ethanporcaro/eric-fulltext-meta huggingface dataset:
Where Is the Support? Learning Support for Multimodal Digital Writing Assignments by Writing Centres in Canadian Higher Education
Author: Bell, Stephanie
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Writing (Composition),Laboratories,Writing Assignments,Academic Support Services,Computer Uses in Education,College Faculty,Multiple Literacies

Writing centres play a vital role in supporting all forms of student academic writing in higher education (HE) institutions, including digital writing projects (DWPs)--multiliterate and multimodal, often video-and-audio-based projects, produced using digital technologies. The importance of writing support for multimodal composing is evident in emerging research on both the multi-skilled practices of writer-designers and the conceptual shifts involved in their adoption. Currently, no research exists regarding the Canadian context of writing centre support for DWPs. To address this, we conducted two surveys: one of 22 Canadian writing centres asking about DWPs prevalence, technology and skills readiness, and DWP awareness; and one of faculty at a large Canadian university, asking about DWPs prevalence and frequency and types of DWP assignments. We find a significant disconnect between the number of DWPs being assigned by faculty and the number being supported in writing centres. We also find a significant lack of writing centre preparedness for supporting DWPs. This paper calls, with some urgency, for writing centres to invest in the reality of student writing in Canadian HE, to begin developing instructional materials, equipment, and skilled staff to support DWPs.
The Bubbler as Systemwide Makerspace: A Design Case of How Making Became a Core Service of the Public Libraries
Author: Halverson, Erica Rosenfeld
Date: 2017-00-00
Type: Journal Articles
Subjects: Public Libraries,Library Services,Shared Resources and Services,Creative Activities,Diversity,Institutional Cooperation

In this article, we introduce the case of a makerspace program that provides a &quot;systemwide approach to making&quot; rather than a singular face-to-face or online place. This makerspace, called Bubbler, extends across a public library system of a mid-sized Midwestern city (Madison, Wisconsin) and incorporates nine neighborhood libraries and numerous community spaces. Since 2011, Bubbler has come to be known as a physical place, a series of programs, and an approach to working with patrons of all ages. We aim to chronicle the development of Bubbler, describe its core features, provide examples of these features in action, and discuss victories and challenges associated with designing a systemwide makerspace in public libraries. We conclude by asserting that the library now includes making as a core service based on a model of diversity and inclusion that aligns with the basic tenets of public libraries.
Analysis of Low Quality Education at Primary Level in Public Sector in Pakistan
Author: Tahira, Muneeba
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Educational Quality,Educational Finance,Educational Administration,Dropouts,Barriers,Supervision,Educational Policy,Teacher Education,Governance,Politics of Education,Out of School Youth,Access to Education

The present paper analyzed the reasons of low quality education at primary level in public sector schools in Pakistan. Education is considered as the foundation of all type of development everywhere in the world. One of the functions of the educational institutions is to produce efficient and skillful education managers and teachers. Mainly it helps the financial, social and social existence of the country. This study thoroughly examined the primary education system in Pakistan. The critical examination revealed that primary education in Pakistan from its financial and management side was most neglected. The quality of education does not only depend on preparing individuals for the successive educational level but to equip them with the required basic life skills. The striking agenda at global level is to strengthen the quality of education at all educational levels specifically at the primary level. The present paper aimed at different indicators for low quality as absence of money related assets, auxiliary and administration issues, expanded dropout, poor approach usage, obsolete examination framework, wasteful correspondence, absence of expert advancement, absence of learning assets, absence of supervision, lack of co-ordination and curriculum issues to gauge the quality of education at primary level in Pakistan.
EFL Teachers&apos; Attitudes towards the Use of Mobile Devices in Learning English at a University in Vietnam
Author: Vo, Loc Van
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Teacher Attitudes,Teaching Methods,College Faculty,English (Second Language),Second Language Instruction

Among the sharp development of modern technology, mobile learning (M-learning) appears as the significant mark of technological revolution 4.0. It has seen that the exponential expansion of mobile devices accompanied their smart functions to support learners' learning everywhere and every time. Thus, mobile-assisted language learning (MALL) is believed to serve learners' English knowledge. Although learning through mobile devices is expected to apply appropriately to teaching and learning, teachers' attitudes towards mobile learning need to be assessed seriously. This writing is to present EFL learners' psychological preparation to perceive English mobile learning application at University X through a survey on 69 EFL teachers by questionnaire, including ten statements within 10 minutes. The investigation is carried out in the second semester of the school year 2018-2019. The qualitative approach was used to collect and analyze data, and findings showed that teachers have positive attitudes towards M-learning and its application at University X can be accepted firmly.
An Analysis of the Studies on &quot;The Values in Children&apos;s Literature Products&quot; in Turkey
Author: Kurtdede Fidan, Nuray
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Childrens Literature,Values Education,Literary Genres,Masters Theses,Research Methodology,Research Design,Data Collection,Data Analysis,Validity,Reliability,Doctoral Dissertations,Journal Articles

It is seen that the number of studies dealing with the values in children's literary products has been increased. Although there are many reviews on the studies concerning with value education, these reviews do not provide some significant details about these studies. This study has provided a content analysis of the studies on the values in children's literature. In order to achieve this aim a total of 136 studies carried out in the period between 2007-2020 were analyzed. Of these studies 44 were articles and 92 were theses. The data were first collected through the &quot;form of publication classification on the values in children's literature works&quot;. It has been found that the values in children's literature works are mostly analyzed in master's thesis. Within these studies the most frequently analyzed literary genre has also been found to be stories. In the master's thesis there are analyses on a single work or on multiple works. It has been also found that the literary works analyzed are mostly by Turkish authors. The values covered in children's literature works have been analyzed taking into consideration the Turkish courses educational programs and core values list. It has been found that the most frequent values covered in children's literature works affection truthfulness, honesty, helpfulness.
Impact of Watching Cartoons on Pronunciation of a Child in an EFL Setting: A Comparative Study with Problematic Sounds of EFL Learners
Author: Alghonaim, Ali S.
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Cartoons,English (Second Language),Second Language Learning,Pronunciation,Arabs,Television Viewing,Language Skills,Elementary School Students,Program Effectiveness,Young Children

The purpose of this study is to describe a longitudinal case study of pronunciation acquisition for an Arabic child who watched English TV cartoons in an English as a foreign language (EFL) setting, basically in Buraidah, Saudi Arabia. The child, whose name is Anmar, was raised in a typical Arabic environment where Arabic was the only means of communication he experienced. He watched selected English TV cartoons since he was three years old and until he was ten years old. This research study focused on Anamr's acquisition of pronunciation, although the chances to use the language were very limited due to his EFL environment. Additionally, the study aims at comparing Anmar's pronunciation of problematic sounds to Arab learners of English, as stated in previous studies. The research adopted a longitudinal research methodology aiming to find if watching English TV cartoons without even minimum use of language could impact the child's pronunciation compared to his counterparts of Arab learners of English. Therefore, this research utilized some methods, including rating some audio and video recordings of conversations with his father and storytelling. Two native speakers of English rated his performance. A mispronunciation recognition test was carried out to evaluate Anmar's recognition of mispronunciation. The study found out that Anmar's pronunciation was native-like. He far outperformed the Arab learners of English concerning the problematic sounds to Arab learners. He easily differentiates between, for instance, minimal pairs, diphthongs, consonant clusters, vowels, and intonation. The study concluded that children might acquire English pronunciation by watching TV cartoons to be able to overcome the pronunciation problems that many Arab speakers experience. Additionally, English learners in elementary schools may watch such programs to train them to listen to authentic language in media.
The Unspace Case: Developing a Maker Movement in a Multipurpose, Flexible Space, Library Setting
Author: Shepherd, Craig E.
Date: 2017-00-00
Type: Journal Articles
Subjects: College School Cooperation,School Libraries,Academic Libraries,Shared Resources and Services,Public Schools,STEM Education,Laboratory Schools,Schools of Education,Preservice Teacher Education,Clubs,Elementary Schools,Middle Schools,Creative Activities

This paper presents the ongoing design, development, and implementation of a K-16 maker movement centered around a joint public school/university library whose minimal dedicated space has expanded opportunities for public participation, partnerships, and shared resources. As the library sought to circulate STEM resources for K-9 teachers and students in 2011, University instructors were seeking opportunities for preservice teachers to interact meaningfully with authentic, technology-rich environments. These separate endeavors coalesced over time to form a robust community of various school, university, and public stakeholders focused on mathematics and science learning. Because the space was not bound to a single physical location, proponents were able to leverage various resources, mobile tools, and settings to explore and apply STEM knowledge, construct products, and attract new and returning users. This design case articulates how the maker movement provides curricular programming while maintaining a playful atmosphere that encourages personal exploration regardless of age and ability.
Associations between Teachers&apos; Interpersonal Behavior and Students&apos; Socio-Emotional Learning Skills in Social Sciences Classrooms in Turkey
Author: Simsek, Idris
Date: 2021-09-00
Type: Journal Articles
Subjects: Correlation,Teaching Styles,Elementary School Teachers,Elementary School Students,Preadolescents,Grade 5,Grade 6,Social Sciences,Social Emotional Learning,Classroom Environment,Public Schools,Interaction,Questionnaires,Student Attitudes,Foreign Countries

Associations between students' socio-emotional learning skills and students' perceptions about their social sciences teachers' interpersonal behavior were investigated in this study. A primary level version of the &quot;Questionnaire on Teacher Interaction&quot; (QTI) was adapted into Turkish in order to gather the data concerning teacher interpersonal behaviors in the Turkish elementary classrooms. This process together with the collection of data concerning students' socio-emotional learning skills was performed in several state elementary schools with 386 students from Grade 5 and Grade 6. Descriptive statistics, Canonical Correlation Analysis and Confirmatory Factor Analysis (with Mplus) were utilized for the purposes of data analyses. The results revealed that the Turkish version of the QTI for primary schools demonstrated a reasonable fit with the data with some minor deviations. The results also indicated that students' perceptions about their teachers' leadership, helpful, uncertain and understanding behaviors were positively but admonishing, dissatisfied and strict behaviors were negatively related to students' socio-emotional learning skills.
Examining Teachers&apos; Perceptions on Empowerment According to Various Variables
Author: Özkan Hidiroglu, Yeliz
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Empowerment,Secondary School Teachers,Public School Teachers,Foreign Countries,Status,Trust (Psychology),Cooperation,Faculty Development,Teacher Characteristics,Differences

The purpose of the study was to determine the perceptions of teachers regarding their empowerment and whether these perceptions differ significantly depending on their gender, age, branch, professional seniority, length of service at their school, education status, union membership, and the size of the number of students present at the school. In this study, teacher empowerment was considered to ensure teachers' professional development, increase their status, ensure their trust in their organizations, and increase cooperation among organization members. Four hundred forty-one teachers working in the public secondary schools in Denizli Merkezefendi and Pamukkale district participated in this quantitative study carried out during the 2019-2020 academic year. The data of the research were collected with the &quot;Teacher Empowerment Scale.&quot; The survey results showed that teachers' perceptions of teacher empowerment, status, trust, and cooperation were high, and their perception of professional development was very high. Accordingly, teachers perceive their status as lower than other dimensions of teacher empowerment. There was no statistically significant difference in the teachers' perceptions regarding their empowerment according to their gender, branch, educational status, and union membership. The age of the teachers was between 31-40 and 6-15 years of teaching experience. [This article includes an extended summary in Turkish.]
How Does the Use of the Augmented Reality Technology in Mathematics Education Affect Learning Processes?: A Systematic Review
Author: Palanci, Abdulkadir
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Computer Simulation,Mathematics Education,Learning Processes,Educational Technology,Educational Research,Research Reports,Foreign Countries

This study aimed to examine the methodological trends of studies using the Augmented Reality (AR) technology in mathematics education and reveal basic findings obtained from the studies. In this context, a systematic review process was conducted in the Web of Science database and 86 studies obtained as a consequence were reviewed. In this systematic review study, the content analysis method has been used to analyze the data. As a result of analyzing the studies reviewed, it was observed that related studies increased as from 2010, and the qualitative method was the most frequently used. It was determined that materials in the studies were usually designed using the Unity3D and Vuforia platforms. In the studies reviewed, it was seen that the most frequently faced advantages of AR in mathematics education were that it supported learning and motivation and enhanced the spatial abilities of students. Additionally, the most frequent disadvantages of AR in mathematics education were that it caused technical inconveniences and it is difficult to develop materials through AR. Students show resistance against new technology, and it causes health problems in extended use. Finally, recommendations for researchers and practitioners have been presented based on the findings obtained from this systematic review. [This article includes an extended summary in Turkish.]
Comparing Preschool Curricula of Turkey and Ohio in the Context of Value Education
Author: Yenen, Emin Tamer
Date: 2021-09-00
Type: Journal Articles
Subjects: Preschool Curriculum,Preschool Education,Preschool Children,Child Development,Comparative Education,Educational Objectives,Educational Principles,Academic Standards,Values Education,Social Values,Moral Values,Foreign Countries

This research has been performed in order to compare the preschool education in Turkey and Ohio early learning standards and the values in the introduction and objective section of both curricula. The study was carried out using document analysis. The data collected in the research covers the Preschool Curriculum of Turkey Ministry of National Education (MNE) 2013 and the Early Learning Standards of the USA, Ohio. The programs of both countries have been accessed through their official websites. In Turkey a single and joint program, prepared by the Ministry of Education, is used in Preschool education. In the state of Ohio, preschool education institutions organize their programs according to common standards. According to the survey, the values about Atatürk and being tidy exist only in the objectives of preschool education program in Turkey. The values of conservation of resources, conservation of natural life, cultural heritage, balance, and creativity are not included in the preschool curriculum objective statements of Turkey but they are integrated in the explanations. However, these values already exist in the Ohio early learning standards. On the other hand the values such as justice, scientific thought, courage, environmental awareness, effective and efficient use of language, discipline, etc. are included in the Ohio early learning standards.
Mapping Research on Social Studies Education in Turkey: A Bibliometric Review
Author: Eryilmaz, Önder
Date: 2021-09-00
Type: Journal Articles
Subjects: Educational Research,Social Studies,Foreign Countries,Bibliometrics,Concept Mapping

The main objective of this study is to evaluate the social studies education literature in Turkey through systematic bibliometric analysis. The science mapping method was employed to analyze studies. 252 studies that were extracted from the Web of Science (WoS) database were analyzed. The findings revealed that the number of studies has been dramatically increased in the last decade. Besides, It was found that the majority of publications were published in local journals. Moreover, theses produced in this field are the most cited sources in the articles. It was also concluded that even though there are 65 social studies education departments in Turkish universities, only a few numbers of them made collaborations in the publications. Besides, it was found that there are no multi-country collaborations in social studies education literature in Turkey.
Review of Primary School English Coursebooks in Terms of Creative Writing Activities
Author: Bal, Oguz
Date: 2021-09-00
Type: Journal Articles
Subjects: Elementary School Curriculum,Textbook Content,Textbooks,Creative Writing,Literary Genres,Learning Activities,Second Language Learning,Second Language Instruction,English (Second Language),Textbook Publication,Writing Skills,Course Objectives,Foreign Countries

In this paper, the writing sections in Primary School English Coursebooks were reviewed to determine the creative writing activities and content analysis method was used in the context of document review. In this process, the coursebooks published by Ministry of National Education Publications and private publishing houses were both selected from each grade level. Results of the review showed that, creative writing types are not included enough in 4th, 5th, and 6th grade textbooks. Though 7th and 8th grade books have a large number of creative writing activities, they do not have enough genre types. In addition to that review, writing skill learning outcomes given in the syllabi and the writing activities in the books reviewed in this paper are also compared. After a comparison of the books of the publications was made, it is revealed that the private publishing houses' textbooks have more types of genre than the other ones have.
&quot;What Will Keep the Fish Alive?&quot; Exploring Intersections of Designing, Making, and Inquiry among Middle School Learners
Author: Wallace, Scott
Date: 2017-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Middle School Students,Faculty Development,Middle School Teachers,College School Cooperation,Science Education,Experiential Learning

We can see why educators are drawn to making; maker environments hold tremendous potential for engaging learners in both (a) building and representing their knowledge and (b) fostering opportunities for seeing the world in new ways. This potential reflects what our team of middle school teachers, university professors, and graduate students observed during a year-long project in which students built aquaponic systems while simultaneously asking questions about food, food systems, and sustainability. Their systems took a variety of forms, supporting everything from bluegill to aquatic frogs and growing a variety of flowers and vegetables. However, together we all also experienced struggle and moments of doubt. How much guidance is enough? Too much? How do we build knowledge and not just &quot;do projects&quot;? How do we connect the doing and the building with our community? With the world? And, perhaps most practically, how do we fix what we just messed up?
Geography Department Students&apos; Views on European Union Projects in Turkey
Author: Ince, Ziya
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,College Students,Student Attitudes,Higher Education,Problem Based Learning,Program Design,Program Development,Social Change,Economic Development,Technological Advancement,Program Effectiveness,Knowledge Level

The purpose of this study was to discover what students in the geography department at the Faculty of Arts and Letters thought about the European Union (EU) projects. In the study, a case study pattern, one of the qualitative research methods, was adopted. In the creation of the research group, the maximum diversity sampling process, which is one of the purposeful sampling methods, was chosen. The participants were composed of fourteen volunteer students at the Department of Geography in state a university in Turkey. The data were collected via an interview form developed by the researcher. The form consisted of nine semistructured questions. The obtained data were analyzed through descriptive statistics and content analysis via coding. The results revealed that the participants were willing to take part in the project, and were excited to conduct a study on this topic, but they didn't know much about the EU projects. Some of them who believed in the importance of the projects for their future career, were of the opinion that a compulsory course on project development should be offered, while some others recommended an elective course on that subject. In addition, they put forward suggestions for the proliferation, dissemination, and success of the EU projects in competitions or through different platforms.