ethanporcaro/eric-fulltext-meta huggingface dataset:
Confronting Effect of Online Teacher and Peer Feedback on the Students&apos; Writing Performance
Author: Saiful
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Integrated Learning Systems,Technology Integration,Peer Evaluation,Teacher Student Relationship,Feedback (Response),College Students,English (Second Language),Second Language Learning,Writing Instruction,Writing Achievement,Instructional Effectiveness,Essays,Persuasive Discourse,Academic Language,Performance Factors,Foreign Countries

This research explored the combination of these three aspects, namely: teacher feedback, peer feedback, and Schoology, and looked at the effect on the students' writing performance. Schoology is an online learning management system (LMS) that is used as the platform of online feedback. The problem mainly focuses on the explored effect of online teacher and peer feedback provided through Schoology on the students' writing performance. A total of 70 students were assigned as the participants of the research. The students in the experimental group experienced having teacher and peer feedback provided through Schoology; meanwhile, the students in the control group experienced having conventional teacher feedback. The data were collected based on the students' writing performance in pre-test and posttest as well as the results of questionnaire on the students' perception towards the experimental condition. Then, data analysis was done step by step by comparing the pretest scores at the initial stage which was followed by comparing the posttest scores. The result of this research revealed that the students who experienced having teacher and peer feedback provided through Schoology did not perform better in writing than those who experienced having conventional teacher feedback.
Teachers&apos; View of Language(s) in (CLIL) Science Education: A Case Study in Portugal
Author: Piacentini, Valentina
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Secondary School Teachers,Language Teachers,Science Teachers,Science Education,Content and Language Integrated Learning,Language of Instruction,Native Language,Portuguese,Natural Sciences,English (Second Language),Second Language Instruction,Second Language Learning,Foreign Countries

The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students' acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language -- such as CLIL -- and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme (&quot;English Plus&quot; project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data collected through teacher interviews are presented and discussed, with the goal of understanding the role of Language(s) (verbal language in the mother tongue or English and other representation modalities) in the teaching of Science for EP teachers, both in conventional and project classes. A greater teacher awareness and use of Language(s), when an additional language (English, here) is also present for Science education, results from this work. This contributes to research on CLIL Science studies and teacher reflections on adopting a language-focused approach for Science education, also when the mother tongue is spoken.
Evaluating Distance Education in Serbia during the COVID-19 Pandemic
Author: Markovic Krstic, Suzana V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,COVID-19,Pandemics,Educational Quality,Program Effectiveness,Student Participation,Teacher Competencies,Educational Technology,Technology Uses in Education,Elementary Secondary Education,Online Courses,Delivery Systems,Adults,Attitudes

Education is a significant factor which contributes to overcoming social, economic, health, ecological and other challenges. During a pandemic, formal education adapts to ongoing circumstances, and the learning-teaching process transitions to distance education. A study of the advantages and disadvantages of the realization of certain modalities of distance education is significant as it contributes to the improvement of its quality. The aim was to determine how the citizens of Serbia evaluated the quality of distance education during the COVID-19 pandemic. The research questions focused on how they evaluated: distance education based on modality (via Radio Television of Serbia, Google Classroom, Google Meet, Zoom, Viber groups, WhatsApp), the level of involvement of the learners/students during distance learning classes, the quality and extent of their acquired knowledge, and the level of skills that teachers need to effectively teach in distance education. The study presents the results of a survey carried out in 2020 on a sample of 602 adult Serbian citizens. The results confirm the initial hypothesis that certain modalities of distance education received a highly positive evaluation (Google Classroom, Google Meet, Zoom), and that teachers, learners/students, and other citizens provided statistically significant different evaluations of their quality (classes for primary and secondary school students broadcast on the Radio Television of Serbia; classes via Viber groups, on WhatsApp). Citizens feel that distance education enables efficient learning-teaching during the pandemic, confirming the importance of modern technologies for the learning-teaching process in Serbia, and the need for their continued intense development and application in education.
Teacher Educators&apos; Self-Reported Preparedness to Teach Students with Special Educational Needs in Higher Education
Author: Holmqvist, Mona
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Educators,Career Readiness,Special Education,Special Needs Students,College Students,Teacher Education Programs,Inclusion,Faculty Development,Self Efficacy,Measurement Techniques

This research explores teacher educators' self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education program is important for their own credibility. In total, 104 teacher educators at two university faculties completed an online questionnaire with questions about teaching students with special education needs. The results showed a significant difference between the educators' self-reported professional development needs. At University B, educators rated their own competence as well as the organizational ability to meet students with special educational needs higher than educators at University A, regardless of disability. One explanation for the differences in self-rated competence might be due to the mandatory courses about how to teach students with special educational needs, shaping a community of practice with a shared knowledge among the teacher educators at University B. However, the experienced challenge lies in difficulties to transform the knowledge of what is required and expected into practical solutions for teaching students with special educational needs.
Identification of In-Service Teacher Education Policies in Turkey and Investigation of Their Reflections on Practices
Author: Abide, Ömer Faruk
Date: 2021-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Professional Development,Educational Needs,Educational Research,Educational Policy,Position Papers,Theory Practice Relationship,Geographic Regions,Strategic Planning,Elementary Secondary Education,Higher Education,Educational Development,Foreign Countries

The general purpose of this study is to identify the target policies for in-service education in Turkey's main policy papers and documents of teacher training and development institutions, and to investigate reflections of these policies on practice. The study was based on historical research, which is one of the qualitative methods. The data were collected through document analysis and analyzed with content analysis. Regarding the research results, it was determined that target policies for in-service training activities in the field of teacher training in Turkey were offered within two main frameworks. When the reflections of these policies on practice were evaluated accordingly, it was revealed that putting policy theories into practice was generally achieved; however, some policies were offered as specific to several cities without being reflected across Turkey.
Evaluation of Teachers&apos; Motivation and Curriculum Autonomy Levels
Author: Yildiz, B. Baris
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Teacher Motivation,Professional Autonomy,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Curriculum Development,Individual Differences,Gender Differences

The aim of this research is to evaluate teachers' motivation and curriculum autonomy levels. The research is quantitative and descriptive and designed according to the survey model. The sample of the research consisted of 340 teachers who have been reached by simple random sampling method who have been worked in public primary and secondary schools in Istanbul. Motivation Scale developed by Gagné, Forest, Gilbert, Aube, Morin, and Malorni (2010) and adapted into Turkish by Çevik and Köse (2017) has been used to determine teachers' motivation levels. Teachers' curriculum autonomy levels have been determined with The Teacher Autonomy Scale developed by Yolcu (2019). According to the research results, teachers' motivation and curriculum autonomy levels are high. It has been examined whether the motivation and curriculum autonomy levels of teachers differ significantly according to the variables gender, professional seniority, educational status and the number of projects participated in professional life. It has been found that the levels of motivation differ significantly according to gender and the levels of curriculum autonomy differ according to number of projects participated in professional life. Finally, the research has revealed that there is a medium-level, positive and significant relationship between teachers' motivation and curriculum autonomy levels.
Investigating Secondary School Music Teachers&apos; Views about Online Music Lessons during the COVID-19 Pandemic
Author: Akarsu, Sitki
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Music Teachers,Music Education,Music Activities,Musical Instruments,Teacher Attitudes,Knowledge Level,Electronic Learning,Distance Education,Barriers,Internet,Student Motivation,Self Control,Communication Problems,Fatigue (Biology),Child Safety,COVID-19,Pandemics,Foreign Countries

In education systems, learning/teaching activities designed based on a specific curriculum for a specific age group are carried out following a work schedule. As long as conditions permit, the work schedule continues without interruption. However, crises such as pandemics disrupt this schedule and lead to problems in the planning and timely-execution of educational processes. The present study aimed to investigate secondary school music teachers' views about online music lessons during the COVID-19 pandemic and to offer outputs that will contribute to the implementation of distance education activities, which are expected to be more widespread in the future. The study employed the general screening model. The study group comprised 24 music teachers working in the central district of Kastamonu, a city in the north-west of Turkey. An interview form was developed to obtain the music teachers' views about the conduct of online lessons. Necessary permissions were obtained, and the interview form was distributed to the participants via e-mail. The data obtained from the interview forms were tried to be interpreted within theme tables by taking the opinions of the experts. The study employed the content analysis method, one of the qualitative data analysis methods. The study found that the majority of secondary school music teachers thought that distance education was not suitable for music lessons. It was also determined that most of the participants had no prior experience with distance education, had difficulty using instruments in online lessons, and had synchronization problems in all music activities. Furthermore, internet connection problems, low motivation on the student side, the inefficiency of online lessons, digital fatigue, and the risk of children being exposed to harmful content on the internet emerged as other problems encountered by the participants.
Prediction of Fear of COVID-19: Meaning in Life and Psychological Resilience
Author: Baltaci, Önder
Date: 2021-00-00
Type: Journal Articles
Subjects: Life Satisfaction,Goal Orientation,Motivation,Resilience (Psychology),Correlation,Fear,Anxiety,Stress Variables,Predictor Variables,COVID-19,Pandemics,College Students,Foreign Countries

The aim of this study is to examine the meaning in life and psychological resilience levels of university students as predictors of their fear of COVID-19. The research was carried out using the relational screening method, which is one of the quantitative research methods. The study consists of 475 university students, of which 353 women (74,3%), 122 men (25,7%), who are studying at different higher education institutions in Turkey and agree to participate voluntarily in the study. In the research; COVID-19 Fear Scale, Life Meaning Scale, and Brief Psychological Resilience Scale were used. In the study, while a negative non-significant relationship was found between university students' fear of COVID-19 and their meaning in life, in a negative way significant relationship was found with their psychological resilience levels. In addition, it has been showed that the life meaning and psychological resilience levels of university students explain 6% of their fear of COVID-19. The research results were discussed in the light of the literature and suggestions were made.
Examining Social Studies Prospective Teachers&apos; Active Citizenship Self-Efficacies within the Scope of Levels of Empathy and Acceptance of Differences
Author: Altay, Nalan
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teacher Education,Preservice Teachers,Undergraduate Students,Student Characteristics,Rural Urban Differences,Citizen Participation,Empathy,Individual Differences,Self Efficacy,Public Colleges,Foreign Countries

As is known, social studies course is taught from 4th grade to the end of 7th grade within the scope of basic education. Social studies course, focused mainly on raising active citizenship, is given (lectured) by teachers who received training on this field. This study was carried out to reveal social studies prospective teachers' active citizenship self-efficacies within the scope of levels of empathy and acceptance of differences. For this, scales of active citizenship self-efficacies, of empathy level and acceptance of differences were applied to 378 in total of prospective teachers who are studying at faculty of education at two state universities. Data obtained of scales were analysed using SPSS package software. Relationship of the applied scales with faculty, class, rural-urban origin was examined. Independent t test for unrelated two samples, and one-way analysis of variance for unrelated k-sample were carried out, and multiple regression analysis was performed to reveal predicting situation/state of level of active citizenship self-efficacies by level of empathy and acceptance of differences. As result of the analysis, it was found that prospective teachers' active citizenship self-efficacies and level of empathy were high; that of acceptance of differences was very high. According to this, empathy and acceptance of differences explain the situation/state of active citizenship self-efficacies by 24%. In terms of multicultural education, empathy and acceptance of differences are effective in raising active citizens. active citizenship requires not only participation in politics, but also high acceptance and empathy for different segments of society.
Investigation of Project-Based Learning Method in Teaching Programming in Terms of Academic Achievement, Cognitive Load and Behavior Change
Author: Uca Özturk, Fatma
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Programming,Computer Science Education,Classroom Techniques,Instructional Effectiveness,Elementary School Students,Grade 6,Academic Achievement,Cognitive Processes,Difficulty Level,Behavior Change,Prosocial Behavior,Foreign Countries

This study aims to reveal how project-based teaching method affects students' achievement, cognitive load and behaviors in programming teaching. In the study, the pretest-posttest, unequaled control group quasi-experimental model, which is one of the experimental models, was used. The participants of the study were sixth grade students who take the elementary school Information Technologies and Software lesson (N = 55). Achievement test, cognitive load scale and behavior management tool ClassDojo were used as data collection tools in the study. In the experimental group, the subjects were taught with project-based teaching method (student-centered and with teacher guidance). Besides, subjects in the control group were taught with traditional teaching method (teacher-centered). The implementation process took six weeks. Two-Factor ANOVA for Mixed Measures was used to examine the difference between the achievement of the groups. At the end of each lesson, the cognitive load scale was applied to the groups and the data obtained was analyzed by using the Cramer V Coefficient. During the study, the students got positive and negative scores according to their behaviors in the classroom, and the significance of the difference between the two percentages was tested according to their positive behavior percentages. As a result of the study, it was found that the academic achievement and in-class behavior scores of students who learned programming with project-based teaching method differed significantly from those who learned with the traditional method. In addition, it was concluded that project-based teaching method used in programming education did not make a significant difference on students' cognitive load.
Exploring Muslim Pre-Service Teachers&apos; Honesty on Cheating and Plagiarism: A Survey in Indonesian Islamic University
Author: Farah, Rafika Rabba
Date: 2021-00-00
Type: Journal Articles
Subjects: Muslims,Islam,Ethics,Plagiarism,Cultural Influences,Integrity,Cheating,Preservice Teachers,Undergraduate Students,Teacher Education Programs,Case Studies,Student Attitudes,Moral Values,Foreign Countries,Teaching Methods,Prevention

Cheating and plagiarism have been crucial issues among students studying either at high school or undergraduate levels. This present study aims to reveal the cheating and plagiarism practices among pre-service teachers in their undergraduate program at one Islamic university in Indonesia. As Muslim teacher candidates, the respondents are urged to uphold academic integrity and honesty. Thus, this study seeks to provide data on how serious the academic ethics immersed in Muslim pre-service teachers. The method implemented for this study was a cross-sectional survey. The respondents were students enrolled in the Faculty of Education, which comprises several departments in the education fields. Results indicate that respondents were recorded as having morally ethical on one aspect of academic integrities, 95% never paid someone else for the exam, 75% never changed answers after the marking process, and 50% declared rarely copy an answer. Yet, there was also a display of less ethical attitude on some other academic behaviors driven by cultural factors. Thus, some teaching implications are highlighted for teachers and students to combat cheating and plagiarism practices among pre-service teachers in Indonesian Islamic universities.
The Analysis of the Relationship between Internet Addiction and Loneliness in Science and Art Education Center (Bilsem) Students
Author: Orhan, Alev
Date: 2021-00-00
Type: Journal Articles
Subjects: Internet,Addictive Behavior,Foreign Countries,High School Students,Affective Measures,Psychological Patterns,Predictor Variables

The purpose of this study is to determine the relationship between internet addiction and loneliness levels of the gifted high school students studying at the Turkish Science and Education Center; the relationship analysis is carried out on the basis of different variables. As the goal is to present the current situation, descriptive survey model is preferred and used in the study. Internet addiction scale and UCLA (University of California, Los Angeles) Loneliness Scale are used as data collection tools. Unrelated groups t-test is used while analyzing the obtained data to determine if there is a meaningful difference between internet addiction and the variables. Kruskal Wallis H test and Mann Whitney-U test are preferred to see if there is a meaningful difference between the UCLA loneliness scale and the variables. At the end of the research process, it is found that the gifted high school students studying at the Science and Art Education Center didn't have internet addiction; however, according to the findings, they experience a high level of loneliness. Finally, according to the findings of the research study, the variables of gender, daily internet use period, and parents' education level didn't cause any meaningful difference in the internet addiction level and in the loneliness state of the gifted students.