ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Mothers&apos; Own Childhood Experiences, Behaviours toward Their Children and Attitudes toward Violence
Author: Kabakli Çimen, Latife
Date: 2022-00-00
Type: Journal Articles
Subjects: Mothers,Parent Attitudes,Violence,Young Children,Experience,Behavior Problems,Child Behavior,Psychological Patterns,Parent Child Relationship,Punishment,Child Rearing,Foreign Countries,Child Abuse

This research aims to examine the child-rearing experiences and attitudes toward the violence of mothers who witnessed or experienced violence in their childhood and those who have not. The research is conducted over a study group of 30 mothers whose 5- to 6-year-old children are attending kindergarten. The data have been collected using the semi-structured interview technique and analysed by performing descriptive analysis. As a result of the data analysis, the research findings have been gathered under five main themes: witnessing violence in childhood, unwanted behaviours in children, behaviours toward children when angry, punishments applied to children, and perspective on violence. According to the obtained results, 43.3% of the participant mothers had encountered a violent event that had affected them in their childhood, while 36.7% had not encountered any violent event. Regarding their child-raising experiences and attitudes toward violence, there were differences between mothers who had witnessed or experienced violence in their childhood and those who had not. When assessing the perspective on violence, 70% of the mothers consider using violence to be wrong, are completely against violence towards women and children, and believe that violence does not solve problems but instead leads to more violence. [This study was presented at the 10th International Educational Administration Forum (EYFOR X) held in Antalya/Turkey on 7-10 November 2019.]
Grammar-Learning Beliefs of Students Who Learn Turkish as a Foreign Language
Author: Boylu, Emrah
Date: 2022-00-00
Type: Journal Articles
Subjects: Turkish,Second Language Learning,Grammar,Student Attitudes,Beliefs,Foreign Countries,Figurative Language,College Students

The aim of the study is to determine the beliefs of those who learn Turkish as a foreign language about learning grammar and to determine whether their beliefs are in line with their perceptions of grammar. In this study, which was created using the mixed method, the data about the beliefs of the learners in accordance with the survey method was collected, which is one of the basic quantitative research methods. In addition, the data for the determination of learners' perceptions were collected in accordance with one of the qualitative research methods--the phenomenology method. The study group of this research consists of B1, B2, and C1 level students who learn Turkish at Aydin TÖMER (Turkish Teaching Application and Research Center), Istanbul Aydin University. Based on the findings obtained in the research, 45% of the learners believe that they can learn Turkish without knowing the grammar while 37% believe that they cannot. When the beliefs about grammar-learning method are examined, it is seen that 27% of the learners have the belief that it is important to learn grammar directly, and 63% believe that it is more important to understand the rules based on examples. In the context of all of this data, it was concluded that there is a parallelism between the grammar-learning beliefs of those who learn Turkish as a foreign language and their grammar perceptions. In other words, those who think that they cannot learn Turkish without knowing grammar also perceive grammar as difficult, a necessity, and produce metaphors for it. In addition, it was understood that those who believe that they can learn Turkish without knowing grammar perceive grammar as a tool and produce metaphors and provide reasons.
Speaking Anxiety of Students Learning Turkish as a Foreign Language: Instructors&apos; Experiences
Author: Seref, Izzet
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Speech Communication,Turkish,Second Language Learning,Foreign Countries,Phenomenology,State Universities,Content Analysis,Language Proficiency,Student Attitudes,Undergraduate Students,Fear,Peer Relationship,Failure,Shyness,Individual Development,Educational Environment,Classroom Techniques,Teacher Attitudes,Language Teachers

The purpose of present research is to examine the speaking anxiety observed by the instructors in their students in teaching Turkish as a foreign language settings. For this aim, phenomenology, one of the qualitative research methods, was used. The participants of the research are the instructors working in the Turkish teaching centers of various state universities who were reached through the snowball sampling technique. A semi-structured interview was used to collect the data from these tutorials. To analyze the data a content analysis technique with MAXQDA 2020 program was utilized. Instructors of Turkish as a foreign language stated that material and instructor proficiency are the most common factors in foreign language teaching, while motivation, attitude and anxiety are the most common internal factors. According to the results of the study, speaking is the language skill most affected by anxiety. It was concluded that the most common causes of speaking anxiety experienced by the students were the fear of being ridiculed, the thought of failure, and the lack of personal development. Instructors think that speaking anxiety occurs mostly with a shy attitude while speaking. In addition, the instructors stated that they took various measures to solve this situation in their students who they thought had speaking anxiety. These are mostly creating a flexible and relaxing learning environment, applying interesting activities, and allocating special time for the student.
Investigation of Marital Satisfaction in Terms of Proactive Personality, Meaning in Life, Offense-Specific Forgiveness
Author: Çelik, Eyüp
Date: 2022-00-00
Type: Journal Articles
Subjects: Marital Satisfaction,Personality Traits,Interpersonal Relationship,Conflict Resolution,Correlation,Behavior,Psychological Patterns,Foreign Countries,Altruism

This research aimed to investigate marital satisfaction with respect to proactive personality, meaning in life, and offense-specific forgiveness in marriage. Research data were collected from 350 married using the, Marital Offence-Specific Forgiveness Scale (MOFS), Satisfaction with Married Life Scale, Proactive Personality Scale, and Meaning in Life Questionnaire. The data were analyzed with regression and Pearson correlation coefficient to test the hypotheses of this research. The results showed that there is a positive correlation between marital satisfaction and meaning in life and proactive personality. It is also concluded that there is a negative correlation between marital satisfaction and resentment-avoidance, one of the sub-dimensions of offense-specific forgiveness in marriage. According to the regression analysis in the study, proactive personality, meaning in life, and resentment-avoidance variables, which are sub-dimensions of offense-specific forgiveness in marriage, were found to predict marital satisfaction significantly.
The Effects of Educational Videos on Views and Attitudes of Engineering Undergraduate Students
Author: Özdemir, Ibrahim Halil
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Technology Uses in Education,Video Technology,Civil Engineering,Electronic Learning,Student Motivation,Educational Technology,Online Courses,Learning Processes,Instructional Materials

The usage of videos in undergraduate students' engineering education has gained importance in recent years. Videos, which are used as a supportive tool in traditional engineering education, have become a source of information in online learning environments. The aim of this study is to examine the effects of educational videos on engineering undergraduate students' laboratory applications and its examination of opinions developed within the scope of e-learning. For this purpose, the sample consisting of 50 undergraduate students from the civil engineering department has been used for this research. Pre-test and post-test process conducted within the scope of in this research were resulted in a meaningful difference after the analyses of Paired Samples t-Test (p=0.02) was made. This result shows that online learning platforms in engineering education and educational videos positively affect the students' attitude. In addition, it is found out that educational videos affect the learning process as a useful educational source. Moreover, the instructors' educational videos, which are Digital Learning Materials, positively impact the students' motivation during the courses.
Metaphorical Perceptions of High School Students in Rural Area Related to Career, Profession, and Job Concepts
Author: Büyükalan Filiz, Sevil
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Rural Areas,Figurative Language,Careers,Occupations,Grade 10,Grade 11,Grade 12,Beliefs

This study aims to reveal the metaphorical perceptions of Turkish high school students in rural area about the concepts of career, profession, and job. The participants consisted of 160 (82 females and 78 males) high school students in the rural area. Participants are 10th (n=65), 11th (n=40), and 12thgrade (n=55) students. In order to reveal the metaphorical perceptions of the students about the concepts of career, profession, and job, each student was asked to complete the sentences of ''career is like ............ '' and '' because it is ... ''; ''profession is like ............ '' and '' because it is ... '' and 'job is like ............ '' and '' because it is ... ''. In this study, the phenomenology design was used and the data were analyzed by content analysis. Participants created total of 121 metaphors related to the career concept, 73 metaphors related to the profession concept, and 108 metaphors related to the job concept. The results are discussed basing on the career psychological counseling literature and presented suggestions for future studies.
Examining the Use of Folk Resources for Creative Arts Education in Ghana&apos;s Basic Schools
Author: Addo, Akosua Obuo
Date: 2022-02-25
Type: Journal Articles
Subjects: Foreign Countries,Culturally Relevant Education,Folk Culture,Indigenous Knowledge,Creative Teaching,Music Education,Art Education,Visual Arts,Instructional Materials,Art Teachers,Educational Resources,Technology Uses in Education,Printed Materials

Implementing curricula that parallel children's cultural histories and language and Ghana Education Service's (GES) approved creative arts resources precipitated the need to review materials listed in the new national creative arts curriculum (2019). This study explores the availability, accessibility, and cultural alignment of creative arts materials and shows how using folk resources serves as an incentive for culturally sustaining resource development in Ghana's music and visual arts education. A semi-structured interview of six creative arts teachers revealed that while teachers use Ghanaian folklore-informed books on the market, schools have infrastructure needs and lack indigenous music instruments and visual arts materials for the new curriculum. Highlighting the quality and availability of folk resources, we recommend optimizing community human and material resources, engaging education research professionals and classroom teachers in dialogue, and monitoring and evaluating school programs.
The Analysis of Problem Posing Skills about Integers of Prospective Primary School Mathematics Teachers Who Have Experienced in Problem Posing
Author: Kapicioglu, Gülseren
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Elementary School Teachers,Mathematics Teachers,Preservice Teachers,Teaching Skills,Student Attitudes,Foreign Countries,Numbers,Active Learning,Mathematics Skills,Difficulty Level,Instructional Effectiveness

This study aims to analyze the problem-posing skills of primary school mathematics teacher candidates with problem-posing experience and their views on problem posing. The case study, one of the qualitative studies, was used in the study. The study group is ten prospective elementary mathematics teachers who were selected using the purposive sampling method and are in their third year in the academic years 2020-2021 Teaching Mathematics in Primary Schools Major at a private university in Istanbul. The data collection process consists of two stages: 9 problem-posing drafts in total for performance evaluation prepared by examining the literature and obtaining an expert opinion and semi-structured interview forms with three questions. The participants were asked to pose problems on the subject of integers. The problems were evaluated and analyzed by the researchers and two mathematics teachers according to the problem-posing evaluation criteria developed by the researchers. As a result of the findings obtained in the performance determination phase of the study, it was determined that the participants posed more successful problems in the case of structured problem posing. It was determined that some of the problems were not problematic; they were prepared without paying attention to grammar rules, the sentences were not in a clear and logical framework that the middle school students could understand. The numbers were not used according to a certain logic pattern to make the problem solvable. Some problem situations were left unanswered. In the second stage of the study, the data obtained through semistructured interviews with the primary school mathematics prospective teachers were analyzed using content analysis. In examining the research findings, the main issues are what the participants pay attention to in problem setting, whether they emphasize problem setting in the instructional process, whether problem setting is necessary for each student, and whether anxiety occurs in problem setting.
Bhutanese Pre-Service Science Teachers&apos; Conceptions of the Nature of Science: A View from Cross-Sectional Study
Author: Jatsho, Sherab
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Preservice Teachers,Scientific Principles,Beliefs,Knowledge Level,Teacher Education Programs,Scientific Concepts,Scientific Methodology,Scientists

Science education and scientific literacy has gained enormous attention in the global educational scenario. In many cases, however, the holistic intent of science education is largely affected due to the lack of adequate understanding of the Nature of Science (NOS). This cross-sectional study was carried out to establish Bhutanese pre-service science teachers' conceptions of the NOS. One hundred and seven pre-service science teachers from one of the education colleges in Bhutan took part in the study based on convenient sampling design. The Myths of Science Questionnaire (MOSQ) adapted from Bauraphan (2009) was administered through online survey mode. The descriptive statistics in terms of frequency supported by written responses were employed to analyse the data. Findings showed that the Bhutanese pre-service science teachers do not possess matured and informed view of the NOS in many areas of scientific knowledge, scientific methods, scientists' practices, and scientific enterprise. Implications of the findings related to teacher preparation courses are discussed.
Creating Gender Equality in the Educational System
Author: Marmani, Foteini
Date: 2022-04-00
Type: Journal Articles
Subjects: Equal Education,Gender Bias,Gender Discrimination,Females,Inclusion,Sex Stereotypes,Foreign Countries,Sustainable Development,Global Approach

Despite many efforts to increase gender inequality in international level the issue still remains. The gender equality is among the goals of UN, which is expected to put an end to all forms of discrimination against women and girls throughout the world. This article focuses and gives an overview on existing gender differences in the educational system of Greece because as both family and the workplace can play an important role in shaping them through positive interventions and gender mainstreaming. The conclusions and recommendations offers a starting point for preventing the development of gender discrimination and stereotypes in education. [Note: The publication year (2021) shown at the top of the first page of the PDF is incorrect. The correct publication year is 2022.]
Investigation of the Relationship between Motivational Persistence, Procrastination Tendency and Achievement Orientation
Author: Ertem, Zehra Sümeyye
Date: 2022-04-00
Type: Journal Articles
Subjects: Correlation,Academic Achievement,Academic Persistence,Undergraduate Students,Student Motivation,Student Attitudes,Measures (Individuals),Goal Orientation,Study Habits,Cognitive Style,Educational Environment,Learning Processes,Foreign Countries

The purpose of this research is to determine the effect of procrastination tendencies and achievement orientation on the motivational persistence of university students and to examine the relationship between them. For this purpose, in the research the relational survey model, one of the quantitative research methods, was employed. 254 students participated in the study conducted on university students. Motivational Persistence Scale, Tuckman Procrastination Scale and 2 × 2 Achievement Goal Orientation Scale were applied to the participants. The data obtained were analyzed using correlation and multiple regression analysis. According to the results of correlation and regression analysis, a significant negative correlation was found between motivational persistence and procrastination tendency. It has been observed that students who have high motivational persistence to pursue long-term goals and pursue current goals have less tendency to procrastinate, and students who have motivational persistence to repeat unachievable goals do not have a relationship with motivation. The positive relationship between motivational persistence and achievement orientation is clearly seen in students who have learning approach achievement orientation. Based on the findings, it can be said that learning orientations should be supported in learning environments and increasing the awareness of faculty members and students about procrastination tendencies and achievement orientations in increasing the level of motivational persistence will contribute to the learning process.
&quot;The Translanguaging Reader&quot;: Investigating Primary Education Students&apos; Reading Strategies
Author: Papadopoulos, Isaak
Date: 2021-00-00
Type: Journal Articles
Subjects: Native Language,Second Language Learning,Code Switching (Language),Reading Strategies,Multilingualism,Greek,Teaching Methods,Best Practices,Elementary School Students,Reading Processes,Language Usage,Second Language Instruction,Student Attitudes,Foreign Countries

Translanguaging has been placed at the center of the research and teaching activity over the last decade, while teachers seem to promote the use of all the linguistic resources of their students in classrooms with linguistic and cultural diversity. Among the best practices for promoting translanguaging and the flexible use of the students' resources, reading multilingual texts is proposed as an important activity for students who are daily bombarded with a great variety of diverse stimuli. To clarify it more, students tend to come into contact with &quot;texts&quot; in every mode, that are not only offered in their L1 but they usually include and are written in various linguistic codes known or not to them. However, limited research has focused on such issues of reading a text with multilingual wealth, thus this was a major factor and reason behind this research initiative. This paper presents a study that aimed at investigating young learners' reading strategies when approaching a multilingual text. More specifically, 27 primary education students of Greek origin were provided with two different types of multilingual texts and they were asked to complete a specifically designed record protocol reflecting on their reading behavior. At first, the students came across a text, which was given both in another language and in Greek while at a second phase, the students were encouraged to read a text in which different languages were used. Within this context, an attempt was made to identify the strategies of students prior to reading, while-reading and upon reading with the purpose to shed light into the multidimensional framework of reading a multilingual text. Following the processing of the data derived from the multidimensional research, it was revealed that students employed a great variety of reading strategies before they begin to read the text. Nevertheless, they did not seem to use while-and post-reading strategies to a great extent, when a multilingual text is given to them inciting more interest in raising students' reading strategies through implementing educational activities.
Making the Invisible Visible: Using Equalities as Metaphors of Critical Thinking and Reading Comprehension
Author: Collins, Anthony
Date: 2022-04-00
Type: Journal Articles
Subjects: Figurative Language,Critical Thinking,Elementary School Students,Reading Comprehension,Reading Achievement,Comparative Analysis,Grade 7,Teaching Methods,Language Arts,Textbooks,Pretests Posttests,Intervention,Middle School Students

Critical thinkers and proficient readers use a composite of similar cognitive skills that are challenging to assess and difficult to cultivate. Therefore, students and teachers require an instructional model that demonstrates the acuity involved in these proficiencies. This quasiexperimental study aimed to investigate the impact of Equalities as Metaphors instruction on the critical thinking and reading comprehension achievement of grade 7 students during and after language arts instruction versus traditional teaching methods. A nonrandom sample of 43 grade 7 students from one elementary school in Northern New Jersey participated in the study. Students placed in the intervention group (n = 21) received Equalities as Metaphors instruction. The control group (n = 22) received traditional language arts instruction. The teacher used grade 7 textbooks with supplementary materials for language arts instruction in both groups. Following the pretest-posttest nonrandom control group design, t-test results indicated that language arts instruction affected the critical thinking and reading comprehension achievement of grade 7 students regardless of teaching method (i.e., traditional versus Equalities as Metaphors instruction). However, the intervention group significantly outperformed the control group. The researcher recommended using Equalities as Metaphors instruction on a larger sample throughout an instructional year.