ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of an Early Intervention Program Developed Based on Naturalistic Teaching Processes (DÖDEM) for Children with Down Syndrome and Their Families in Turkey
Author: Tomris, Gözde
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Early Intervention,Teaching Methods,Toddlers,Down Syndrome,Foreign Countries,Parent Child Relationship,Interaction,Parent Education,Distance Education,Child Development

Introduction: The main focus of early intervention is to strengthen the interaction of parents with young children with disabilities, and to ensure that parents become active participants in the development and education of their children. The purpose of this study is to examine the effectiveness of an Early Intervention Program based on Naturalistic Teaching (DÖDEM), which has been developed in order to strengthen the interaction of parents with their children with Down syndrome and to introduce naturalistic teaching strategies to them. Methods: The DÖDEM program was provided face-to-face through group family training sessions and home visits for a group of participants, while it was followed remotely by another group of participants via a tablet computer. The study was conducted with 10 parents and their children with Down syndrome aged 25-48 months. A mixed method research design was used in this study. Results: The findings demonstrate that the parents in both groups made significant progress in interactional behaviours and increased the usage frequency of naturalistic teaching strategies. Furthermore, parents think that the program contributes positively to their interactions with their children and support the development of their children. Conclusion: The results obtained demonstrated that following the DÖDEM program in both ways contributed to significant improvement in the parents' interactional behaviours and the frequency of use of naturalistic teaching strategies. Thus, it can be said that this process has led to a change in both the parents' and children's behaviours.
The Mediating Role of Mindfullnes in the Relationship between School Burnout and Problematic Smartphone and Social Media Use
Author: Bilgiz, Sümeyye
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Burnout,Addictive Behavior,Handheld Devices,Social Media,High School Students,Foreign Countries,Measures (Individuals),Predictor Variables

The aim of this study is to examine the mediating role of the mindfullness in the relationship between the school burnout and problematic smart phone (PSU) and social media use (SMA). The participants of the research consists of 411 students studying in the high schools in the city centre Erzurum in Turkey in 2020. Research data were obtained through the Smart phone Addiction Scale-short version, The Social Media Addiction Scale short form, the awareness scale for children and adolescents, and the Student form of the Maslach Burnout Inventory. The relationship between the variables of the research was examined by Pearson coorelation analyses. The SPSS-22 program was used for correlation analysis and the Jamovi 1.0.7 program was used for analyses on the mediating role of mindfullness. At the end of the study, it was found out that there is a mediating role in the relationship between mindfullness, exhaustion sub-size of the school burnout scale, and PSU and SMA. In the other result of the research, it has been found out that mindfullness mediated the relationship between the depersonalization dimension of the school burnout and SMA In another conclusion obtained from the study, mindfullness has been found not to mediate the relationship between the competence dimension of the school burnout, PSU and SMA. Also, in another similar conclusion, mindfullness has been found not mediate the relationship between the competence dimension of the school burnout and PSU.
Learning Management System (LMS) Use with Online Instruction
Author: Bradley, Vaughn Malcolm
Date: 2021-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Electronic Learning,Web Based Instruction,Learning Modules,Educational Technology,Computer Mediated Communication,Educational Environment,Online Courses,Distance Education,Learner Engagement,Literature Reviews,Academic Achievement,Student Motivation,Personal Autonomy

Learning Management Systems (LMS) reinforce the learning process through online classroom environments. A standard LMS supports an inclusive learning environment for academic progress with interceding structures that promote online collaborative-groupings, professional training, discussions, and communication among other LMS users. Instructors should balance active learning with the use of LMS technological resources and the use of guidelines from the qualified curriculum. An LMS allows instructors to facilitate and model discussions, plan online activities, set learning expectations, provide learners with options, and assist in problem-solving with processes for decision making. An Instructor's presence within an LMS creates an engaging learning environment. Students can retain their autonomy, enthusiasm, and motivation with LMS use. Stakeholders of the educational community must find scientific studies to support their contributions in LMS platforms to assist scholars in learning mathematics and other academic subjects.
An Investigation of the Teaching Needs of Faculty Members with Regard to Technology
Author: Uzorka, Afam
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Attitudes,Educational Needs,Faculty Development,Technology Integration,Technological Literacy,Andragogy,Constructivism (Learning),Instructional Improvement,Skill Development,Thinking Skills,Critical Thinking,Problem Solving,Knowledge Level,Teamwork,Specialists,Systems Approach,Computer Mediated Communication,Distance Education

To integrate technology in teaching and learning, the need arises to investigate the teaching needs of educators making the transition from a traditional to technology mediated environment. This qualitative study selected a convenience sample of 120 faculty and administrators. Using an interview guide, interviewers met with 100 participants. Data was transcribed, and entered into a database for analysis. Findings reported were technology in teaching. Concluding statements report that participants use technology in their teaching. However, many faculty members are not integrating technology in their teaching or assessment strategies, or using technology in instructional management. Faculty members are interested in learning how to incorporate technology in their teaching and their comments suggest their need to combine technology with principles of pedagogy, andragogy, and constructivism.
The Effects of an Online Teaching Material Integrated Methods on Students&apos; Science Achievement, Attitude and Retention
Author: Yilmaz, Emre
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Achievement,Student Attitudes,Scientific Attitudes,Retention (Psychology),Grade 4,Elementary School Students,Problem Based Learning,Foreign Countries,Multimedia Instruction,Advance Organizers,Concept Teaching

This 2-group quasi-experimental study was conducted to explore the following research questions: Do the fourth graders' post-intervention scores achieved in the unit of force and motion achievement test and attitude scale toward the unit depend on being in the groups that were taught the unit either with 'Online Advance Organizer Concept Teaching Material' (ONACOM) integrated PBL and with ONACOM-integrated EL when we control for their respective pretest scores and their science grades in the previous semester? What are the students' gains, achievement, attitude and retention from the two systematic applications of the ONACOM-integrated methods, PBL and EL? The sample (N=220) consisted of fourth graders at public elementary schools in Burdur, Turkey. Although there were no significant treatment effects favoring one of the methods, teaching science topics by integrating ONACOM consistently in both methods increased the students' achievement and attitude levels and supported their knowledge retention with large effect sizes significantly. As well-developed innovative software, ONACOM is effective on learning regardless of the course and method when it is systematically integrated into teaching methods, since it is prepared on the basis of multimedia learning strategies and is suitable for the essential structures of both teaching methods.
The Effect of Simulation Technique on Academic Achievement: A Meta-Analysis Study
Author: Talan, Tarik
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Instructional Effectiveness,Teaching Methods,Academic Achievement,Educational Research,Effect Size,Sample Size,Program Length,Intellectual Disciplines,Elementary Secondary Education,Higher Education,Technology Integration

This research aims to examine the experimental studies on the impact of simulation technique on students' academic achievement using the meta-analysis method. The previous studies that could be meta-analyzed were examined based on the criteria set out in this study. Finally, 91 studies that were conducted between 2010-2020 years and met the inclusion criteria were subjected to meta-analysis. The sample of the research consisted of 7575 participants. According to the results of the analysis performed using the random-effects model, the mean effect size was calculated as g=0.759 with a standard error of 0.075. Based on the findings, the simulation technique can be said to have a broad impact on students' academic achievement. The results of the publication bias analysis revealed that the present meta-analysis study had no publication bias. On the other hand, the results of the moderator analysis revealed that the impact of the simulation technique on the students' academic achievement did not differ by the teaching levels, course/subject area, and application times, however, it differed by the sample size.
Is GPA Enough? A Platform for Promoting Computer Science Undergraduates&apos; Pursuit of Career Related Extracurricular Activities
Author: Paek, Seungoh
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade Point Average,Computer Science Education,Undergraduate Students,Career Development,Extracurricular Activities,Student Evaluation,Alternative Assessment,Holistic Approach,Scores,Employment Potential,Individualized Education Programs

Despite the perceived value of extracurricular experience, higher education relies heavily on grade point average (GPA) as a measure of undergraduates' academic success. When used as a singular standard assessment, GPA, which is based on student progress and completion of coursework, may inadvertently steer undergraduates away from valuable out-of-class experiences that might enhance their employability after graduation. With this premise in mind, the current study proposes to supplement GPA scores in an undergraduate Computer Science program with a wholistic assessment known as an Innovation, Competency, and Experience (ICE) score. The ICE score is a point system for documenting and rewarding students' extracurricular activities, in addition to their GPA scores. We designed and developed a web-based technology platform called RadGrad to implement ICE scores and promote student engagement and participation in extracurricular activities. Preliminary data shows that over 36% of students started to use RadGrad, even though its use was completely voluntary. More than half of those students planned and participated in various extracurricular activities, ultimately earning ICE points. Importantly, the ICE score deployed through RadGrad demonstrates the potential value of a supplemental assessment to GPA, which can promote extracurricular experiences relevant to students' future careers beyond coursework.
Development of a Video on Three-Dimensional Origami Creation Techniques to Improve the Practical Handicraft Skills of Teacher-Candidate College Students
Author: Kustiawan, Usep
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Technology,Instructional Films,Educational Media,Material Development,Instructional Effectiveness,Early Childhood Education,Creative Activities,Handicrafts,Paper (Material),Skill Development,Public Colleges,Preservice Teachers,Preservice Teacher Education,Foreign Countries

The aim of this research and development is to create a video on the creation techniques of three-dimensional origami that is proper and effective as learning media for the handicrafts course for students of Teacher Education for Early Education at the State University of Malang. The study utilized the Research and Development (R&amp;D) method (Gall, Borg, and Gall, 2003). The stages of the research involved analysis of needs through instructional analysis, scenario development, video script development, footage recording, editing, and validation. The research results indicated that the developed video was declared valid and proper for usage as learning media based on evaluations from a media expert, material experts, and candidate users. Therefore, the developed media can be utilized to support the improvement of skills of candidate teachers for early education in the development of three-dimensional origami media products.
Teacher Candidates&apos; Experience of Distance Education: A Case of Eregli
Author: Yilmaz Ozelçi, Serap
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Distance Education,Pandemics,COVID-19,Student Attitudes,Student Participation,Student Motivation,Teaching Methods,Course Content,Integrated Learning Systems,Interaction,Teacher Student Relationship,Evaluation Methods,Foreign Countries

The study aimed to obtain the views of prospective teachers about the distance education practices conducted due to COVID-19 pandemic in their faculty. The study covered the period of 23 March 2020 and 29 May 2020, at Eregli Faculty of Education, in Necmettin Erbakan University, Turkey. The study adopted the document analysis method among the qualitative research patterns. The participants of the study comprised 192 prospective teachers at Eregli Faculty of Education who attended the courses carried out via distance education on the specified dates above. The participants were selected using convenience sampling method and on voluntary basis. The data were collected via an open-ended questionnaire form developed by the researcher. The form was composed of 12 open-ended questions. The data were analysed through content analysis method. In the data analysis process, the written statements of the participants were examined in accordance with the purpose of the research, then they were coded and the themes were created. The results revealed that &quot;watching the course again&quot;, &quot;not spending time to go to school&quot; and &quot;evaluating over homework instead of exam&quot; were the positive aspects; and &quot;hardware and access difficulties&quot;, &quot;failure to create a warm classroom environment&quot; and &quot;the utilized program's not allowing interaction&quot; were the negative aspects of the distance education practices in their context.
Effect of Web 2.0 Technologies on Academic Performance: A Meta-Analysis Study
Author: Sönmez, Esra Ergül
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Web 2.0 Technologies,Academic Achievement,Meta Analysis,Instructional Effectiveness,Web Sites,Collaborative Writing,Electronic Journals,Effect Size,Skill Development

With the development of Web 2.0 technologies, the studies conducted in this field are diversifying and quite different results are obtained. In the current study, the contributions of wikis and blogs, which are considered as web 2.0 technologies, to academic performance were examined with meta-analysis method. The studies following quasi-experimental approach and have a control group with pretest-posttest measures published both in Turkish and English are included in the study. In consideration of the criteria determined, 19 studies were selected to be considered for the current study. The studies having participants from nine different countries were coded, and then they were analyzed in a meta-analysis software called CMA. As the distribution of data was heterogeneous, a random effects model was selected and the analysis was performed. Effect size (E++) according to the analysis performed by the Hedge's g value and 95% confidence interval was found as 0.740. Results show that the impact of web 2.0 technologies on academic performance is positive and moderate.
Teachers&apos; Perceptions of Readiness for Change and Innovation Management in Their Schools
Author: Karsantik, Ismail
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Readiness,Educational Change,Educational Innovation,Elementary School Teachers,Foreign Countries,Individual Differences,Predictor Variables,Gender Differences,Differences,Institutional Characteristics

The purpose of the study was to describe teachers' readiness for change and teachers' perceptions of innovation management in their schools as well as to analyze the relationship between them. The study adopted survey model of the descriptive research design. The participants were composed of 104 primary school teachers who were selected using convenient sampling method in Zeytinburnu district of Istanbul in 2019-2020 school year. The data were collected via 'Readiness for Change Scale' developed by Kondakçi, Zayim and Çaliskan (2013), and 'Scale for Innovation Management at School' developed by Bülbül (2012). In the analysis of the obtained data, quantitative data analysis techniques were utilized. The results revealed that the participant teachers' perceptions of readiness for innovation in terms of the functioning of change and innovation process were positive, and these perceptions of readiness were depended on school administrators' abilities of innovation management. As a consequence, it was recommended that school administrators develop themselves in terms of those matters.
Student Development through Involvement: Benefits of Peer Support Arrangements
Author: Scheef, Andrew
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Development,Peer Relationship,Students with Disabilities,Intellectual Disability,Developmental Disabilities,High School Students,Educational Benefits,Attitudes toward Disabilities,Skill Development,Emotional Response

Peer support arrangements are strategies implemented by schools to provide structured opportunities for students without disabilities to work alongside peers with disabilities, often intellectual and developmental disabilities. Although the benefits of this practice for students with disabilities is well documented, there is limited literature describing the impact of the experience on the peers without intellectual and developmental disabilities. To address this, a content analysis of reflection papers written by 24 high school students without intellectual and developmental disabilities was conducted to better understand the benefits of the peer support arrangements. Six themes to emerge from the reflections include: Emotional Benefits, Skill Development, Understanding Disability, Personal Reflection, Comfort with People with Disabilities, and Ongoing Commitment. Of particular interest is the theme Emotional Benefits, which featured student descriptions of how the mentorship experience increased attendance and school engagement. These findings are discussed and implications for practice and future research are provided.
Innovative and Engaging Approaches in a Middle School Science Classroom: Ideas to Capitalize on Student Interest
Author: Wermuth, Shelley
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Middle School Students,Student Interests,STEM Education,Teaching Methods,Science Activities,Learning Centers (Classroom),Student Centered Learning,Active Learning,Student Projects,Small Group Instruction,Relevance (Education),State Standards,Instructional Innovation

The purpose of this article is meant to provide evidence and examples from an exemplary middle school science teacher's classroom with regard for using innovative approaches in STEM education. The author of the article suggests moving from a curriculum-centered paradigm to a student-centered paradigm. Strategies for integration in STEM education are discussed, and include choice-based centers, project-based learning, and small group instruction. The role of standards and curriculum are addressed with an emphasis on whole child, developmental practices, and meaningful/relevant activities in science education.
Teacher&apos;s Workload Intensification: A Qualitative Case Study of Its Implications on Teaching Quality
Author: Pacaol, Ninoval
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Load,Teacher Responsibility,Teacher Attitudes,Elementary School Teachers,Public Schools,Females,Instructional Effectiveness,Expectation,Administrator Role,Parent Role,Stress Variables,Foreign Countries

Educative process relies on the active interrelation of teacher, student, and learning environment. But it is the teacher who has the control over the two elements and professionally exposed to different challenges including workload intensification. Such educational problem has become one of the major foci of educational researchers since the last half of the 20th century due to the evolution of teaching-learning and education in general. This paper was approached using Apple's original thesis of workload intensification and the three refinements formulated by Ballet &amp; Kelchtermans, namely: there are multiple sources of intensification, the intensification impact is mediated, and the intensification impact is differentiated. The study aims to better understand the nature of intensification and its underlying impact on the teaching quality of a teacher in qualitative terms.
The Importance of Learning through Play in Early Childhood Education: Reflection on the &quot;Bold Beginnings&quot; Report
Author: Alharbi, Manal ObedAullah
Date: 2020-00-00
Type: Journal Articles
Subjects: Play,Early Childhood Education,Preschool Curriculum,Academic Education,Foreign Countries,Learning Theories,Holistic Approach,Child Development

In this paper, authors reflect on the implications of the report titled &quot;Bold Beginnings: The Reception Curriculum in a Sample of Good and Outstanding Primary Schools&quot; (Ofsted, 2017). This report is a review of curriculum for four-and five-year-old children in the United Kingdom. The &quot;Bold Beginnings&quot; report argues for teaching young children more academic subjects, instead of introducing learning through play. The report claims when children learn more academic curriculum early without spending too much time on play, they become ready and qualified in their academic lives which in turn, makes instruction easier for their future elementary school teachers. In contrast, this paper focuses on the importance of allowing young children to learn naturally through a variety of play experiences. The authors argue play is holistic and provides children with a range of support including mental and emotional well-being, social interactions, and physical challenges. The premise for this paper underscores the critical importance that children play and learn about the world with relevance, authenticity, and developmentally appropriate opportunities. Early childhood settings become an extraordinary space for this natural and holistic learning to occur. After describing how play most effectively accommodates children's unique needs and individual development, authors explain how learning through play provides children the opportunities to grow in a risk-free environment, communicate with peers, express feelings and thoughts, discover and investigate various subjects, improve social-emotional skills, develop language and vocabulary, enhance cognitive capacity, build self-esteem, prepare for life, and establish a foundation for the next stage of school. Early childhood teachers can help students to do all this and more by providing learning through play.