ethanporcaro/eric-fulltext-meta huggingface dataset:
Zero -- An Uncommon Number: Preschoolers&apos; Conceptual Understanding of Zero
Author: Hartmann, Julia
Date: 2022-01-00
Type: Journal Articles
Subjects: Preschool Children,Number Concepts,Computation,Concept Formation,Preschool Education,Foreign Countries,Knowledge Level

The conceptual development of natural number in preschoolers is well-researched. However, less is known about the conceptual development of zero. Recent studies suggest that children develop an understanding of zero after learning to count. It remains unclear, when a conceptual understanding of &quot;zero&quot; as number word for an empty set emerges. This paper integrates numerical and language theories about how, where and when the concept of zero is formed and is integrated into the class of natural numbers. The counting skills of 107 preschoolers were assessed for the number range between zero and eight as well as for their ordinal understanding of zero. The results show that compared to the natural numbers, zero was substantially more difficult. Children are able to list zero in a number word sequence (0, 1, 2, 3 .... or 3, 2, 1, 0), but were unable to describe a set as having zero numbers. This latter conception contradicts findings regarding natural numbers, in that an empty set is counter intuitive. Zero could be correctly placed when consecutive order was required, but addition and subtraction by counting was more difficult. The results suggest that the conceptual development of zero differs qualitatively from the natural numbers. Based on the results, the ordinal understanding of zero as a predecessor to one, together with its matching linguistic concepts is proposed to be the key to the conceptual development of zero.
Negative Life Events and Psychological Distress and Life Satisfaction in U.S. College Students: The Moderating Effects of Optimism, Hope, and Gratitude
Author: Gungor, Abdi
Date: 2021-00-00
Type: Journal Articles
Subjects: Trauma,Experience,Psychological Patterns,Stress Variables,Life Satisfaction,Quality of Life,College Students,Academic Achievement,Positive Attitudes,Predictor Variables,Counseling,Attitude Measures

Negative life events are unpleasant, stressful, and uncontrollable experiences found to be risk factors for increased psychological distress and decreased life satisfaction in college students. In addition, distress and life satisfaction are closely related to college students' quality of life and academic performance. Conversely, positive psychological states have been hypothesized to buffer the effects of negative life events. Data from 738 college students in the U.S. were analyzed to examine the moderating effects of three positive psychological variables on negative life events: optimism, hope, and gratitude. The results showed that negative life events positively predicted distress and negatively predicted life satisfaction. The results also revealed that optimism, hope, and gratitude moderated the effects of negative life events. The authors conclude that the evidence supports positive psychology interventions in college counseling to combat the effects of negative life events through the positive psychological states of optimism, hope, and gratitude. The specific clinical implications for practicing counselors and educational settings are suggested. [Paper presented by Eurasian Congress of Positive Psychology (2nd, Istanbul, Turkey, May 12-14, 2017).]
Organizational Functioning in Turkish Higher Education System: Birnbaum&apos;s Five Models of Institutional Governance
Author: Ergin Kocatürk, Hatice
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Governance,College Administration,Administrative Organization,Politics of Education,Models,Collegiality,Power Structure,Institutional Characteristics,Research,College Role,Research and Development,Professional Development,Decision Making,Interpersonal Communication,Cooperation,Feedback (Response)

Expectations from higher education institutions and systems are constantly increasing at both national and global levels. In addition to the variety of services provided by higher education institutions, the rise in expectations makes management of these institutions more difficult. However, while formations such as mission differentiation, thematic university structure, and regional development universities differentiate the objectives of higher education institutions from each other, attempts to achieve these specific objectives may bring along an organizational and informal structure specific to the institution. Based on this premise, the aim of this study is to examine the institution-specific governance models observed in Turkish higher education institutions. This case study is based on the five models of organizational functioning introduced by Birnbaum with the perspective of new institutionalism. The data of the study were obtained from two sources: Existing literature and interviews with 10 academics from higher education institutions. Accordingly, the governance models frequently observed in Turkish higher education institutions are bureaucratic model, political model and organized anarchy. In addition, the rapid increase in the number of higher education institutions and the dependence on resources increase the homogeneity between higher education institutions.
Augmented Reality (AR) in Language Learning: A Principled Review of 2017-2021
Author: Punar Özçelik, Nermin
Date: 2022-07-00
Type: Journal Articles
Subjects: Computer Simulation,Educational Technology,Computer Uses in Education,Second Language Instruction,Educational Research,Research Needs,Language Skills,Cultural Awareness,Foreign Countries,Elementary Secondary Education,Postsecondary Education,Teaching Methods,English (Second Language)

With the changing and developing technology, numerous new systems that cannot be given up and have a great impact are becoming a part of our lives. Augmented reality (AR) is one of these systems which can be claimed as magic. AR has been gaining considerable interest in the field of education, and language learning since Pokémon Go, the most well-known AR location-based game, was launched. There has been much evidence to support the effectiveness of AR in education. The present study set out to review in detail the current research studies published in SSCI/ESCI/ERIC indexed privileged journals in the field of language education and technology within the last five years, on the topic of augmented reality in language learning. The selection of articles was made on the basis of empirical studies on the use of AR in language education. Surprisingly, only seventeen studies seem to fall into the said category in these selected, SSCI/ESCI/ERIC journals. On the grounds that there emerges a lack of such studies and complying with the nature of the present study, all these articles have been reviewed in detail, in terms of three aspects: (1) research features, such as research focus, design, data collection tools, study, and educational context; (2) the use of AR, such as theory behind AR use, and AR applications used in the studies; (3) results of the studies. The results showed that much emphasis has been on vocabulary learning, the learning effectiveness, attitudes, and motivations of language learners with scant attention given to language skills. There is a current paucity of empirical research focusing specifically on different language skills. Hence, it is desirable to examine the effects of AR on different language skills of language learners.
A Phenomenological Research on the Role of Emotional Orientation in Academics&apos; Professional Lives
Author: Bakioglu, Aysen
Date: 2022-00-00
Type: Journal Articles
Subjects: Phenomenology,College Faculty,Teacher Attitudes,Emotional Experience,Content Analysis,Trust (Psychology),Work Attitudes,Role,Higher Education,Teacher Role,Teacher Characteristics,Foreign Countries,Work Environment

The aim of this study is to explore the role of emotional orientations in academics? professional life. This qualitative study was designed in accordance with the phenomenological design. In the study, the researchers used criterion-based sampling and involved 26 volunteer academics with different titles and higher institutions. The data in this study were collected through face to face in-depth interviews with semi-structured interview questions. The collected data were analyzed through content analysis in three cycles. The results of the study showed that the unique professional characteristics of academics were determinative in emotional orientations that were positive outputs such as trust, helpfulness, and tendency to work collectively. As triggering factors of emotional orientations, it was found that working alone or job-centering efforts play important roles in academics? practices. Another result of the research indicated that academics also produce unique emotional experiences in the context of higher education. In other words, this study reveals that emotional orientations have an effect on both positive and negatives roles in shaping academic? life.
Investigating Pre-Service Teachers&apos; Behavioral Intentions to Use Web 2.0 Gamification Tools
Author: Turan, Zeynep
Date: 2022-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Intention,Educational Games,Student Attitudes,Usability,Value Judgment,Self Efficacy,Psychological Patterns,Anxiety,Computer Games,Educational Technology,Web 2.0 Technologies,Correlation,Foreign Countries

This study aimed to investigate the pre-service teachers' behavioural intentions about using gamification tools and the critical factors affecting their usage. The data were collected from 313 pre-service teachers from two large-scale universities in Turkey through a questionnaire with seven constructs: perceived ease of use, usefulness, self-efficacy, enjoyment, computer anxiety, attitude, and behavioural intention. Firstly, students were trained on the gamification method and Web 2.0 gamification tools (Kahoot!, Classdojo, and Jeopardylabs), then data were collected through a questionnaire. This study used the Technology Acceptance Model as a research framework. The data were analyzed by Structural Equation Modeling. The results showed that perceived self-efficacy and attitude factors had significant direct effects on pre-service teachers' behavioural intentions to use gamification tools. Furthermore, the perceived enjoyment and usefulness factors significantly affected preservice teachers' attitudes towards using gamification tools. Additionally, the perceived self-efficacy and attitude factors had significant direct effects on perceived enjoyment to use gamification tools. Moreover, indirect effects on the dependent variables were revealed. Eventually, six constructs accounted for 75% of the variance for intention to use gamification tools. As a result, the research model appeared to have a good fit. Based on the findings within the scope of this study, various suggestions for researchers and practitioners were presented.
A Preservice Middle School Mathematics Teacher&apos;s Knowledge of Student Thinking about Line Graphs
Author: Ozaltun Celik, Aytug
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Middle School Students,Mathematics Instruction,Secondary School Mathematics,Preservice Teachers,Knowledge Level,Graphs,Practicums,Cognitive Processes,Mathematical Concepts,Statistical Inference

Interpreting statistical graphs and making inferences based on the graphs are a precursor for formal statistical inferences. To support student inferences, both teachers and future teachers should have adequate knowledge regarding students' thinking on graphs as well as their potential misinterpretations and difficulties in interpreting graphs. In this qualitative case study, I examined a preservice middle school mathematics teacher's knowledge of student thinking about interpretation of line graphs. During her practicum course, preservice teacher planned a lesson to teach &quot;creating and interpreting line graphs.&quot; I first interviewed with her on the lesson plan and then observed her teaching the subject. The data indicated that the preservice mathematics teacher's actions regarding knowledge of student thinking before and during the lesson supported the students in interpreting graphs beyond reading. Preservice and in-service teachers with more knowledge of student thinking would provide teaching practices to support students' learning of statistical graphs. I thus suggest that a curriculum may be designed for improving preservice mathematics teachers' knowledge of student thinking about statistical concepts and informal statistical inferences.
The Effects of Studies in the Field of Science on Scientific Process Skills: A Meta-Analysis Study
Author: Kol, Özge
Date: 2022-07-00
Type: Journal Articles
Subjects: Science Process Skills,Meta Analysis,Outcomes of Education,Student Centered Learning,Science Instruction,Teaching Methods,Instructional Effectiveness,Foreign Countries,Science Education,Effect Size

In this research, a meta-analysis study was conducted to determine the effect of student and teacher-centered practices in science lessons on students' scientific process skills. To this end, the literature related to the studies conducted in Turkey and abroad was searched. For this purpose, articles, master's, and doctoral theses published between 1999-2020 in national and international databases were scanned. As a result of the literature review, it was deemed appropriate to include a total of 100 studies in the meta-analysis. In the meta-analysis study, subgroup analysis was performed in the fields of science, publication year, education levels, sample size, application period and publication types. As a result of the meta-analysis, it was determined that student-centered practices had a positive effect on students' SPS in science lessons compared to teacher-centered ones. It was also found out that 93 of the 100 studies included in the study had a positive effect size and 7 had a negative effect size value. Of the positive studies, 6 were at the level of weak effect, 23 at the level of small effect, 21 at the level of medium effect, and 43 at the level of large effect. In light of the findings obtained, student-centered practices in science education appear to have a stronger effect on developing students' scientific process skills than teacher-centered practices.
Game Therapy Studies: A Review and Meta-Analysis Sample
Author: Tarkoçin Vural, Suna
Date: 2022-07-00
Type: Journal Articles
Subjects: Games,Play Therapy,Program Effectiveness,Outcomes of Treatment,Foreign Countries,Meta Analysis,Effect Size,Child Behavior

Gaming is a natural process for the child, and with the play therapy technique used in this process, opportunities are offered to the child to express their problems and emotions by playing. Play therapy is used in many studies with children. The number of studies conducted on the effectiveness of play therapy in Turkey is increasing with each passing day. In this study, experimental graduate studies related to the play therapy education program from the past to the present (1987-2020) were examined and the results were brought together. A total number of 38 master's and 8 doctoral studies were reached in the YÖK (Council of Higher Education) thesis center related to the subject, but only 7 studies in accordance with the inclusion criteria were analyzed with meta-analysis method. While examining the postgraduate studies, care was taken toward the existence of an experimental and control group in which play therapy was applied. The studies in which play therapy was applied to the experimental group but not the control group were included in this study. In order to calculate the effect sizes, average (X), standard deviation (SS) and sample size (N) values from master's theses were processed in the Excel program. Later, CMA (Comprehensive Meta Analysis) statistical program was used for the analysis required for the study, &quot;Hedges's g&quot; was used to calculate the effect size and the Excel program was used for the collection-processing of the data. As a result of the research, it was found that the effect size of play therapy on children's behaviors has an excellent effect size. It was concluded that 5 of the studies included in the study were excellently effective, 1 was moderately effective, and 1 was broadly effective. These limited studies provide information that play therapy has a positive effect on children.
Views of the Students Learning Turkish as a Foreign Language on Distance Education during the COVID-19 Pandemic
Author: Kartallioglu, Nurettin
Date: 2022-07-00
Type: Journal Articles
Subjects: Turkish,Second Language Instruction,COVID-19,Pandemics,School Closing,Distance Education,Undergraduate Students,Student Attitudes,Foreign Students,Foreign Countries,Educational Technology,Barriers,Instructional Effectiveness,Language Skills

This study examines the views of international students learning Turkish as a foreign language (TFL)through distance education during the COVID-19 pandemic. The study is qualitative by nature and employed the case study method. The study group consisted of 31 nationals from different countries who had to take preparatory TFL courses in order to qualify as undergraduate students at the faculty of Engineering of the Bolu Abant Izzet Baysal University during the 2019-2020 academic year. A semi-structured interview form was used to determine the views of the participating foreign students on distance education during the pandemic. The results showed a decline in the expected language levels of the students due to technology and education-related problems they experienced during their distance learning process. While the students expressed the positive aspects of distance education as protection from the virus, recording of the classes which allowed repeated viewing, gaining experience, and saving time; the negative aspects expressed by the students were lack of previous experience in distance education, feelings of isolation, and having trouble asking for clarification when a teaching point was not understood during classes. More than half of the students stated that their motivation had increased during distance education and that they reported improvement in all their language skills but speaking. While the TFL students expressed positive opinions about online exams stating that they experienced less exam stress and did not have to go to school to take them, they also mentioned negative aspects of those exams such as technical problems they experienced while taking the exams and a high likelihood of cheating. Suggestions were made by the researcher based on the findings.
Pre-Service Teachers&apos; Perceptions Related to the Distance Teacher Education Learning Environment and Community of Inquiry
Author: Özüdogru, Melike
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Attitudes,Distance Education,Teacher Education,Educational Environment,Communities of Practice,Inquiry,Foreign Countries,Gender Differences

This study aimed to reveal pre-service teachers' perceptions of Distance Education Learning Environment and Community of Inquiry according to gender and their departments and also clarify the relationship among these two sets. The research was designed according to relational survey research and cross-sectional data were collected from 262 volunteer pre-service teachers. In this study, the Distance Education Learning Environment Survey (DELES) and the Community of Inquiry (CoI) Inventory were implemented to collect data. In order to investigate whether there were differences among the perceptions of pre-service teachers according to the sub-dimensions of their DELES and CoI variables, multivariate analysis of variance was conducted. In addition, Canonical Correlation was performed to investigate the relationship between the DELES and CoI variable sets in a teacher training institution. The results revealed that female pre-service teachers exhibited considerably greater teaching presence and cognitive presence scores than males. However, no significant differences were determined in pre-service teachers' perceptions of distance teacher education learning environments and the CoI according to their departments. Based on the results, teaching presence was found a core factor and the perceived social and cognitive presence was related to mild instructor support, relevant instruction, authentic, active learning, student interaction and collaboration, and autonomy properties of distance education teacher training classroom environments.
University Students&apos; Experiences of Learning in an Online Environment in COVID-19 Pandemic: A Meta-Methods Research Study of Perceptions and Attitudes of South African Students
Author: Onwuegbuzie, Anthony J.
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Student Experience,Distance Education,Electronic Learning,COVID-19,Pandemics,Student Attitudes,Foreign Countries,Mental Health

The purpose of this meta-methods study was to examine challenges experienced by students that hinder their ability successfully to learn online during the emergency remote teaching of a South African University that began in April 2020 due to the COVID-19 pandemic. Specifically, 4,419 students completed an online questionnaire. Analyses of the open-ended responses via WordStat 8.0.29 topic modeling and VOSviewer 1.6.14 text mining, independently led to the identification of five meta-themes, indicating triangulation of findings. Most notably, mental health issues emerged as an important meta-theme, with 10% of the participants reporting mental health challenges. Implications of these findings are discussed.
Exploring Conventionalized Phraseology in Advanced Academic Writing of Tunisian Linguistics Students: A Lexical Bundles Analysis
Author: Taieb, Almontassar Bellah
Date: 2021-00-00
Type: Journal Articles
Subjects: Phrase Structure,Writing Instruction,Persuasive Discourse,Linguistics,Foreign Countries,Computational Linguistics,English for Academic Purposes,Second Language Learning,Second Language Instruction,Classification,Comparative Analysis,Verbs,Nouns,Advanced Courses,Undergraduate Students

Multi-word combinations are crucial for the production of various discourse types as well as for the construction of a credible and persuasive academic persona. This study investigates the frequency, structure, and function of the most frequently occurring 4-lexical bundles in writings from the field of linguistics. Following Biber et al.'s (1999) corpus driven-approach, a total of 87 and 113 of lexical bundles were identified in expert and student writing, respectively. Findings revealed substantial differences in the frequency distribution of lexical bundles across the structural categories. More precisely, the study indicated that the student cohort relied heavily on clausal bundles. Expert writers, on the other hand, showed increased use of phrasal bundles, which are considered indicative of proficient academic writing. In terms of function, the analysis showed a preferential attachment to certain lexical bundle functions, with text-oriented bundles occurring significantly in student writing as opposed to research-oriented bundles which were predominantly used in expert writing. These functional differences also suggest diachronic changes in experts' use of these word sequences due to the discipline's discursive demands.