ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Academic Writing Skills through Mini Revision Lessons and Feedback
Author: Dorji, Jigme
Date: 2021-02-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Writing Instruction,Teaching Methods,Action Research,Science Instruction,Pretests Posttests,Science Tests,Scores,Feedback (Response),Writing Improvement,Academic Language,Intervention,Instructional Effectiveness,Student Attitudes,Revision (Written Composition),Secondary School Students,Foreign Countries

An action research was conducted with class 12 science students (n=15) for three months with an aim of helping students improve their academic writing skill through mini revision lessons and feedback. The study was conducted based on pre-test-intervention-post-test design using mixed method. Test scores and interview were two main data collection tools. Data collected from test scores were analysed descriptively in percentage and average. Answers to interview questions were analysed thematically. Finding from the study revealed that students' quality of writing improved proving the effectiveness of mini revision lessons and feedback.
An Investigation on Self-Handicapping Levels of Sport Management Students
Author: Yalçinkaya, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Athletics,Administrator Education,Undergraduate Students,Student Characteristics,Gender Differences,Grade Point Average,Exercise,Psychological Patterns,Self Efficacy,Student Behavior,Foreign Countries

This study aims to determine the self-handicapping levels of sports management department students. Furthermore, the study endeavors analyzing the sports management students' self-handicapping level by gender, grade, grade point average, and exercise status. The study group analyzed with the survey method comprise 158 students enrolled in the Faculty of Sports Science for Sport Management Department at Erciyes University, Kayseri/Turkey during the 2018-2019 academic year. The study utilizes &quot;Self-Handicapping Scale&quot; developed by Jones and Rhodewalt (1982) and adapted to Turkish by Akin, Abaci and Akin (2010) as the data collection tool. The SPSS program was used for data analysis. The results indicate that the sports management students' self-handicapping level in the study group was &quot;moderate&quot;. Moreover, the self-handicapping levels of the sports management students in the study group did not differ significantly by gender, grade, age and exercise status (p &gt; 0.05). However, it was discovered that self-handicapping levels significantly differ by grade point average (p &lt; 0.05).
Are Chapter 31 Military Veterans Returning to College More Likely to Choose Intrinsically-Oriented versus Extrinsically-Oriented Majors?
Author: Miller, Glen
Date: 2021-00-00
Type: Journal Articles
Subjects: Veterans,Reentry Students,Majors (Students),Undergraduate Students,Self Determination,Student Motivation,Decision Making

Helping military veterans successfully transition to civilian life is an important issue. Education can help with this transition. No prior studies were found on the general type of undergraduate major United States (US) Chapter 31 veterans enroll in. Chapter 31 provides tuition benefits to help entitled transitioning military veterans, with service-connected disabilities, go to college to obtain a degree. Self-determination theory (SDT) suggests two general categories of majors, intrinsic (I) versus extrinsic (E). Intrinsic motivation emphasizes doing a task for its inherent satisfaction, while extrinsic motivation targets doing the same task to achieve external rewards, such as compensation. Archival data was analyzed using small samples of undergraduate Chapter 31 military veterans in 2016, 2018 and 2020. Overall, the results supported the research question, i.e., Chapter 31 veterans will be more likely to choose intrinsically motivating versus extrinsically motivating college majors. Results, including limitations and suggestions for future research are discussed.
Culture and Conversation: Rethinking Brown v. Board of Education a Postponed Commitment to Educational Equality
Author: Hill, Jerell B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,School Desegregation,Desegregation Litigation,Public Education,School Segregation,Educational Trends,Teacher Education,Educational Change,Culturally Relevant Education,Outcomes of Education,African American Students,Racial Bias,Poverty,Underachievement,Teacher Attitudes

The &quot;Brown v. Board of Education&quot; (1954) decision was a significant change in social justice and human rights. There is ongoing debate about public education not as a private commodity but as a public good that must be made available on equal terms. Recently, schools are entering an era of second-generation segregation. Poor outcomes, language acquisition programs preventing access to college-readiness courses, and teacher quality are causes for concern. Research on second-generation segregation found that African-American children experience lower rates of academic achievement than their White peers. This was a case study analysis to investigate the impact of teacher preparation and culturally relevant practices related to educational opportunities. The results hold implications on misconceptions of educational improvements for Black children and identify the need to increase cultural responsiveness and an intentional focus on students' assets and needs.
The History of Turkish Education Course Based on Technopedagogical Education: An Action Research
Author: Çam, Sefika Sümeyye
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Education Courses,Educational History,Preservice Teachers,Preschool Education,Student Attitudes,Teaching Methods,Active Learning,Technology Uses in Education,Pedagogical Content Knowledge,Technological Literacy,Preservice Teacher Education

This study aimed to (a) determine how The History of Turkish Education course was taught under the current conditions, (b) identify the current status of the second-year student teachers (hereafter student) of preschool education regarding the technopedagogical education, (c) design history of Turkish education course activities based on technopedagogical education and specify its effect on the learning-teaching process, and (d) specify the opinions of students on the subject. Action research was applied to achieve this purpose. The researcher designed an action plan and implemented it into a two-hour history of Turkish education course that lasted 12 weeks in the 2018-2019 spring term. The study was conducted with 30 students. Content analysis was used to analyze the data obtained through semi-structured interviews and open-ended questionnaire forms. Findings displayed that traditional methods were used to teach the history of the Turkish education course. Besides, students were passive and had no training based on technopedagogical education. The course designed based on these findings positively affected the learning environment. The students became active, collaborated with their classmates, and communicated constantly with their friends and lecturers even outside the class through social media. However, those who were familiar with traditional teaching methods had difficulty in adopting technopedagogical methods at the first stage; they were adapted to these innovations over time. It was suggested that a course with emphasis on theoretical knowledge (e.g., the history of Turkish education) should be taught based on technopedagogical education in such a way that students could be active.
Row-by-Column, Plexiglass &amp; Zoom, Oh My! A K-12 COVID-19 Storm / A Pilot
Author: Scott-Webber, Lennie
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Educational Practices,Electronic Learning,Teaching Models,Guidelines,Distance Education,Disease Control,Class Size,Blended Learning,Elementary Secondary Education,Teaching Methods,Technology Uses in Education,Design,Educational Environment,Physical Environment

We are 21 years into the 21st century, and educational practices across North America were woefully unprepared to 'flip the switch' to online learning; at times no education occurred at all, not online or onsite. The COVID-19 pandemic disruptor storm peeled off the layers of blindfolds time accrued in an instant. Issues included three areas. Area one--unpreparedness: digital illiteracy relative to online learning and corresponding teaching models, equity issues pertaining to internet access and computer access, platforms that varied and were unreliable. Area two--inconsistent: (if any) guidelines on how to teach onsite, or those from a disease control group dictating a six-foot distancing, masks, plexiglass, and row-by-column with eyes facing forward (back to a 19th century teaching didactic model), and smaller class sizes. Area three-time/space continuum: the combining of online and onsite, teaching loads, and maintenance. This 'alpha' research study tried to capture a historic moment in time. A Human-centered Research Design (HcRD) protocol with three techniques to mitigate bias was used: (1) online survey, (2) focused interviews, and (3) crowd-sourced photographic content across two countries--USA and Canada as a convenience sample. The findings will reveal a 'just-in-time' snap shot of the tactics used pre- and current-, as well as ideas for post-pandemic--this research's differentiator. The storm of COVID-19 played unprecedented havoc on schools across North America, but there are important learnings and these, along with some insights will be shared.
The Effect of School Climate on Pre-Service Physical Education Teachers&apos; Burnout Syndrome: The Mediator and Regulatory Role of Class Level
Author: Taskin, Cüneyt
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Physical Education Teachers,Athletics,Instructional Program Divisions,Educational Environment,Correlation,Teaching Conditions,Foreign Countries,Preservice Teachers,Student Attitudes

The main purpose of this study is to examine the mediating and regulatory role of current classroom levels in the relationship between the school climate as perceived by prospective physical education and sports course teachers and their feelings of burnout. The participants in this study included 303 teaching students, 144 women, and 159 men. The school climate scale and the school burnout scale were used to collect data. Hypotheses were tested using correlation and regression-based path analysis. The results showed that there is a negative significant relationship between perceived school climate at 1st, 2nd and 4th grade levels and school burnout, and a positive significant relationship between perceived school climate at the 3rd grade level and school burnout. In the relationship between the perceived school climate and feelings of burnout, class level has a mediating and regulatory effect. In addition, it has been determined that higher class level strengthens the feeling of burnout, while a low level weakens this feeling. By comparing the obtained results with the findings in the literature, suggestions were made to sports education researchers.
Views of Sports Sciences Students about Distance Education during COVID-19: SWOT Analysis
Author: Kaya, Didem Gülçin
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Online Courses,Synchronous Communication,COVID-19,Pandemics,Affordances,Barriers,Student Attitudes,College Students,Physical Education,Athletics,Homework,Computer Assisted Testing,Access to Education,Internet,Equal Education,Foreign Countries

This study is aimed to examine the views of the students of the Faculty of Sports Sciences on distance education with SWOT analysis and to evaluate the current circumstance. The phenomenology design was used in the study. The research group consisted of 62 students studying at Afyon Kocatepe University Faculty of Sport Sciences located in a town in the Aegean region in Turkey. In collecting the data, the personal information form created by the researchers and the semi-structured interview form was used, and the data obtained were analyzed by content analysis and descriptive analysis technique. As a result of the findings, it was seen that the views of the students studying in the field of sports sciences on the strengths of distance education provided the best conditions in the Covid-19 process, gained experience in synchronous-online courses and the online system, and to reinforce the knowledge by making use of projects and assignments. Views on the weaknesses of distance education were expressed as the inability of every student to benefit from the right to education under equal conditions, difficulties in accessing the internet, and lack of materials. Besides, the views on the opportunities of distance education were determined as good management of the process, planning the applied courses face-to-face, that is, choosing the hybrid system, motivating the students for the assignments and projects, and making up compensatory programs applied to solve the problems. Socialization of students, unsuitable working environment, anxiety, and negative views of the society towards the education system were recorded as threats and dangers.
The Effectiveness of Teaching with Worksheets Enriched with Concept Cartoons in Science Teaching Laboratory Applications
Author: Yurtyapan, Emine
Date: 2021-08-00
Type: Journal Articles
Subjects: Teaching Methods,Worksheets,Cartoons,Scientific Concepts,Misconceptions,Concept Teaching,Biology,Science Instruction,Laboratory Experiments,Instructional Effectiveness,Secondary School Science,Academic Achievement,Metacognition,Preservice Teachers,Undergraduate Students,Public Colleges,Foreign Countries

The aim of this research is to examine the effects of worksheets enriched with concept cartoons used in the teaching of Science Teaching Laboratory Applications-II course on the academic success and metacognition skill levels of science prospective teachers. The study was carried out using semi-experimental design. The sample of the study, science prospective teachers studying at the 3rd grade at a state university in Turkey, was composed of the experimental group (N = 37) and control group (N = 42), including 79 participants in total. The data were obtained by applying &quot;Academic Achievement Test&quot; and &quot;Metacognitive Activities Inventory&quot;. In the analysis of the data, paired sample t-test, independent sample t-test, frequency and percentage calculations were carried out using a suitable statistical program. As a result of the research, although there was an increase in the academic success and metacognition skill level of the prospective teachers who were taught with worksheets enriched with concept cartoons, this increase did not create a statistically significant difference between both groups. This may be due to the fact that science pre-service teachers are not accustomed to the teaching practice and the duration of the research is limited for the development of metacognitive skills. Therefore, the applications of different special education methods and techniques used in science education should be demonstrated in the education faculties within the scope of this course. Thus, it can be ensured that prospective teachers' knowledge about special teaching methods and techniques are not only theoretical but also practical.
An Investigation of the Geometric Thinking Levels of Middle School Mathematics Preservice Teachers According to SOLO Taxonomy: &quot;Social Distance Problems&quot;
Author: Yurtyapan, Mehmet Ihsan
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Middle School Teachers,Mathematics Teachers,Geometry,Thinking Skills,Taxonomy,Social Distance,COVID-19,Pandemics

The aim of this study is to examine the geometric thinking levels of middle school mathematics preservice teachers regarding the problem situations regarding the concept of social distance according to the SOLO taxonomy. The research was conducted using the special case method, one of the qualitative research methods. The working group, studying at a state university in Turkey in middle school mathematics teaching department consists of 80 preservice teachers. While determining the participants, purposeful sampling method was used because the preservice teachers who took &quot;Basics of Mathematics II&quot; and &quot;Special Teaching Methods II&quot; courses were selected. In the study, semistructured interviews were conducted with 15 preservice teachers since it was aimed to examine remarkable situations from the answers given to open-ended questions. Descriptive analysis technique was used while analyzing the data. Most of the answers given in the study were found to be below the relational geometric thinking level. As a result, it was determined that most of the answers given reflected quantitative learning. In line with this result obtained in the study, it is suggested that openended questions about life should be included frequently in teaching in order to reach the relational and extended abstract level answers that reflect qualitative learning.
University Students&apos; Attitudes toward the Formal Integration of Facebook in Their Education: Investigation Guided by Rogers&apos; Attributes of Innovation
Author: Almohtadi, Reham Mohammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Teaching Methods,Technology Integration,Undergraduate Students,Teacher Education Programs,Student Attitudes,Positive Attitudes,Educational Innovation,Usability,Computer Mediated Communication,Foreign Countries

The aim of the study was to examine students' attitudes toward the formal integration of Facebook in their education at Al- Hussein Bin Talal University and to examine the relationship between their attitudes and their perceptions of Facebook's attributes. The investigation was guided by Rogers' (2003) attributes of innovation. A descriptive method was adopted in which a questionnaire was used to collect data from 99 undergraduate university students from the college of education. The results show that the students have positive and high attitudes toward the formal integration of Facebook in their teaching. In addition, the students have positive perceptions of Facebook in terms of its relative advantage, ease of use, compatibility, trialability, and observability. Furthermore, Regression analysis showed that 46% of the variance of the students' attitudes toward the formal integration of Facebook in their education can be accounted for by its linear relationship with the five independent variables: relative advantage, ease of use, compatibility, trialability, and observability. Based on the results, set of recommendations were provided.
Higher Education Faculty Staff Members&apos; Attitudes toward Students&apos; Inclusion with High Incidence Disabilities in Saudi Arabia
Author: Alhaznawi, Ameen Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,College Students,Students with Disabilities,Inclusion,Predictor Variables,Accessibility (for Disabled),Training,Academic Rank (Professional),Geographic Regions,Civil Rights Legislation,Federal Legislation,Educational Legislation,Equal Education,Gender Differences,Institutional Characteristics,Elementary Secondary Education

The purpose of this study is to explore the attitudes of faculty members at higher education toward inclusion for students with high incidence disabilities in higher education. For the aim of this study, a sample of 247 higher education faculty members were therefore collected. Multiple linear regression was conducted for data analysis. Results have shown that university-type accommodation services, training, academic rank, and university region are statistically significant predictors of higher education faculty members' attitudes toward the inclusion for students with high incidence disabilities in higher education. Some recommendations are hence provided to help improve the inclusion of students with high incidence disabilities in higher education in Saudi Arabia.
History Teaching Approaches Preferred by Turkish and Russian History Teachers
Author: Akhan, Osman
Date: 2021-00-00
Type: Journal Articles
Subjects: History Instruction,Preferences,Teaching Methods,Secondary School Teachers,Career Choice,Educational Experience,Professional Development,Self Evaluation (Individuals),War,Comparative Education,Educational Objectives,Foreign Countries

The purpose of this research is to determine the opinions of Turkish and Russian history teachers regarding teaching of history, and to present, on a comparative basis, the understanding of history in the two countries as well as the methods of history teaching preferred by the teachers there. The research was designed as a case study, which is one of the qualitative research methods. The sample consisted of 13 Turkish and 13 Russian teachers working as history teachers in Turkey and Russia in the 2020-2021 academic year. The convenience sampling method was used in the study. The data of the study were collected by correspondence via e-mail with a questionnaire form consisting of open-ended questions created by the researchers. Descriptive analysis was used to analyze the data. When the results of the study are evaluated in general, it is observed that the Russian history teachers are more flexible in history teaching and attach more importance to innovative history teaching, while the Turkish teachers perform more curriculum-centered history teaching compared to their Russian colleagues. In addition, it can be said that Russian history teachers pay more attention to their professional development than Turkish history teachers, and they incorporate more historical thinking skills in classroom activities. It is possible to say that the results of the study originate from the objectives of history teaching in the two countries.
The Effect of a Peer and Self-Assessment-Based Editorial Study on Students&apos; Ability to Follow Spelling Rules and Use Punctuation Marks Correctly
Author: Tavsanli, Ömer Faruk
Date: 2021-08-00
Type: Journal Articles
Subjects: Peer Evaluation,Self Evaluation (Individuals),Feedback (Response),Error Correction,Revision (Written Composition),Editing,Process Approach (Writing),Writing Improvement,Writing Skills,Elementary School Students,Grade 4,Children,Spelling,Punctuation,Writing Attitudes,Learning Motivation,Communication Skills,Student Responsibility,Public Schools,Criticism,Foreign Countries

In studies conducted to improve primary school students' writing skills, it has been determined that they make errors in the use of the punctuation marks and do not use spelling rules correctly. The purpose of this study was to reveal the effect of a qualified and planned peer and self-assessment-based editorial study [PSABES] on the success of fourth-grade elementary school students in following spelling rules and using punctuation correctly. In this study, an explanatory mixed design was used, and the research was carried out with 60 fourth-grade students attending a public school in Istanbul during the 2019-2020 academic year. According to the results of the research, it was determined that PSABES was effective in students' performance in adhering to spelling rules and using punctuation correctly. This was due to PSABES' contribution to creating a positive attitude toward writing, increasing motivation, learning desire and communication skills, and allowing students to gain a culture of criticism, feel more valuable, recognize their mistakes, take responsibility and write more carefully. This research clearly demonstrates the effects of peer and self-assessment on the correct use of spelling rules, and punctuation marks. In subsequent research, the effects of self and peer assessment on students' overall writing success can be examined, and it can also be investigated how this process plays a role in shaping the writer identity of students.