ethanporcaro/eric-fulltext-meta huggingface dataset:
The Prediction of Personality, Culture and Coping Strategies on University Students&apos; Psychological Help Seeking Attitudes
Author: Yelpaze, Ismail
Date: 2020-00-00
Type: Journal Articles
Subjects: Prediction,Coping,College Students,Help Seeking,Student Attitudes,Personality Traits,Cultural Influences,Mental Health,Multiple Regression Analysis,Negative Attitudes,Foreign Countries,Intention,Behavior Theories

This study has attempted to investigate the predictability of university students' personality traits, cultural values, stress coping strategies, negative automatic thoughts and gender on their professional/formal psychological help seeking attitudes. This research has been carried on with the participation of a total of 1284 university students. Predictive correlational method was used. To collect data, valid and reliable measurements were conducted. The hierarchical multiple regression analysis has been used to evaluate the data. As predictors of the psychological help seeking attitude, conscientious and agreeable students have more positive attitudes, but negative-valent and open ones have more negative attitudes. Students who use seeking social support and avoidance stress coping strategies have more positive attitudes, but who use keep-to-self have more negative attitudes. Collectivist and female participants' help seeking attitudes are more positive. With these variables, 14% of the attitude of seeking psychological help is explained. The findings of the study were associated to Theory of Planned Behavior and discussed in the light of literature.
Graphic Options: A Comparison of Stories and Their Graphic Novel Counterparts
Author: McLaughlin, Lori
Date: 2018-00-00
Type: Journal Articles
Subjects: Cartoons,Novels,Literacy Education,Educational Benefits,Comparative Analysis,Literary Devices,Teaching Methods,Imagery,Childrens Literature,Language Usage,Sensory Experience

Literacy experts herald the educational benefits of using graphic novels across the curriculum and with different types of students. This study involved an analysis of the graphic novel format compared to the traditional text format for a variety of stories. A comparison of five books and their graphic novel counterparts provided insight into significant likenesses and differences among literary elements, which have implications for classroom teachers. Literacy elements of focus included plot, theme, setting, character development, and conflict found in the two formats. Findings revealed differences between the two formats that need to be addressed in the classroom to enhance students' understanding of graphic novels.
Academic Residency: Effective Engagement and Mentorship of Doctoral Students
Author: Westbrooks, Dennis
Date: 2020-06-00
Type: Journal Articles
Subjects: Learner Engagement,Mentors,Doctoral Students,School Orientation,Student Attitudes,Teacher Student Relationship,Peer Relationship,Sense of Community,Synchronous Communication

This paper presents the results of participatory action research survey responses from doctoral students regarding strategic onboarding activities. Twelve first-year doctoral students in an inaugural doctoral program cohort responded to Likert Scale and open-ended questions during the first week of a two-week on-campus residency. Resulting student perspectives highlight the importance of faculty mentorship and cohort engagement during residency to clarify roles and responsibilities, build academic support and collaboration networks, and alleviate anxieties about doctoral program expectations. Specific recommendations for academic residency include providing increased opportunities for one-on-one conversations with faculty and administrators, and cohort socialization activities to identify peer strengths and alliances.
Content Analysis on the Graduate Theses Done about Flipped Classroom Model in Turkey
Author: Nayci, Omer
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Flipped Classroom,Graduate Study,Masters Theses,Doctoral Dissertations,Content Analysis,Educational Technology,Technology Uses in Education,Blended Learning,Intellectual Disciplines,Computer Software,Mixed Methods Research,Research Methodology,Graduate Students,Sampling,Data Collection,Data Analysis,Universities,Publications

In this research, it is aimed to examine the graduate theses done about flipped classroom model in Turkey according to some variables. The data of this descriptive study which was conducted by a qualitative research approach was obtained from 105 master's and doctoral theses accessed from CoHE National Thesis Center database. The data were collected through document analysis and the data were analyzed by content analysis technique. According to the findings, it is determined that the theses were mostly done in 2019, most of the theses were made at Gazi University, the number of master's theses was more numerous, the studies conducted to examine the effect of flipped classroom model applications on various variables predominate, the model is mostly called as &quot;Flipped classroom model&quot; as in this study and mostly preferred in foreign language education, and in the part where the model is applied at home the most preferred online software is Edmodo. In addition, it was determined that mostly mixed methods were preferred as the research method, university students as sample group, interview form/questions as data collection tool, and &quot;t test&quot; in data analysis. At the end of the research, suggestions were made for researchers and for practitioners.
Teaching and Learning in the COVID-19 Era: The Experience of an Italian Primary School Class
Author: Addimando, Loredana
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Electronic Learning,Elementary Education,Mathematics Instruction,Elementary School Teachers,Distance Education,Integrated Learning Systems,Teaching Methods,Barriers,Time Factors (Learning),Interpersonal Relationship,Elementary School Students,Student Attitudes,Educational Practices

The authors present a case study, where digital technologies were implemented for online education (particularly, mathematics education) at Italian primary school level. Results of this study confirm that the quick transition to the online form of education, due to the COVID-19 pandemic, was successful and provided experience which may be useful in future didactic activities.
The Effect of Online Learning Attitudes of Sports Sciences Students on Their Learning Readiness to Learn Online in the Era of the New Coronavirus Pandemic (COVID-19)
Author: Hergüner, Gülten
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,COVID-19,Pandemics,School Closing,Educational Technology,Electronic Learning,Readiness,Student Attitudes,College Students,Physical Education,Athletics,Athletic Coaches

The aim of this research is to examine the effect of online learning attitudes on online learning readiness of sports sciences students during the period of coronavirus pandemic (COVID-19). The research was designed with the correlational survey model. The population of research consisted of sports sciences students from the faculty in seven state universities in Turkey. The sample consisted of 599 (271 female + 328 male) sports sciences students studying at the Departments of Coaching Training, Physical Education and Sports Teaching, Recreation and Sports Management, selected by the easy sampling method from these faculties and taking courses from the online learning platform. Data in the research was collected by using &quot;Online Learning Attitude Scale&quot;, &quot;Online Learning Readiness Scale&quot;, and &quot;Personal Information Form&quot;. The data was analyzed using descriptive statistics, Pearson's correlation and regression analysis. According to the research findings; there is a moderately significant positive correlation between online learning attitude and online learning readiness (p &lt;0.05). Also, online learning attitude was found to have a significant effect on online learning readiness (p &lt;0.05). As a result; in the field of sports sciences, the necessity of establishing a positive online attitude and creating a basis for a successful online learning readiness to provide good online learning to the learner has been put forward.
When the Parent Becomes the Teacher -- Attitudes on Distance Learning in the Time of &quot;Corona-Teaching&quot; from Parents&apos; Perspective
Author: Kolak, Ante
Date: 2021-01-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Pandemics,Parent Attitudes,Foreign Countries,Electronic Learning,Parent Participation,Parent Role,Gender Differences,Age Differences,Educational Attainment,Parent Background,Teacher Competencies,Technological Literacy

This research paper's focus is to portray and analyse different ways of how participants of the educational system in the Republic of Croatia have reacted to the pandemic caused by the virus SARS-CoV-2. Pupils' right to education, as one of their basic rights, was enabled by the Government of the Republic of Croatia's decision to organise distance learning. The part of the system which encountered most challenges during transitioning to online education was in classes first to fourth due to the pupils, because of chronological age and digital and computer literacy level, requiring parents' assistance in order to successfully accomplish educational outcomes. The involvement of parents, who because of child's impossibility to independently carry out duties, have taken on a role of a substitute teacher overnight which consequentially resulted in their overload. The key element in distance learning is independence of pupils which is questionable in the chosen segment of the educational system. In addition to independence of pupils, this paper distinguishes two other important factors: pupils' spatial-material-technical learning conditions necessary to undertake distance learning and cooperative relationship between parents (as substitute teachers) and &quot;real&quot; teachers which takes on a new dimension in the newly emerged situation. The empirical research's goal was an inquiry into parents' attitudes and experiences in three categories (independence of pupils, spatial-material-technical conditions and teachers' requirements). Research results show the existence of difference in parents' attitudes considering their structural characteristics (age, sex, educational status). Furthermore, research participants show mostly positive feedback information in relation to general attributes of distance learning, and results confirm the existence of differences in attitudes in questioned categories. Based on research results we can conclude that distance learning asks of parents, whose children are pupils of classes first to fourth, for a new level of investment for which they require pedagogical support and guidance.
An Innovative Way of Designing Blended Learning through Design-Based Research in Higher Education
Author: Ustun, Ahmet Berk
Date: 2021-04-00
Type: Journal Articles
Subjects: Instructional Design,Blended Learning,Teaching Methods,Teacher Attitudes,Student Attitudes,Active Learning,Critical Thinking,Higher Education,Cooperative Learning,Psychology,College Faculty,College Students,Technological Literacy,Educational Change,Integrated Learning Systems,Course Descriptions,Instructional Materials,Feedback (Response),Educational Environment

Within higher education, the use of blended learning (BL) is exponentially increased in the 21st century, which poses a number of challenges in designing the process of BL for educators. The aim of this design-based research (DBR) study was to assist an inexperienced educator in teaching and designing a BL course in higher education to convert a face-to-face (F2F) course into a BL course. During the design and delivery of the BL course, what appropriate practices were needed to achieve creating an efficient and effective BL course were determined and the educator's reflections on the first experience of teaching the BL course were documented over three iterative design cycles. Mixed methods including learning environment observations, educator interviews, student surveys were employed. The results demonstrated that BL enabled the educator to adopt active learning approaches, engage students in critical thinking and promote the quality of interactive and collaborative learning assignments. Although the educator indicated the time limitation as an obstacle to teach a more efficient BL course, the educator was contented with teaching and designing the BL course and found it useful and supportive overall. Findings were presented and discussed for future studies and implications.
Effective Reading Comprehension Strategies for Students with High-Functioning Autism Spectrum Disorder
Author: Wheat, Alison
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Autism,Pervasive Developmental Disorders,Teaching Methods,Students with Disabilities,Reading Difficulties

Autism Spectrum Disorders are a pressing issue in education. One of the proven areas of difficulty for students on the spectrum lies in the area of reading comprehension. This difficulty stems from several areas, including lack of understanding regarding common comprehension difficulties in the population as well as needs for increased support within existing instruction. By increasing educator awareness of common comprehension issues in this population and providing a number of visual and organizational supports in the classroom, teachers can increase the chances for student success.
Effective Vocabulary Strategies for English Learners in Middle School Classrooms
Author: Huang, Suhua
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Instructional Effectiveness,English Language Learners,English (Second Language),Second Language Learning,Middle School Students,Reading Skills,Teaching Methods,Technology Uses in Education,Reading Aloud to Others,Learning Activities

A significant amount of research indicates that vocabulary plays a critical role for English Learners (ELs) in developing reading skills. This paper provides a variety of vocabulary strategies that classroom teachers can use on a daily basis. Effective strategies, such as student-created videos, literacy circle groups, teacher read-alouds, word sorting games, and word play are applicable for ELs across different content areas.
The Use of Polychoric and Pearson Correlation Matrices in the Determination of Construct Validity of Likert Type Scales
Author: Özdemir, Hasan Fehmi
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Matrices,Construct Validity,Likert Scales,Factor Analysis,Psychometrics,Factor Structure,Maximum Likelihood Statistics,Least Squares Statistics,High School Students

No matter how strong the theoretical infrastructure of a study is, if the measurement instruments do not have the necessary psychometric qualities, there will be a question of trust in interpreting the findings, and it will be inevitable to make wrong decisions with the results. One of the important steps in scale development/adaptation studies is to provide evidence of the experimental validity. In order to reveal evidence of construct validity of Likert type scales, to identify factor structures, to confirm previously predicted structures, factor analysis is used. The primary issue to be examined is the level of measurement of the variable and one of the leading decisions that must be taken is which relation matrix will be used. This descriptive research is based on the effects of using Pearson or polychoric correlation matrix in the factor analysis. It is determined that items showed different &quot;item-total correlations&quot;, &quot;loading values&quot; and &quot;correlation coefficients&quot;, different factor numbers emerged, different items were removed out of the scale, confirmation status of the structure has changed.
A Diagnostic Assessment to Middle School Students&apos; Proportional Reasoning
Author: Arican, Muhammet
Date: 2019-00-00
Type: Journal Articles
Subjects: Diagnostic Tests,Multiple Choice Tests,Test Construction,Middle School Students,Grade 7,Mathematical Concepts,Concept Formation,Thinking Skills,Problem Solving,Mastery Learning,Foreign Countries

This study investigated Turkish middle school students' proportional reasoning and provided a diagnostic assessment of their strengths and weaknesses on the ratio and proportion concepts. A proportional reasoning test with 22 multiple-choice items was developed from the context of the loglinear cognitive diagnosis model. The test was developed around four core cognitive skills (attributes) that required in solving middle school ratio and proportion problems. These skills included understanding ratios, directly, inversely, and nonproportional relationships. The test was applied to 282 seventh grade students, and the collected data were analyzed using the Mplus software. The analysis showed that approximately 62% of the students were able to recognize directly proportional relationships. Whereas, roughly 48% of them were able to recognize inversely proportional relationships. Moreover, while 25% of the students did not master any of the four cognitive skills, 39.1% mastered all four of these skills. In addition, many students had difficulty distinguishing proportional relationships from nonproportional relationships. Diagnostic feedbacks on the students' strengths and weaknesses were provided based on the findings.
An Analysis of Scoring via Analytic Rubric and General Impression in Peer Assessment
Author: Boztunç Öztürk, Nagihan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Evaluation,Peer Evaluation,Evaluation Methods,Scoring Rubrics,Scoring,Item Response Theory,Scientific Research,Research Methodology,Ability,Formative Evaluation,Summative Evaluation

The aim of this research was to analyze and compare analytic rubric and general impression scoring in peer assessment. A total of 66 university students participated in the study and six of them were chosen as peer raters on a voluntary basis. In the research, students were supposed to prepare a sample study within the scope of scientific research methods course and were also expected to present their studies in class. While the students were giving a presentation, their course instructor and peer raters conducted scoring, firstly by using the analytic rubric and subsequently by using general impressions. Collected data were analyzed using the Rasch model. Consequently, it was found that students were distinguished from one another at a highly reliable rate using both scoring methods. Additionally, it was discovered that the differences between students' ability levels were better revealed when analytic rubric was used. It was ascertained that there was a high level positive correlation between the ability estimations obtained from the scores performed by the peers and the instructor, regardless of the scoring method used. Finally, it was determined that ability estimations, corresponding peer raters' analytic rubric and general impression scoring, held a positive and highly strong relation.
Indonesian Novice EFL Teachers&apos; Perceptions of the Use of Peer Assessment in Speaking Class
Author: Wulandari, Ika
Date: 2021-02-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,English (Second Language),Language Teachers,Preservice Teachers,Peer Evaluation,Undergraduate Students,Learning Processes,Teacher Attitudes,Beginning Teachers,Instructional Design,Foreign Countries

There is convincing evidence of the potential advantages of peer assessment. Yet, earlier studies on peer assessment in the learning process have largely focused on students' views on it. Though much can be inferred from the students' views about peer assessment in the learning process, there is a limited empirical study on the practical use of peer assessment by teachers and their responses. This study attempts to offer salient information for educational institutions concerning the importance of peer assessment as a part of their instructional design for novice EFL teachers. This qualitative study aims to investigate Indonesian novice EFL teachers' perceptions of the use of peer assessment in a speaking class as well as its' benefits and challenges. Data was obtained from six Indonesian novice EFL teachers through a semi-structured interview. Findings revealed the two groups of teachers' different perceptions, benefits, and challenges of peer assessment which were affected by their understanding of peer assessment and undergraduate study experiences. Hence, educational institutions for pre-service EFL teachers should take peer assessment into account to be integrated into their instructional designs to enable them to experience and perceive peer assessment as a valuable alternative of language assessment.
Adaptation to Emergency Remote Teaching: Pedagogical Strategy for Pre-Service Language Teachers Amid COVID-19 Pandemic
Author: Sumardi, Sumardi
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Online Courses,Educational Technology,Electronic Learning,Teaching Methods,Barriers,Learner Engagement,Social Media,Preservice Teachers,Language Teachers,English (Second Language),Self Management,Student Attitudes,Video Technology,Feedback (Response)

Due to the COVID-19 pandemic, face-to-face instructions suspended; numerous campuses worldwide closed and were forced to initiate emergency remote teaching (ERT). Thus, this study explores an existing pedagogical strategy to adapt to ERT in the Indonesian context. The study focuses also on the challenges of implementing ERT-based instructions to promote students' engagement during instructional practices. The researcher made a case study in which YouTube, Zoom, and SPADA platforms were employed for ERT-based instructions at a university. Seventeen pre-service language teachers joining the microteaching course in which English as a medium of instruction were voluntarily recruited during the study. The results indicated that ERT-based instructions were praiseworthy as a successful instructional mode to cope with the suspension of face-to-face instructions. However, the prominent challenges were that the low-achieving students were typically lack of self-discipline to engage virtually during the class and teachers had limited control over such students. It is advocated that teachers are supposed to find out the effective instructional strategies to cope with students' negative learning attitude and to ensure that ERT-based instructions are effective for achieving learning objectives.