ethanporcaro/eric-fulltext-meta huggingface dataset:
Proposal of a Melodic Sequence for Music Literacy in Turkey in the Light of Turkish School Music and Kodály Philosophy
Author: Çeliktas, Hatice
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Teaching Methods,Cultural Influences,Folk Culture,Educational History

Kodály method has been adapted and used in many countries' music education systems since the 1960s and still is in use with a growing interest. Turkey is one of the countries that began to find its way in music education and brought Kodály related ideas into education in the 20th century. However, music educators constantly began to speak about the Kodály philosophy and its applications last three decades. In this study, it is aimed to examine Kodály from a cultural perspective and to discuss how Kodály approach can be better adapted for Turkish school music and Turkish music education system. For this purpose, primarily Turkish school music and its place in music education are reviewed and reported in a historical context. Later, at the end of this examination in the light of Kodály's ideas about folk music and &quot;musical mother tongue&quot;, a proposal for melodic sequence is suggested for music literacy in Turkey.
Pedagogically-Informed Knowledge Mapping: Representing Contextualised Competences and Technology Implemented
Author: Nitchot, Athitaya
Date: 2021-00-00
Type: Journal Articles
Subjects: Knowledge Level,Visual Aids,Concept Mapping,Educational Technology,Technology Uses in Education,College Students,Student Attitudes,Program Effectiveness,Foreign Countries

Knowledge can be represented as concept maps or directed graphs. Our research focuses on the use of knowledge mapping within the educational technology domain. The purposes of using knowledge mapping can be varied such as for self-learning, visualizing individual knowledge and sharing knowledge mapping. Knowledge mapping tools in the educational technology domain currently support learners and teachers in creating and visualizing a knowledge repository, usually of subject matter content or links to such content. However, when we consider the context of learning and teaching, none of the tools are based upon a pedagogically informed approach to knowledge in such a context. In our research, we identify contexts as, at the least, the situation, the resources, and the tools involved or required for the knowledge to be effectively demonstrated. We propose a pedagogically-informed knowledge mapping design, where knowledge is conceptualised as a contextualized learner competence or intended learning outcome, and proposes a tool called Mytelemap for creating and visualizing knowledge and recommending appropriate learning and teaching materials. The research question was set as &quot;Does the use of knowledge mapping and Mytelemap correlate with performance on the final project?&quot; Academic performance was operationalized as the final project mark, and the explanatory path for identifying its correlates was particularly interesting. The experiment suggested that satisfaction in using, and the motivation given by using the Mytelemap tool for knowledge mapping and visualization were significant predictors of engagement which was in turn the significant predictor of academic achievement. We hence conclude that the use of knowledge mapping and the tool significantly correlated with academic performance. However, the suggested results were limited to the knowledge domain of web technology, where the academic contexts referred to tools used in developing web site prototypes in an undergraduate curriculum. Future work will investigate contextualized competences in different domains and different contexts.
Relationship between Vocabulary Learning Strategies and Vocabulary Size: Evidence from Saudi Female EFL Learners
Author: Alsharif, Rawan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Vocabulary Development,Metacognition,Females,Second Language Learning,Learning Strategies,Undergraduate Students,Memory,Correlation

Vocabulary knowledge has been largely viewed as an important component in language learning and language acquisition. Understanding how EFL learners approach vocabulary learning is also considered crucial for language teachers and researchers to develop an effective learning environment that may stimulate high-quality learning outcomes. Studies on vocabulary size suggest that Saudi EFL learners have impoverished vocabulary knowledge, but there is still little known about how likely certain vocabulary learning strategies may enhance vocabulary knowledge. This study aims to address this issue. We specifically aim to identify the type of vocabulary learning strategies more frequently used among Saudi female EFL learners, and how the use of certain learning strategies may influence vocabulary knowledge. We asked participants to complete two test instruments: the Vocabulary Learning Strategies Questionnaire and the Vocabulary Size Test. All data was gathered using an online survey and the results showed evidence that participants largely rely on metacognitive learning strategies to learn English vocabulary, and all participants seem to have no problems with high- and mid-frequency words. Our relationship tests also suggest that the increase in using the metacognitive strategy is likely to enhance vocabulary knowledge among our participants. These results together are thought to provide useful insights to language learning theories in general and to Saudi teachers and policymakers in particular about how they can help students overcome challenges associated with their vocabulary learning strategies and vocabulary size.
Faculty Engagement in Online Education: Applying the Perceived Characteristics of Innovation to Explain Online Teaching Intention
Author: Carraher-Wolverton, Colleen
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Intention,Technology Integration,Teacher Participation,Correlation,College Faculty,Teacher Attitudes,Teacher Characteristics

There exists an increasing demand for online education; however, faculty may question the value of online courses as they grapple with making a connection between the face-to-face classroom and the online learning experience. Much research has focused on factors relating to student engagement, although we posit that faculty engagement represents an important aspect in the online learning context that has been fairly overlooked in the engagement research stream. Therefore, understanding the factors that influence a faculty's intention to teach an OL course in addition to their level of engagement in teaching an online learning course is vital to the growth and success of an OL program. Therefore, in this study, we seek to not only understand the factors that influence faculty's intention to teach online learning courses but also an instructor's level of faculty engagement in online learning courses. We sought a novel lens with which to examine this phenomenon, so this study utilizes the perceived characteristics of innovation (PCI) to examine the relationships between faculty engagement and intention to teach online learning courses. We conducted a survey of 99 instructors from a large public university in order to assess the impact of PCI on faculty engagement and intention to teach online courses. Structural equation modeling (SEM) was employed to analyze the data, concluding that result demonstration, relative advantage, and compatibility influence a faculty's level of engagement in an online learning course, which in turn influences their intention to teach an OL course. We discuss how this research can be utilized in order to more effectively allocate scarce resources by focusing on the relative advantage of online learning, the measurability of online learning, and the way in which it can be compatible with instructors teaching preferences. We present this study to enable the beginning of a new stream of research into faculty engagement.
Preparing Professional School Counselors to Work with Student Athletes
Author: Stahlke, Jacqueline
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Training,Best Practices,Student Athletes,High School Students,Eligibility,College Choice,Decision Making,Counselor Role,College Athletics

Professional school counselors play a role in helping students and families make college decisions. One student group that may have unique challenges are student athletes who wish to compete at the collegiate level. These students have additional requirements, beyond traditional admission procedures, to meet eligibility requirements. The purpose of this article is to provide professional school counselors guidance and best practices to support these students. As requirements may change, it is important that professional school counselors, especially those at the high school level, remain up to date in training and their understanding of specific policies, credit requirements, and timelines to support student athletes.
&quot;Real Meaningful Change Comes from Building Relationships&quot;: School Counselors&apos; Experiences Implementing Restorative Practices
Author: Smith, Lance C.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Conflict Resolution,Social Justice,Racial Bias,Social Bias,Attitudes toward Disabilities,Low Income Students,Students with Disabilities,Minority Group Students,Elementary Secondary Education,Achievement Gap,Educational Environment,Equal Education,Suspension,Barriers

To better understand school counselors' experiences related to implementing restorative practices (RP) in schools, the authors conducted a qualitative study with eight practicing school counselors working in schools that were in the early phases of implementation. Four major themes emerged from the Consensual Qualitative Research methodological analysis of the data: enthusiasm and optimism for a relational approach to education; goodness-of-fit between school counselor identity and the RP way of being; potential for advancing equity; and challenges. Drawing from these themes, this article presents implications for school counseling training, practice, and research.
A Unique Way of Knowing: Children&apos;s Conceptions of the Nature of Science and Its Relationship to Religion
Author: Cuzzolino, Megan Powell
Date: 2021-00-00
Type: Journal Articles
Subjects: Scientific Principles,Religion,Science Education,Cultural Influences,Social Influences,Child Development,Cognitive Processes,Scientific Concepts,Concept Formation,Correlation,Epistemology,Information Sources,Moral Values,Beliefs,World Views,Prior Learning

There is an increasingly rich body of developmental research on children's understanding of science and religion as ways of knowing. In this manuscript, I put this scholarship in conversation with applied research on science education and consider the potential implications for exposing children to instruction that addresses the relationship between science and religion. I begin by outlining three bodies of literature that can inform our understanding of how learners -- especially young learners -- make sense of potentially conflicting explanatory frameworks from the domains of science and religion: (1) the literature on testimony, which provides insight into how children learn about science and religion; (2) the literature on epistemological reasoning, which examines how learners think knowledge is conceptualized in different ways of knowing (in this case, science and religion); and (3) the bodies of literature on situated cognition and collateral learning, which posit that the experience of actively grappling with conflicting testimony is emotionally charged and connected to issues of culture and identity. After synthesizing the literature in these three areas, I turn to the science education literature to consider the implications for classroom culture and pedagogy, where I argue that the reviewed research supports the practice of making room for ideas that sit outside the traditional bounds of science as a powerful pedagogical tool. Specifically, I posit that students' questions and ideas about concepts that fall outside these typical domain boundaries can be leveraged by science teachers for deeper understanding -- not just about the intended scientific content goals, but also about concepts such as disciplinarity and perspective taking -- and for a more inclusive classroom environment that invites all students to engage in scientific thinking, regardless of their cultural or religious backgrounds. [Note: The correct publication year for this article is 2021.]
Called to Care, Trusted to Teach: The Role of Hospital Chaplain in Educating Patients, Families, and Medical Staff during a Pandemic
Author: Bien-Aimé, Casey
Date: 2021-00-00
Type: Journal Articles
Subjects: Hospitals,Clergy,Role,COVID-19,Pandemics,Telecommunications,Videoconferencing,Interpersonal Communication,Educational Methods,Educational Technology

The theory and practice of spiritual care has transformed over the years. Chaplains have broadened the definitions of their work, formalized spiritual assessments, and gained greater understanding of multi-faith and interfaith support. In 2020, the COVID-19 pandemic forced a new shift in thinking specifically causing many healthcare chaplains to add technology and phone support to their practice. Spiritual care was offered by telephone, video application, recorded religious services, and many other creative/socially distanced interventions. Chaplains are trained to adapt. They quickly formed support networks, shared their ideas and plans, and built a new foundation to withstand new issues that arose in 2020. In this article, we describe how chaplains were able to pivot quickly into new aspects of their role, teaching and learning from other spiritual care communities across the country, and how they have been called upon to educate their healthcare communities in a new landscape created by the pandemic.
The Use of Fundamental Rights as Active and Responsible Citizens: Tendencies of Social Studies Teacher Candidates
Author: Gürel, Davut
Date: 2022-00-00
Type: Journal Articles
Subjects: Civil Rights,Social Studies,Preservice Teachers,Student Attitudes,Undergraduate Students,Gender Differences,Citizenship Responsibility,Foreign Countries,Citizenship Education,Instructional Program Divisions,Place of Residence,Activism

This study aimed to determine the tendencies of social studies teacher candidates, whose primary purpose is to raise active and responsible citizens, towards the use of fundamental rights. The study adopted a survey methodology and reached a total of 356 students studying in the Social Studies Teacher Education undergraduate program at 7 universities in different regions of Turkey. The data collected from these students with a Likert-type survey of ten dimensions, consisting of 48 items and five options, were analyzed using the SPSS 22.0 package program. Data was analyzed using descriptive statistics, t-test and ANOVA. The analysis of the collected data showed that the scores obtained from the sub-factors of the survey, access to court and exercising consumer rights, differed significantly in favor of women, and conscious citizenship and taking responsibility differed significantly in favor of men. While none of the scores obtained from all sub-dimensions of the survey differed significantly according to the place of residence of the students, the right to petition, the right to lockout, the right to access court and conscious citizenship and taking responsibility differed according to the undergraduate class level. The overall assessment of the results is that the tendencies towards the exercise of fundamental rights do not differ significantly by students' gender, class level and place of residence, and the overall tendencies in exercising these rights are above average, but not very high.
Zoonotic Pandemics and Judaism&apos;s Early-Modern Turn to Science
Author: Crane, Jonathan K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Communicable Diseases,Pandemics,Judaism,Jews,Norms,Sciences,Religion,Evidence,Public Health

For thousands of years Jewish law was based on revelation and precedent. God's will, as revealed in scripture, was determinative: it demarcated what was permitted, required and prohibited. A contemporary rabbi could offer only a slight emendation of precedents. The early modern period, however, witnessed a dramatic shift in Jewish norm-making. A new source of knowledge, empirical evidence, became both valid and persuasive. Indeed, it could even override both revelation and precedent. What is so fascinating about this watershed moment in Jewish norm deliberation is that it spawns from an ancient concern about zoonotic diseases arising from pigs.
Terror Management and Religious Literacy in the Classroom
Author: Alderman, Isaac
Date: 2021-00-00
Type: Journal Articles
Subjects: Fear,World Views,Social Theories,Conflict,Anxiety,Self Esteem,Religious Factors,Climate,Controversial Issues (Course Content),Death,Literacy,Diversity,Religion,Science Education

Over the past decade, Terror Management Theory (TMT) has been widely studied for its role in conflict management and in shaping the behavior of target populations, including in the classroom. Emerging from research on the importance of self-esteem, TMT submits that much of our behavior is driven by death anxiety and its effects are particularly evident when one's &quot;worldview&quot; is threatened by another, incompatible &quot;worldview.&quot; When a student is threatened by learning about a topic that is incompatible with their worldview, their response is more contingent upon their sources of self-esteem and meaning than upon the reception of straightforward information on the topic itself. Their religious identities provide yet another layer of framing for self-esteem and belonging that may or may not interfere with their learning. This paper urges educators to recognize the importance of religious literacy when incorporating the insights of TMT into their pedagogical strategies when teaching topics that may be incompatible with the worldview of many of their students.
Evaluation of Turkey&apos;s PISA Reading Literacy Scores
Author: Dilekçi, Atilla
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Assessment,Secondary School Students,Reading Achievement,Teacher Attitudes,Secondary School Teachers,Language Arts,Teacher Competencies,Educational Quality,Reading Skills,Educational Improvement,Scores

The purpose of the current study is to evaluate Turkey's International Student Assessment Program (PISA) reading literacy scores in view of Turkish Language teachers. For this reason the study was designed as a case study, one of qualitative approach. In the research, the data were collected from 15 Turkish language teachers through interviews. An interview form was developed and used as a data collection tool. Content analysis techniques were used to evaluate the research data obtained. As a result of the research, it was identified that most of the Turkish teachers did not follow the PISA results. Teachers regarded to the missing information and indifference as a reason for their incomplete command of this subject. The reason why teachers follow PISA results is to evaluate Turkey's success in the field of education and to see the educational situation of other countries. Teachers also stated that it is necessary to follow the current developments in education as a requirement of their profession. A number of teachers assessed Turkey's reading literacy scores in PISA as relatively low by pointing out the society's and students' lack of reading habit. In addition, they stated that the education system is not suitable for being successful in PISA. They offered that the education system, curriculum and course books should be updated in order to reach the desired score in PISA. They also suggested that teachers should be informed about PISA and its measurement and evaluation processes.
Views of Secondary School Science, Pre-School and Primary School Teachers on Science Education with Intelligence Games
Author: Kurupinar, Abdulhamit
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Secondary School Teachers,Science Teachers,Preservice Teachers,Elementary School Teachers,Science Education,Games,Game Based Learning

Science education is important at all educational levels, from pre-school to higher education. For this reason, in this study, it is aimed to determine the views of secondary school science, pre-school and primary school teachers on science education with intelligence games. The research was designed as a qualitative method case study. The study group was formed by random sampling method. Accordingly, a total of 131 teachers took part in the study group in 38 secondary school science, 47 pre-school and 46 primary school teaching branches. Semi-structured interview questions were developed by the researchers and teachers' opinions were collected online. The data obtained in this way were analyzed by content analysis. As a result of the analysis, six basic themes were reached: definition, education, belief, preference, and problem and solution proposal. Regarding the science education implemented using intelligence games, most of the teachers pointed out that they did not have any education, they regarded these games as an educational tool and that these games contributed to their vocational developments. It has emerged as a solution that games are entertaining, skill-enhancing, interesting and support permanent learning, cost of games and primary school management are problems, associating games with subjects and eliminating the lack of game materials.
Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability
Author: Root, Jenny R.
Date: 2022-03-00
Type: Journal Articles
Subjects: Teaching Methods,Autism,Pervasive Developmental Disorders,Intellectual Disability,Problem Solving,Mathematics Instruction,Word Problems (Mathematics),Intervention,Middle School Students,Video Technology,Generalization,Maintenance,Multiplication,Instructional Effectiveness,Schemata (Cognition)

A growing body of literature supports the effectiveness of Modified Schema-Based Instruction (MSBI) to improve mathematical problem-solving for students with autism spectrum disorder (ASD) and intellectual disability (ID). MSBI is an intervention package that teaches students to identify the problem structure and use a problem-solving heuristic to solve mathematical word problems. Previous research has primarily implemented MSBI in a one-on-one setting with a researcher as the interventionist. This study aimed to investigate the effects of a teacher-delivered MSBI in a small group format on the multiplicative word problem-solving skills of six middle school students with ASD/ID as well as their ability to generalize from word problems to video-based problems. Results of the multiple probe across participants design indicate a functional relation between MSBI and word problem-solving, but generalization varied across participants and maintenance was limited to two participants due to the coronavirus disease 2019 pandemic school closures. Implications for practice and future research are discussed.