ethanporcaro/eric-fulltext-meta huggingface dataset:
The Public Behavior and the Social Role of National Legal Business Education
Author: Zulham
Date: 2022-00-00
Type: Journal Articles
Subjects: Public Opinion,Behavior Patterns,Role,Law Related Education,Technology Education,Consumer Education,Business Education,State Legislation,Online Systems,Banking,Literacy,Accountability,Financial Aid Applicants

This study investigates the role between public behavior and the social function of the National Legal Education for the online loan literacy case. The scope of the research includes community behavior integrated with technology and consumer education concerning business law regarding Self Evaluation and Protection of Personal Information in the case of Online Loans. The normative legal study design assesses ten principal legal documents, including nine Rhode Island laws, four government regulations issued by the Minister of Communication and Information and the Financial Services Authority, and one civil code. The study focuses on positive law regarding Self Evaluation and Protection of Consumer Information and Business Law Education on Online Loans. The findings disclose that in national law, online loan literacy cases occur in digital societies. It is necessary to conduct an independent evaluation to control the exploitative attitude of people literate in online loans and determine each area of personal data protection related to rights, obligations, and sanctions based on government regulations. The second finding explains that the social role of business law education on the consumptive behavior of digital society; is shown in primary legal materials. It provides many benefits in self-evaluation and consumer protection, including self-control not to behave wastefully in using online loans, making online loan decisions, and forming a business-savvy personality. Legally, their role for digital society and business law education exists. It includes learning about making humans knowledgeable and having skills in meeting their needs and achieving a better standard of living or progress. The government needs to revise the law, encouraging healthy digital community behavior. Therefore, the rules of honesty, transparency, and justice become applicable.
Racial and Socioeconomic Disparities in the Relationship between Children&apos;s Early Literacy Skills and Third-Grade Outcomes: Lessons from a Kindergarten Readiness Assessment
Author: Herring, Walter A.
Date: 2022-10-00
Type: Journal Articles
Subjects: Kindergarten,Young Children,Emergent Literacy,Reading Ability,School Readiness,Aptitude Tests,Grade 3,Racial Differences,Socioeconomic Status,Achievement Gap

Federal accountability policy mandates that states administer standardized tests beginning in third grade. In turn, third-grade test scores are often viewed as a key indicator in policy and practice. Yet literacy struggles begin well before third grade, as do racial and socioeconomic disparities in children's literacy skills. Kindergarten readiness assessments provide a unique opportunity to better understand the emergence of literacy disparities. We use unique kindergarten literacy data from nearly every school division in Virginia to document the relationship between children's early literacy skills and their later reading proficiency. When comparing children with similar literacy skills at kindergarten entry, we find significant racial and socioeconomic differences in the likelihood that a child will be proficient on their third-grade reading assessment. [For the corresponding grantee submission, see ED619042.]
Self-Efficacy, School Culture, and Teaching Anxiety as Predictors of Science Teachers&apos; Job Satisfaction
Author: Karacop, Ataman
Date: 2022-07-00
Type: Journal Articles
Subjects: Self Efficacy,Anxiety,Science Teachers,Job Satisfaction,Predictor Variables,Self Concept Measures,Foreign Countries,Secondary School Teachers,School Culture

In this research, we study the relationship of science teachers' job satisfaction with the teacher selfefficacy, the teaching self-efficacy, the anxiety toward teaching and school culture. The sample of the study consists of 185 science teachers working in public schools. We obtain the data by using &quot;The Teacher Self Efficacy Scale&quot;, &quot;The School Culture Scale&quot;, &quot;Science Teaching Self-Efficacy Scale&quot;, &quot;The Anxiety toward Science Teaching Scale&quot; and &quot;Job Satisfaction Scale&quot;. The results of the current research showed that science teachers' job satisfaction was directly positively correlated with their self-efficacy, science teaching self-efficacy and school culture. However, teachers' science teaching anxiety no had a direct significant relationship with their job satisfaction. In addition, the results of the structural model indicated that school culture was a strong predictor of science teachers' job satisfaction. The result of multiple regression analysis showed that these independent variables explain 40% of the variance of teachers' job satisfaction. These results shown that a positive school culture, teacher self-efficacy and teaching self-efficacy play an important role in order to provide the affective support necessary for the science teachers' job satisfaction.
Understanding the Value of Play: Recasting Playful Learning by Early Childhood Teachers
Author: Buldu, Elif
Date: 2022-00-00
Type: Journal Articles
Subjects: Play,Learning,Learning Strategies,Early Childhood Teachers,Teacher Attitudes,Early Childhood Education,Foreign Countries

The purpose of the study was to explore Turkish preschool teachers' views and implementation of play and playful learning in their own classrooms. Through semi-structured interview questions, the participating teachers' perspectives were investigated using a phenomenological research approach. A thematic data analysis approach was used to examine the gathered information. The current study's findings revealed that participating teachers have diverse perspectives on the relationship between play and learning. While many of them highlighted the significance of play for children's learning and development, only a few of them suggested how they can give a learning opportunity through play. They also noted that arranging the environment to learn through play was challenging for them. The findings emphasized the importance of changing teachers' stereotypical views of learning and realizing the benefits of playful learning for all children. As a result, the study's findings indicated the need for new government regulations and teacher training programs to assist teachers' knowledge and practice in offering playful learning.
Prospective Turkish Teachers&apos; Opinions on Distance and Face-to-Face Education
Author: Sariikaya, Bünyamin
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Attitudes,Distance Education,In Person Learning,Foreign Countries,Undergraduate Students,Technology Integration,Educational Change

The COVID-19 pandemic has introduced many uncertainties into major aspects of global and national society, including education. Therefore, in a bid to support the continuation of education, Turkey, like many other countries in the world, has made it mandatory to shift to distance education in all school levels. But this mode of teaching, i.e. distance education, has also brought many new challenges, especially for students. Pandemic hit the students hardest. Thus, it would be necessary to know what challenges the students face during distance education. To that end, the current study aims to explore the opinions of university students on distance education. The study participants consisted of 94 undergraduate students, prospective Turkish teachers, studying Turkish in Mus Alparslan University in Turkey. The participants were asked to answer some questions. The questions were about the future of distance education, pros and cons of both education systems, and the most effective system for Turkish teaching. The questions were delivered via Google Forms. The data of this qualitative study was collected using a written opinion form developed by the researchers. In the analysis of research data, the descriptive data analysis technique was used. At the end of the study, the following conclusions were reached: distance education will replace face-to-face education; two education systems are not free from flaws; and Turkish classes should not be delivered through distance education.
Public Administration Undergraduate Education during the COVID-19
Author: Tuzcuoglu, Ferruh
Date: 2022-00-00
Type: Journal Articles
Subjects: Public Administration Education,Undergraduate Students,COVID-19,Pandemics,Electronic Learning,Foreign Countries

In this study, the impact of the COVID-19 pandemic on public administration education was analyzed through undergraduate students. The aim of the study is to determine the possible effects of coronavirus on digital education by conducting a quantitative analysis through undergraduate students of the departments of political science and public administration, and to evaluate the findings and make suggestions and recommendations. The research covers undergraduate students of Süleyman Demirel University, Department of Political Science and Public Administration. Within the scope of the aim, twenty-one questions were asked to undergraduate students by applying the questionnaire technique. 734 undergraduate students participated in the survey and the questionnaire was prepared digitally over Google Forms. The survey data were analyzed with the MAXQDA 2020 Analytics Pro program. The findings were evaluated by visualizing them with the help of tables, figures and graphics.
Revisiting the EFL Curriculum in the Outcome-Based Education Framework and Freedom to Learn Program
Author: Solikhah, Imroatus
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Curriculum Development,Quality Assurance,Content Analysis,Undergraduate Students,College Credits,Outcomes of Education,Competency Based Education,Educational Quality,State Universities,Religious Colleges,Islam,Foreign Countries

In this study, three dimensions were evaluated: the process of developing the curriculum, course distribution to serve quality assurance, and development of courses for &quot;Merdeka Belajar&quot;(Freedom to Learn) program. Curriculum documents and papers presented in the focus group discussion were used as data sources. Content analysis design and qualitative data analysis were used for analyzing the data. A total of 42 participants from Indonesian public and Islamic universities were included in this study. The data were thematically analyzed. The study resulted in three key findings. First, initial curriculum development focused on competency-based curriculum and outcome-based education. Not all learning outcomes and course mapping match the curriculum based on backward design. Second, the National Qualification Framework should be built on the skill and knowledge cluster to adequately assess course learning outcomes. Also, the 144-credit-course distribution should allow the undergraduate program to be completed in seven semesters. Third, curriculum developers can divide 40 semester credits for &quot;Merdeka Belajar&quot; courses and 104 credits for regular courses. Conversion of credits can be achieved by assigning equal courses in the same semester, combining undergraduate research with fieldwork, or publication in a journal.
How Do Students Perform a Peer Assessment?
Author: Mumpuni, Kistantia Elok
Date: 2022-07-00
Type: Journal Articles
Subjects: Peer Evaluation,Preservice Teachers,Teaching Methods,Teacher Evaluation,Foreign Countries,Teacher Education Programs,Teaching Skills

Peer assessment is an evaluation in which the students are assessing each other. However, do they understand what to assess, how to assess, and the objectivity of the assessment? This study aims to analyse students' ability to conduct peer assessments. The research applied a quantitative research design using questionnaire. The participant was a pre-service teacher who assessed their peers' teaching practices focused on basic teaching skills using questionnaire. The data of ten skills were obtained and analysed using a multi-rater Rasch model with Many-Facet Rasch Measurement. Findings revealed that students' assessment was reliable (0.99), with a high separation index (9.46). The chi-square test showed a significant difference between the levels of the assesses. The exact agreement score was 47.3%, and the expected score was 46.8%. The data showed that the assessors did the scoring independently, the distribution of respondents and items' difficulty levels with the same scales were clear. In conclusion, the results indicated that the students were able to conduct peer assessment objectively. These findings provide support for using peer assessment as an objective and an authentic assessment. For recommendation, the grading rubric should be arranged as clear as possible, conduct assessor training, and more often tests to reduce bias.
Examining the Efficacy of Pre-Service Training for Enlisted Professional Military Education Instructors during the COVID-19 Pandemic
Author: Keys, Jason
Date: 2022-00-00
Type: Journal Articles
Subjects: Military Schools,Military Personnel,COVID-19,Pandemics,Electronic Learning,Preservice Teacher Education,Teacher Attitudes,Beginning Teachers,Teaching Methods,Self Efficacy,Classroom Techniques,Learner Engagement,Technology Uses in Education

U.S. Air Force enlisted professional military education shifted traditionally in-person leadership interventions online due to the COVID-19 pandemic. Air Force guidance stated that pre-service faculty training focused on in-person instruction was sufficient for teaching online and that instructors did not require training that included online teaching strategies. This study was conducted to examine the efficacy of pre-service training for military leadership instructors teaching online. Utilizing a conceptual framework of teacher self-efficacy, locus of control theory, and social-cognitive theory, this research examined the experiences of four instructors who graduated pre-service training focused on in-person instruction and taught online directly thereafter. Analyzing data from interviews, observations, and student surveys, results indicated the pre-service training, coupled with the participants' military supervisory background, adequately prepared participants to teach online. Future studies should examine a larger sample size of instructors to identify trends and patterns within the professional military education instructor community.
Implementing and Evaluating Critical Thinking Skills Developing Lesson Plans for Prospective Teachers
Author: Gürsan, Serkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Critical Thinking,Thinking Skills,Foreign Countries,Elementary Education,Grade 4,Lesson Plans,Skill Development,Student Motivation,Computer Software

In this study, a technology-supported teaching module was designed to support the advancement of critical thinking as determined by Facione (1990). The lesson plans of the designed teaching module were applied to future mathematics teachers in primary schools. In the study, worksheets constitute teaching model applications lesson plans and it is aimed to evaluate the statements of the pre-service teachers on the worksheets regarding solutions, suggestions and results within the framework of critical thinking skills. During the fall term of the 2019-2020 educational year, we carried out the research study with fourth-graders enrolled at the Faculty of Education, Primary Mathematics Education of a state university in the Marmara Region in Turkey for one semester. This study utilized a case study design, also known as qualitative research. Worksheets that constitute the designed lesson plans served as instruments for collecting data. Using descriptive analysis and content analysis, we analyzed the answers provided by prospective teachers on the worksheets. The previous study concluded that the designed lesson plans were compatible with the critical thinking sub-skills determined by Facione, and contributed to the critical thinking skills of future teachers.
Meta-Thematic Analysis of the Studies on the Remedial Education Program in Primary Schools
Author: Kinay, Ismail
Date: 2022-00-00
Type: Journal Articles
Subjects: Remedial Instruction,Elementary Schools,Educational Research,Qualitative Research,Academic Achievement,Student Characteristics,Elementary School Students,Foreign Countries,Program Evaluation,Parent Attitudes

The purpose of this research is to analyze the studies on the Remedial Education Program in Primary Schools using meta-thematic analysis. In this research, qualitative research papers containing the opinions of participants about the Remedial Education Program in Primary Schools (REPPS) were examined by reviewing using Google Scholar and TR Dizin databases. In our research, research papers were determined by making a search using the keywords &quot;Remedial Education Program in Primary Schools&quot; and &quot;REPPS.&quot; As a result of the review, 12 articles published as full text, using the qualitative research model and containing participant views, were included in the research. Five themes were developed as a result of this research.
Mediating Effects of Mobile Phone Use on the Relationship between Mobile Addiction and Academic Behavior
Author: Chan, Yuen Fook
Date: 2022-07-00
Type: Journal Articles
Subjects: Handheld Devices,College Students,Addictive Behavior,Learner Engagement,Correlation,Telecommunications,Student Behavior,Self Evaluation (Individuals),Psychological Patterns,Foreign Countries

Since there is little research on the mediative effect of excessive mobile phone use on mobile addiction and academic behavior among university students, hence, the current study sought to study the relationship between these three variables. Data was collected from 435 university students through an online Google form survey sent through a WhatsApp link. Overall, the result shows that that level of mobile addiction was moderate. More than 40% of the respondents had experienced the impact of excessive use of mobile phone while more than 16% experienced negative academic behaviour. Besides, structural equation model fit and measurement models were used to analyze the data with a two-stage structural equation modelling. The first stage involved the assessment of measurement model or also known as Confirmatory Factor Analysis (CFA) for negative academic behavior, excessive mobile phone use and mobile addiction. The measurement model achieved a good fitness index where, RMSEA = 0.064, NFI = 0.9, CFI = 0.932, TLI = 0.921, and Relative Chi-square (Chisq/df) = 2.855. In the second stage of assessment of the structural equation model, the study confirmed that excessive mobile phone use mediates the relationship between mobile addiction and negative academic behavior among students in higher education in Malaysia. The novelty of this study lies in the exploratory analysis of these three variables with a systematic method to find a conclusive result. In summary the findings imply that higher education institutions need to have better guidelines to regulate mobile phone use among students in higher learning institutes.
Symptoms of Education Deficiency in Social Reality: Evaluation and Pedagogical Proposals for Addressing Them
Author: Konstantinou, Charalambos
Date: 2022-00-00
Type: Journal Articles
Subjects: Role of Education,Citizenship Education,Social Influences,Social Development,School Role,Family Role,Barriers,Education,Identification (Psychology),Interaction,Student Behavior,Child Behavior,Foreign Countries,Technological Advancement

The main issue of this article is &quot;education&quot; as a meaning &quot;process&quot; and as the requested point (desideratum) in accordance with its role in educational and social reality. More specifically, by illustrating the aspects of this relation, we seek to give prominence to the role of education at an ethical and practical level, concerning not only citizens' social behavior but educational institutions and wider society, as well. It is our primary intention to highlight education's relationship with social learning and its effect on students' social behavior, within the family and school environment. At his point, the practices that the child becomes familiar with within the family, school, and social environment in general and which eventually, play a decisive role in the development of personality and more specific in a person's behavior, will be discussed. In addition, specific samples of young individuals' and adults' social behavior, which reveal the deficiency of &quot;education&quot; and at the same time concerning prevailing culture and its causes, will be determined. The article is concluded with the final observations, findings, and pedagogical suggestions.
Turkish School Counsellors&apos; Views of the Importance of Multicultural Awareness, Knowledge, and Skills
Author: Yöntem, Mustafa Kemal
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Counselors,Counselor Attitudes,Cultural Awareness,Knowledge Level,Refugees,Student Diversity,Counseling Techniques

This study aims to determine the Turkish school counselors' views of the importance of multicultural awareness, knowledge, and skills. In this context, participants were selected using the purposive sampling method. The participants consisted of 15 males and 27 females. All participants were selected from school counselors with experience in counseling with refugees. The Q methodology was used in the present study to identify the views of school counselors on multicultural counseling competencies. Three dimensions of multicultural counseling were used in developing the Q statements within the scope of this study. The data collection instrument of the study consisted of a total of 18 Q items regarding the multicultural counseling needs of school counselors. Basic component analysis and varimax rotation analysis showed that 42 participants could be grouped under three factors. Twenty four out of 42 participants (57.14%) were grouped under a dimension, which might indicate that the participants had a general characteristic. According to study findings, the vast majority of the participants considered themselves adequate in the dimension of self-awareness, while they considered themselves inadequate in terms of skills and knowledge.