% of the total variance of the scale. Then, the 4-factor structure of the scale is tested by confirmatory factor analysis. Lastly, the types of feedback given by teachers to the students in the science course are analyzed in terms of gender and grade level.
An Investigation of the Mediating Role of Various Variables in the Effect of Both Gender and Economic, Social and Cultural Status on Reading Literacy
Author: Kogar, Esin Yilmaz
Date: 2021-00-00
Type: Journal Articles
Subjects: Literacy,Gender Differences,Cultural Background,Socioeconomic Status,Reading Attitudes,Reading Comprehension,Reading Strategies,Metacognition,Reader Text Relationship,Correlation,Foreign Countries,International Assessment,Achievement Tests,Secondary School Students

The present study was based on the Turkish sample in PISA 2009 and PISA 2018. To investigate the effect of both gender and economic, social and cultural status index on reading literacy, the causal mediation effect was utilized in order to test the mediating role of the following variables: enjoyment of reading, the metacognitive strategy of summarizing, and the metacognitive strategy of reading and comprehension. With respect to the effect of the variable of gender on reading literacy, it was revealed in the present research study that all the variables utilized in the study had a statistically significant partial mediating role in the variable of enjoyment of reading, which was the strongest mediator variable. As for the effect of the economic, social and cultural status on reading literacy, it was revealed that there were statistically significant variables that played a mediating role; however, as these variables contributed very little to the explained variance, these variables were concluded to have no mediating role.
A Study on 5th Grade Students&apos; Achievement Levels and Misconceptions in the Concept of Angle
Author: Sari, Mehmet Hayri
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 5,Elementary School Students,Children,Mathematics Achievement,Geometric Concepts,Misconceptions,Error Patterns,Public Schools,Foreign Countries

This study aims to reveal fifth grade students' achievement levels in the angles sublearning area and to examine their errors in the subject of angles. The study was designed as a survey, and the study group included a total of 254 fifth grade students attending school in central Nevsehir and in Askale, Erzurum. Data were collected via the &quot;Angle Concept Level Identification Test&quot;. Students' achievement levels in the subject of angles were determined by using frequencies and percentages, and qualitative data were analyzed through descriptive and content analysis. The findings showed that the students performed best in naming angles, while merely half or approximately half of them achieved the objectives regarding angle type, measurement and drawing. Also, student errors from most to least frequent could be ordered as follows: angle measurement, angle drawing, reading the angle on the measurement tool, angle definition and angle type. Considering that the concept of angle lies at the foundation of geometry, the findings of the study suggest that building a rich concept of angle is essential to the learning of future mathematical concepts.
Experience of Primary School Teachers with Inclusion Students in the Context of Teaching Mathematics: A Case Study
Author: Durmus, Mehmet Emin
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Inclusion,Mathematics Education,Students with Disabilities,Special Education,Individualized Education Programs,School Counselors,Help Seeking,Demonstrations (Educational),Game Based Learning,Dramatic Play,Questioning Techniques,Time Management,Student Evaluation,Achievement Gains,Barriers,Children,Foreign Countries

This study investigated experiences of primary school teachers with inclusion students in the context of teaching mathematics. In the study the phenomenology design, which is one of the qualitative research designs, was used. The participants were determined by criterion-based sampling method. The participants of the study consisted of 21 primary school teachers with inclusion students. Research data were collected by a semi-structured interview form developed by the researchers. Content analysis method was used for data analysis. The study found that the participants mostly used rough evaluation forms in order to determine the gains when preparing IEP. In addition, most of the participants stated that they needed help in preparing IEP and they received the most of the help from school counselors. The participants stated that they mostly used demonstration, teaching with play and drama methods and that they could practice with inclusion students only during breaks, during social activities times or in the hours in the support training room apart from mathematic class. Moreover, it was found that most of the participants measured verbally gains of the inclusion students by question and answer method. It was also concluded that inadequacy of the time was the most common problem they encountered in the process of learning-teaching and assessment for the mathematics class.
The Investigation of Attitudes towards Physical Activity and Their Levels of Life Satisfaction of High School Students
Author: Altin, Yasin
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Life Satisfaction,Physical Activities,Gender Differences,Athletics,Foreign Countries,Instructional Program Divisions,Place of Residence,Age Differences,Correlation

The aim of this study was to investigate attitudes towards physical activity and their levels of life satisfaction of high school students. The sampling group of the study that was descriptive in scanning model was composed of 412 students, chosen by suitable sampling method, studying at high schools' levels in Artova district of Tokat province. &quot;Personal Information Form&quot;, &quot;Cognitive Behavioural Physical Activity Scale&quot; and &quot;Life Satisfaction Scale&quot; were applied to the students. Descriptive statistics such as percentage, frequency, arithmetic mean and standard deviation, and Kolmogorov Smirnov test to examine the distribution of data were performed in the analysis of the data. And in order to test the hypothesises of the study parametric tests such as independent sample t-test and oneway anova were performed. In addition, Pearson Correlation test was performed to test the relationship between dependent variables such as students' attitude towards physical activity and life satisfaction level. According to the results of the analysis, independent variables such as gender, sports, place of life and class level bring about a significant difference on students' attitude towards physical activity and life satisfaction level. Moreover, the findings of the study show that there is a low level, positive and meaningful relationship between life satisfaction level and physical activity attitude. As a result of the study, it was found that the students' attitudes towards physical activity and their life satisfaction levels were affected by various variables and there was a meaningful relationship between these two dependent variables.
Development of Mathematics Motivation Scale: A Preliminary Exploratory Study with a Focus on Secondary School Students
Author: Zakariya, Yusuf F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Measures (Individuals),Learning Motivation,Secondary School Students,Adolescents,Mathematics Education,Mathematics Achievement,Achievement Need,Self Efficacy

The motivation for learning mathematics is an essential factor in predicting the performance of secondary school students. Students who are intrinsically or extrinsically motivated to learn mathematics generally demonstrate higher performance than others who are not motivated. However, a properly designed instrument for the measurement of this construct has been sparsely reported in the literature. The present study is carried out to develop an instrument of high psychometric properties for measuring the construct. The study involved 439 students randomly selected across secondary schools using a survey research design. An exploratory factor analysis (EFA) was conducted to determine the factor structure and distribution of items in each of the mathematics motivation subscales. The factors are extracted using principal component analysis, and the extracted factors are rotated using varimax. The analysis results in a final 24-item mathematics motivation scale, which contained five subscales with around half of the total variance explained of 48.99% explained variance. A high-reliability coefficient was found for the whole instrument with some empirical evidence of construct validity. The concise instrument is recommended for assessing the motivation of secondary school students, and further studies are recommended for its confirmation of factor structures in independent samples.
Forgiveness, Locus of Control, and Perfectionism: A Mixed Method Study
Author: Camadan, Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Conflict Resolution,Altruism,Locus of Control,Personality Traits,College Students,Predictor Variables,Structural Equation Models,Foreign Countries

The present study aims to explain forgiveness through locus of control and perfectionism. This study has been carried out within the framework of the mixed research method in which quantitative and qualitative research approaches were dealt with together. The study group consists of the university students. In the quantitative results reveal that the external locus of control is a negatively significant explanatory factor of adaptive perfectionism and a positively significant explanatory factor of maladaptive perfectionism. Moreover, the external locus of control explains forgiveness negatively. In addition, adaptive perfectionism is the positive explanatory factor of forgiveness, and maladaptive perfectionism is the negative explanatory factor of forgiveness. In the qualitative results of the study, it is understood that the statements of most of the participants with high scores of adaptive perfectionism and internal locus of control are gathered under the theme of forgiveness, whereas the statements of those with high scores of maladaptive perfectionism and external locus of control are under the theme of unforgiveness.
How Much Do Children Interpret Television and Animated Film Contents?
Author: Türkmen, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Television Viewing,Childrens Television,Cartoons,Animation,Films,Mass Media Use,Children,Age Differences,Age Groups,Cognitive Development,Moral Values,Parent Attitudes,Correlation,Foreign Countries

Animated films have an undeniable place in children's entertainment culture. The worldwide box office revenues indicate that these films reached many children in cinemas and were viewed on televisions by almost all children. The extent to which children can make sense of such content is still a question mark in minds. This study aims to demonstrate how children can interpret the animated film and the content of television they watch in general. The research was carried out by a mixed-method using both qualitative and quantitative methods. The study group consisted of 210 children between the ages of 4-10. An average of 30 children was included in each age group. In this way, it is aimed to examine the change in the level of interpretation of the animated film and television content by children in each age group as age increases. In the research, a film (Toy Story 3) was selected and the realism of the characters, values and events in its content was examined through content analysis. Besides, a structured interview form consisting of values and reality section regarding the content viewed on TV has been developed. The children were allowed to watch the animated film and they were interviewed about the viewed content and relevant data was collected. As a result of the research, it was found that children in 4 and 5 age groups differed significantly from the children in 6, 7, 8, 9, and 10 age groups in good-bad distinction, meaning and reality in the animated film. The same was found to be true for value and reality on television.
Gender Perception, Career Optimism and Career Adaptability among University Students: The Mediating Role of Personal Growth Initiative
Author: Soylu, Yagmur
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Sex Role,Sex Stereotypes,Attitude Change,Positive Attitudes,Career Choice,Individual Development

The current study tested the link between gender perception, career optimism, and career adaptability, and the mediating role of personal growth initiative in this relationship. Multi-stage sampling was used to determine the sample. A total of 2255 undergraduate students (1238 females and 1017 males) from a large state-funded university in Turkey participated in this study. Data were collected via Career Futures Inventory, Gender Perception Scale, Personal Growth Initiative Scale-II, and Personal Information Form. Structural equation modeling was used to test the proposed hypothesized model. Path analyses revealed the association of egalitarian gender perception with career optimism and career adaptability, mediated by personal growth initiative. As a result, students with high egalitarian gender perception scores are likely to have a higher degree of personal growth initiative that will result in enhanced career adaptability and optimism.
COVID-19 and the Need for Innovation in International Education: Universidad San Francisco De Quito USFQ Case Study
Author: Saenz Hinojosa, Mateo
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Education,Higher Education,Educational Innovation,Multicultural Education,Cultural Awareness,Study Abroad,Universities,Student Exchange Programs,Virtual Classrooms,Electronic Learning,Global Approach,Citizenship,COVID-19,Pandemics

The value of international education lies in facilitating meaningful cultural immersion as a catalyst for intercultural learning and the creation of global citizens. As the current pandemic poses a threat to the survival of international education offices across the globe, Institutions of Higher Education (IHEs) are facing not only unprecedented challenges, but also opportunities to strengthen students' capacity to address the issues of the 21st century. This essay will include a brief case study and address the importance of innovation in international education given the current pandemic.
Developing an Academic Identity Using the Cognitive Apprenticeship Model: A Kaleidoscopic Metaphor
Author: Caskey, Micki M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Beginning Teachers,Women Faculty,Mentors,Professional Identity,Academic Language,Teaching Models,Thinking Skills,College Faculty

In this essay, we describe how the cognitive apprenticeship model serves as a framework for mentoring early-career women faculty into the professoriate. We illuminate our ideas using the metaphor of a kaleidoscope to inspire and support women faculty as they grow as academic writers and build their academic identities.
The Efficacy of Guided Inquiry versus Video in an Online Setting: Do Students Characteristics Matter?
Author: Barton, Alison L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Inquiry,Teaching Methods,Video Technology,Online Courses,Student Characteristics,Active Learning,Undergraduate Students,Cognitive Style

We experimentally assessed the efficacy of two online instructional methods, guided inquiry and video, on learning and conceptual change, while also examining the relationship of student characteristics to these outcomes. Results indicate an interaction between mindset and instructional method for learning; additional learner characteristics may also influence the efficacy of these instructional methods. Overall, misconceptions were resistant to change. Implications for online instruction and future directions for research are explored.
Determination of Predictive Relationships between Problematic Smartphone Use, Self-Regulation, Academic Procrastination and Academic Stress through Modelling
Author: Akinci, Tuncay
Date: 2021-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Addictive Behavior,Self Management,Time Management,Academic Achievement,Expectation,Stress Variables,Predictor Variables,Undergraduate Students,Foreign Countries

In this study, the relationship between problematic smartphone use, self-regulation, academic procrastination and academic stress among university students was examined. The theoretical model constructed to explain the predictive relationships between variables was tested using path analysis. Research data was collected from a sample of 632 university students (68.2% male, 31.2% female) using scales for smartphone addiction, academic procrastination, academic self-regulation, and academic-expectations-related stress. Collected data was checked for suitability for path analysis, thereafter a valid model was constructed making appropriate data modifications in the process. Path analysis results showed that; (i) self-regulation is a significant negative predictor for problematic smartphone use, (ii) problematic smartphone use is a significant predictor for both academic procrastination and academic stress, while (iii) self-regulation is a significant negative predictor for academic procrastination and a significant positive predictor for academic stress. Therefore, it can be said that problematic smartphone use has a negative impact on academic development for university students.
Intensifying Interventions for Students with Emotional and Behavioral Difficulties: A Conceptual Synthesis of Practice Elements and Adaptive Expertise
Author: Chen, Chin-Chih
Date: 2021-03-00
Type: Journal Articles
Subjects: Behavior Problems,Emotional Problems,Special Education,Best Practices,Evidence Based Practice,Intervention,Expertise,Students with Disabilities,At Risk Students,Educational Practices,Delivery Systems,Teacher Role,Student Characteristics,Context Effect,Student Needs

We consider an emerging challenge in special education that involves the interplay between an emphasis on evidence-based practices (EBPs) and the need to provide individualized intensive interventions for students with significant emotional and behavioral problems. With the use of Multi-Tiered Systems of Support (MTSS), teachers are expected to implement standardized EBPs with fidelity. Yet, students with significant difficulties tend to have problems that reflect a complex set of changing factors that require carefully tailored and coordinated interventions that are adapted to students' ongoing dynamic needs. To address this issue, we discuss the concept of practice elements (PEs) as a foundation for identifying intervention strategies, and we consider how the concepts of adaptive expertise (AE) can help guide the selection of PEs and implementation and modification of multistrategy approaches to increase responsiveness to students with emotional and behavioral problems. Implications for service delivery and future research are considered.
Understanding Instructors&apos; Behaviors in Using Facebook for Educational Purposes
Author: Çakiroglu, Ünal
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Social Media,Teaching Methods,Teacher Attitudes,College Faculty,Universities,Foreign Countries,Departments,Socialization,Student Motivation,Usability,Intention,Computer Mediated Communication,Teacher Student Relationship,College Students,Time Management

Drawing on the Technology Acceptance Model (TAM), this qualitative study examines instructors' behaviors in using Facebook in their teaching practices. Participants were ten instructors enrolled at various departments of universities in Turkey. Interviews were analyzed in order to understand the instructors' Facebook use for educational purposes. Results indicated that access, management, cooperation-socialization, sharing, and motivation were the main factors affecting instructors' behaviors in using Facebook for educational purposes. While usefulness was prominent, ease of use was also frequently addressed in terms of TAM elements. Considering TAM, some external factors such as students' use and social pressures were also influenced instructors' intention and attitudes toward using Facebook in their classes. The implications of notable findings and directions for future studies are discussed.