ethanporcaro/eric-fulltext-meta huggingface dataset:
Reasons and Opinions of Students Learning English as a Foreign Language about Learning the Target Culture
Author: Aysu, Semahat
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Language Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Cultural Awareness,Language Variation,Learning Motivation,Comparative Analysis,Gender Differences,Study Abroad,Undergraduate Students,College Preparation,Foreign Countries

This study aims to compare the opinions of optional and compulsory preparatory class students about learning English and the target culture. Furthermore, students' reasons to learn English are examined in terms of independent variables (gender, going abroad and status of prep class). In the present study, data are gathered through a questionnaire in the fall term of 2021-2022 academic year. Data are obtained from 150 participants and analyzed via SPSS 25. Descriptive statistics and inferential statistics are conducted. Findings show that students are motivated to learn English both instrumentally and in an integrative way. In addition, there is no statistically significant effect of independent variables on the reasons to study English and the attitudes towards learning English and the target culture. As a result, this current study offers guidance for teachers while they are preparing their teaching materials. That is, teachers should consider not only the culture of British or American but also they should focus on other cultures.
School Quality Assurance Applications for Basic Education Schools
Author: Sen, Asuman Yilmaz
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Quality,Quality Assurance,Foreign Countries,Program Evaluation,Self Evaluation (Groups),Stakeholders,International Assessment

This study aims to recommend applications of quality assurance for schools of basic education by analysing the school quality assurance applications of some countries which were successful at international tests and by interviewing university lecturers. This current study first analyses the quality assurance applications used in schools in some countries which achieved success at international tests. Thus, the school quality assurance applications in Estonia, Hong Kong and New Zealand were described. In addition to that ten university lecturers were also interviewed within the scope of this study. The data for the countries were collected by the document analysis method, and the views of the faculty members were collected by the interview method. The data were analysed in sub-themes such as the quality assurance applications used in schools in some countries which achieved success at international tests, the stake holders in the applications, how often the applications were used and in what processes they were used. As a result of the interviews, similar themes were classified. It may be recommended in the light of the results obtained that external evaluation should be made for self-evaluation and that national beside international tests should be used as data for school quality assurance applications. In addition, it is revealed how self-evaluation and external evaluation practices can be shaped.
Students&apos; Metaphorical Perceptions Regarding the Concept of School, School Satisfaction Levels and Elements Affecting Satisfaction
Author: Demir, Ümran
Date: 2022-00-00
Type: Journal Articles
Subjects: Figurative Language,Student Attitudes,School Attitudes,Student Satisfaction,Foreign Countries,High School Students,Gender Differences,Age Differences

In the contemporary education approach, the concepts of satisfaction, teamwork and motivation of school stakeholders, especially the concept of satisfaction are considered important along with approaches such as Human Resources Management, Effective School and Total Quality Management. If it is accepted that the student is at the center of the elements of the school, student satisfaction comes to the fore. The aim of this research is to determine students' perceptions of school through metaphors, to reveal their school satisfaction levels according to some variables and to offer suggestions for increasing satisfaction. The research is mixed method and in the quantitative part, the Students' School Satisfaction Scale (SMSQ) developed by the researcher was applied to the students studying at high schools in Antalya. In the qualitative part, face-to-face interviews were conducted with the students by using a semi-structured interview form prepared by the researcher, and their views on the metaphorical perceptions of the school and the factors affecting their school satisfaction were taken. In the results of the research, it was seen that while the general satisfaction of the students according to the dimensions of the school was moderately satisfied. According to their gender and grade levels, it was determined that there was a significant difference between the groups. The metaphors produced by the students about the school and their reasons are classified and the factors affecting their satisfaction with the school are included.
Teacher Opinions on School Improvement and Professional Development
Author: Demirbulak, Dilara
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Evaluation,English (Second Language),Language Teachers,Educational Improvement,Professional Development,Observation,Foreign Countries

This study aimed to provide the administrators and teachers with insights, along with the strengths and weaknesses, of instructor evaluation via the perceptions of English instructors for school improvement. The study employed the Utilized Focused Evaluation as its framework. Data were collected through a mixed method design, including a questionnaire and interviews. The results revealed that the instructor evaluation process has a positive effect on teacher professional development and school improvement. The findings indicate that to make instructor evaluation more useful, improvements should be made to classroom observation procedures and more time should be allocated for teacher professional development by the administrators.
The Effect of Genre-Specific Strategy Instruction on the Writing Achievement of Fourth-Grade Students
Author: Seban, Demet
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Strategies,Grade 4,Writing Achievement,Feedback (Response),Gender Differences,Foreign Countries

The quality of writing instruction is the primary determinant of writing acquisition. Revising and feedback are crucial aspects of the writing process. In this study, genre-specific strategy instruction was used as part of feedback and revision to develop the text structure and content of different text types in fourth grade. The study also examined whether the effect differed based on the genre and students' gender. Thirty students' first and final drafts of opinion, expository, and argumentative texts were analyzed using rubrics for each type of genre. The results revealed no significant difference between female and male students' achievement in any different genres, but using this approach significantly affects students' total achievement in writing. Students' average persuasiveness in opinion and argumentative writing was not developed well when thinking about the genre elements in developing text structure and content. Writing expository texts achieved the highest scores. Strategy instruction for explicit guidance on the structure of the genre and using genre-specific criteria to revise draft texts are important writing strategies to raise the quality of writing.
Measuring Chinese Rural Science Teachers&apos; Self-Perception towards Teaching Competencies: Instrument Development
Author: Li, Mengmeng
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Science Teachers,Teacher Competencies,Professional Development

The teaching competency of rural teachers is fundamental to providing rural pupils with a high-quality education. Nonetheless, China has not yet established standardized competence criteria for rural science teachers, making it difficult to ascertain the actual competence of the rural teaching force on the front lines. Consequently, this study aimed at accessing Chinese rural science teachers' teaching competency and exploring rural-urban differences by developing a measurement instrument. Factor analyses confirmed the reliability and validity of this instrument, which consisted of 21 items and four dimensions. In addition, the questionnaire was employed to examine 393 science teachers in China, discovering the significant rural-urban differences in terms of teaching implementation and learning evaluation together with teacher distribution. This study was hoped to promote the building of the teaching competency system and provide references for rural science teachers' professional development.
The Relationship between Teachers&apos; Motivation and Organizational Commitment: The Mediating Role of Perceived Principal Management Style
Author: Ates, Öznur Tulunay
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Motivation,Teacher Attitudes,Principals,Leadership Styles,Public Schools,Foreign Countries,Teacher Administrator Relationship,Mediation Theory

In this study, it is aimed to examine the mediating role of school principals' management styles in the relationship between teachers' motivation and organizational commitment. In the study, teachers working at all levels of education in public schools in the city center of Isparta in the 2021/2022 academic year constitute the universe. Simple random sampling method was preferred in the selection of the study group and data were collected from 962 teachers who volunteered. At the end of the extreme values, normality and multiple normality controls in the data set, 933 teachers were determined as the study group of the research. The perceived principal management style scale developed by Üstüner (2016), the organizational commitment scale for teachers developed by Üstüner (2009) and the adult motivation scale developed by Tulunay Ates and Ihtiyaroglu (2019) were used as data collection tools in the research. The model established regarding the mediating role of management style in the relationship between teachers' motivation and organizational commitment was tested with the structural equation model. The demographic information, reliability coefficients and correlation values between the variables of the research participants were analyzed by SPSS 22, and the structural equation modeling was analyzed by LISREL 8.80. According to the research findings, relations between teachers' motivation, organizational commitment and perceived principal management style were determined. In addition, according to another finding of the research, the perceived principal management style has a partial mediating role in the relationship between teachers' motivation and organizational commitment. According to these findings, it can be interpreted that the effect of school principals' management style should be taken into account in increasing teachers' motivation and organizational commitment.
Using WhatsApp in Math Classes in High Schools: Teachers&apos; and Students&apos; Opinions
Author: Sen, H. Senay
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Mathematics Education,High School Students,High School Teachers,Student Attitudes,Teacher Attitudes,Technology Uses in Education,Electronic Learning

Digital technology is prevalent in every aspect of life. WhatsApp is very popular because it is free and userfriendly, offers instant messaging, makes communication faster, and it can also be used on smartphones easily. This study aims to reveal teachers' and students' opinions about using WhatsApp in Math classes. This study is qualitative, and in order to collect data, semi-structured interview form was used. The study was conducted with the participation of 6 Math teachers and 40 students in a state high school. Convenience sampling was done in this study. For the analysis of the data, descriptive analysis technique was conducted. Furthermore, direct quotations from the participants' responses were used. The findings of the study are as follows: Teachers and students use WhatsApp in Math classes mostly to communicate with each other, share information (information, assignments, files, and documents), make announcements, or solve math problems. Participants mentioned both advantages and disadvantages of the application. Among the advantages they mentioned are getting instant feedback, no restrictions on time and space, and sharing multimedia messages. On the other hand, the participants emphasized some disadvantages, such as systemic problems (internet outage, problems with uploading and opening documents); difficulty in communicating with large groups, understanding solutions to math problems, checking assignments; the application occupying too much space on the phone; and becoming addicted to using phones too much. Participants also suggested some upgrades for the application such as being more user-friendly for math classes and having a feature of solving math problems online.
The Kolb Learning Styles of History Undergraduates in Turkiye
Author: Kiliç, Pelin Iskender
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,Measures (Individuals),History Instruction,Undergraduate Students,Teacher Education,Gender Differences,Age Differences,Majors (Students)

This study investigated the learning styles of history students depending on some demographic variables. The sample consisted of 1849 students from seven history-teaching (n=875) and eight history departments (n=974) of ten universities in different regions of Türkiye. Data were collected using a personal information form and the Kolb Learning Styles Inventory (KLSI-3). According to Kolb's classification of four learning styles, participants had assimilating, converging, diverging, and accommodating learning styles, respectively. According to Kolb's classification of nine learning styles, seven in ten participants had balancing, reflecting, thinking, and analyzing learning styles. The study investigated whether the variables of &quot;university,&quot; &quot;major,&quot; &quot;gender,&quot; &quot;age,&quot; and &quot;grade level&quot; affected participants' &quot;learning modes&quot; [concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), active experimentation (AE)], &quot;perceiving information&quot; (CE-AC), and &quot;processing information&quot; (RO-AE) scores. The results showed that the variable of &quot;university&quot; affected what learning styles participants adopted. Participants from seven universities adopted balancing learning styles, while those from the other universities adopted reflecting learning styles. The variable &quot;major&quot; affected participants' CE, RO, and AC scores. The variable &quot;gender&quot; affected their RO, AE, and &quot;processing information&quot; scores. The variable &quot;age&quot; affected their CE, AC, AE, and &quot;perceiving information&quot; scores. The variable &quot;grade level&quot; affected all their scores except for nine learning styles and CE.
The Effect of Philosophy Education on Mathematics Success
Author: Akbayir, Kamil
Date: 2022-00-00
Type: Journal Articles
Subjects: Philosophy,Mathematics Achievement,Middle School Students,Mathematics Education,Outcomes of Education,Foreign Countries,Scores,Thinking Skills

The aim of this study reveal the effect of philosophy education on students' mathematics achievement. The research sample consists of a total of 38 students, 18 of whom are experimental and 20 of them are control groups, studying in the 7th grade in Sehit Koray Akoguz Secondary School in Ipekyolu, Van in the second semester of the academic year 2019-2020. The mixed method was used in this study because the data of the research were collected both quantitatively. In the quantitative study part of the study, pretest and posttest quasi-experimental design with experimental and control groups was used, and special case design was used in the qualitative study. At the end of the application, individual interviews were made with 6 students in the experimental group using a semi-structured interview form. While in the analysis process of quantitative data independent groups t-test was used, in the analysis of qualitative data, codes were created and data were analyzed. In the process of collecting the data, the experimental group students were given speeches and discussions on philosophy related concepts in elective courses 2 hours a week for 8 weeks by the teacher of Religious Cukture and Ethics who was educated in the field of philosophy education and students were taught books on philosophy for children. Control group students continued with the normal curriculum in this process. An achievement test of 22 questions was developed by taking expert opinion after its validity and reliability were made by the researcher. The achievement test was applied to both groups as a pre-test before the application and as a post-test at the end of the application. In the analysis of qualitative data, a semi-structured interview consisting of 4 questions prepared by the researcher with expert opinion was applied with 6 students from the experimental group. As a result of the quantitative analysis, it was concluded that philosophy education had a positive effect on students' mathematics achievement. As a result of qualitative analysis, philosophy education improved students' sense of curiosity, helped in solving math problems, and improved students in reading comprehension. Also, another result is that students' interest in philosophy has increased.
The Investigation of Gifted Students&apos; Speaking and Writing Anxiety Level According to Some Variables
Author: Sarikaya, Bünyamin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gifted,Secondary School Students,Anxiety,Speech Communication,Writing (Composition),Gender Differences,Instructional Program Divisions,Private Schools,Public Schools,Intellectual Disciplines

In this study, it is aimed to examine the speaking and writing anxiety levels of gifted students according to various variables. For this purpose, the study group consists of 50volunteer students who continue their education in a Science and Art Center (BILSEM) in Turkey and come to the school on the days of the study. The study was designed in the survey model and carried out according to the quantitative research method. In the study, the &quot;Speaking Anxiety Scale&quot; developed by Gündüz and Demir (2020) for secondary school students was used to determine the speaking anxiety of gifted students, and the &quot;Writing Anxiety Scale for Secondary School Students&quot; developed by Karakus Taysi and Taskin (2018) was used to determine their writing anxiety. The data were analyzed using the SPSS 26 package program. For analysis, t-Test and One Way Anova Test, which is one-way analysis of variance, were used from parametric tests. As a result of the study, it was determined that the writing and speaking anxiety levels of the gifted students were moderate, and the students do not differ according to their gender, grade level, school type and BILSEM program they are studying. In the study, it is suggested that more studies should be done on the speaking and writing anxiety of gifted students.
The Impact of Cognitive Competence on Critical Thinking Skills: An Educational Science Study with School Counsellors
Author: Bas, Muhammet
Date: 2022-00-00
Type: Journal Articles
Subjects: School Counselors,Critical Thinking,Thinking Skills,Cognitive Ability,Competence,Sex,Foreign Countries,Training,Cognitive Processes,Undergraduate Students

Critical thinking is an important skill type. It has become a growing focus of attention. Based on the growing interest in critical thinking skills, this research examines the relationship of critical thinking with cognitive competence. Data on sub-questions were collected taking into account the main purpose of the research. This study, which is an educational science study, examines the correlational relationship. In this context, 323 school counsellors participated in the research. The data collected using the data tools used in the research (CC and CT) was examined and the results were reached. Research results show that cognitive competence is an important variable in terms of critical thinking ability. It has been concluded that cognitive competence is an important variable for the ability to think critically. The participants had no significant effect on critical thinking and cognitive competence of gender variables with the classroom. Taking into account this result, recommendations have been developed for the more efficient use of cognitive competence in critical thinking.
Early Childhood Pre-Service Teachers&apos; Readiness for Using Drawing as a Science Teaching Strategy
Author: Achurra, Ainara
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Teachers,Preservice Teachers,Freehand Drawing,Science Education,Teaching Methods,Preservice Teacher Education,Foreign Countries

The use of drawings for science learning helps students to develop communication, modelling, and reasoning skills. Teachers should be trained to use them. This study addresses the readiness (knowledge, confidence and awareness of the importance and usefulness of drawings) of 120 preservice teachers (PSTs) for using teacher-made drawings as a strategy for teaching science, after participating in activities in which they used drawing as a way to represent scientific knowledge. The knowledge of how to draw was analysed by evaluating the presence of interrelated components, mechanisms and phenomena in drawings of the digestive system. Open questions were used to examine three aspects: confidence, awareness of the importance and awareness of the usefulness. Exploratory cluster analyses were also conducted. 69% scored low in knowledge, more than 90% scored high in awareness of the importance and of the usefulness. 28% showed high confidence. No PSTs with high knowledge and low confidence were found. All PSTs with high knowledge showed high awareness of the importance. It is concluded that in order to prepare teachers for using drawings in science teaching, teacher education programs should include the development of drawing skills that could enhance their confidence and awareness of its importance.
The Influence of Imagination and Creativity-Based Science Teaching on Turkish Middle School Students&apos; Nature of Science Views
Author: Patan, Aysenur
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Student Attitudes,Creativity,Scientific Research,Science Education,Grade 7,Scientific Principles,Beliefs,Imagination

This study aimed to investigate the influence of teaching materials that can enrich the views of middle school students about the role of imagination and creativity in scientific research. The study was conducted in a village middle school in Rize Turkey. It used a case study method within the scope of the qualitative research approach, seven activities were designed by the researchers toward the imaginative and creative nature of science (NoS). They were applied to the study group by the first researcher for twelve weeks. Data were collected with four open-ended questions and semi-structured interviews as also reflective writings and worksheets during the intervention. The NoS questionnaire and subsequent interviews were administered to participants twice, at the beginning and the end of the teaching. By using qualitative data, pre-post profiles of the students regarding the NoS were created. Each profile was classified using three-stage categories informed, transitional and naïve. It was concluded that students' naive views on the imaginary and creative NoS changed towards transitional and/or informed.