ethanporcaro/eric-fulltext-meta huggingface dataset:
Variety of Strategies in Primary Education: The Responses of the Four UK Nations to the COVID-19 Crisis
Author: Sano, Hironobu
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary Education,Foreign Countries,COVID-19,Pandemics,School Closing,Distance Education,Educational Policy,Educational Strategies,Access to Computers,Comparative Analysis

This article analyses the strategies of the four United Kingdom (UK) nations to mitigate the impacts of primary school closures and the shift to remote learning due to the outbreak of the Coronavirus disease (COVID-19) pandemic. A theoretical framework based on a combination of the field literature of strategy and public value was developed to analyze their initiatives. This is a qualitative and exploratory study, and its data was collected from each country's website, research papers, and media news. The findings reveal five key areas of action: remote learning; keeping schools open to assist vulnerable students and key workers' children; access to the Internet and electronic devices to mitigate the digital divide; free meals to disadvantaged learners; and students' assessment. The analysis suggests that the four nations initially adopted a coordinated action and gradually followed three different paths: deliberate strategies, adjustment to the pandemic situation, and development of emergent strategies. The variegate of strategies show the innovative capacity of the countries and the search for public value. Further research is suggested to address the impact of the strategies.
On the Role of Imagination in the Use of History in Mathematics Education
Author: De Vittori, Thomas
Date: 2021-00-00
Type: Journal Articles
Subjects: Imagination,Mathematics Education,Elementary School Students,History,Mathematics Activities,Factor Analysis

Based on an experiment carried out with 10- to 11-year-old pupils, this paper questions the place of imagination in a class activity using the history of mathematics. The study focuses on three groups of pupils who were offered three variants of the same activity based on base-60 counting (our time measurement system inherited from the Babylonians). To identify differences and similarities between the three scenarios, a quantitative analysis, using a Principal Component Analysis (PCA), was carried out on the basis of the pupils' productions and a questionnaire. The approach remains exploratory, but it seems to indicate that imagination plays a relevant role in sessions using history of mathematics.
Educational Situations (ES) as Useful Tools for Teachers to Improve Architectural Design Studio Courses (ADSC)
Author: Rahmane, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Architectural Education,Teaching Methods,Teacher Surveys,Teacher Attitudes,College Faculty,Educational Change,Technological Literacy,Educational Technology,Computer Software,Design,Universities,Foreign Countries,Models,Knowledge Base for Teaching

In today's world, the university is undergoing profound changes, and it needs digital technologies requiring new cognitive skills. New Information and Communication Technologies, computer and internet literacy, and teacher digital competence are increasingly becoming requirements for teaching. In architecture, teachers do not have tools to help them teaching better. This study subjects Educational Situations (ES) or tetrahedrons Cyber DiPL developed by Abbaoui et al. (2020) as suitable tools for teaching better architectural design studio courses (ADSC). The survey that served as the common thread is run with forty-nine (49) teachers from the institute of architecture, Ferhat Abbas University Setif 1 (Algeria). The results show that educational situation to do (ES to do), educational situation forged by experience (ES to practice) and educational situation to differentiate (ES to differentiate) are suitable tools. Furthermore, each ES related to know-how (Kh), knowledge practice (Kp) and theoretical knowledge, learned or scientific knowledge (Tk) brings out three other triangles (triangles of a didactic, of a pedagogy and of an apprenticeship). These triangles have corners dedicated to digital technologies to help teachers improve architectural design studio courses. The outcomes of this study could provide current and future teachers with valid and reliable tools to guide their teaching and awareness of ES development. These tools could be implemented in their teaching process and give them opportunities to make significant use of ES in architectural design studios.
Pre-Service Teachers&apos; Procedural and Conceptual Understanding of Pupils&apos; Mean Value Knowledge in Grade 6
Author: Svensson, Christina
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Concept Formation,Intervention,Mathematical Concepts,Teacher Educators,Video Technology,Pretests Posttests,Teacher Student Relationship,Learning Processes,Mathematics Instruction,Meetings,Teacher Education Programs,Foreign Countries

The aim of this study is to explore pre-service teachers' procedural and conceptual understanding of pupils' understanding of mean value, before and after an intervention. Participants are 66 pre-service teachers, and two teacher educators. The data consists of five video-recorded lessons and pre-service teachers' pre- and post-test discussions. Based on variation theory, the analysis aimed to identify pre-service teachers' expressed knowledge of procedural and conceptual understanding, focusing four categories of expressions: procedural (P), procedural didactics (PD), conceptual (C), and conceptual didactics (CD). The pre-service teachers' expressed understanding of pupils' knowledge developed differently in the five teacher student groups. A shift from procedural to conceptual focus occurred in two groups. The number of procedural related words expressed in the first group decreased from 104 (pre-test: 65 P and 39 PD) to 16 (post-test: 9 P and 7 PD), at the same time as the conceptual related words increased (pre 4 C and 0 CD and post 11 C and 16 CD). In the second group, 87 procedure-related words (36 P and 51 PD) identified during pre-test decreased after the intervention (3 P and 9 PD). Instead, concept-related words increased from 16 (12 C and 4 CD) to 29 (10 C and 19 CD). The changes occurred among participants who had got, except of theoretical instruction, challenging hands-on tasks about the Mathematical content in focus. The findings from this study contribute to understand how design of instruction for pre-service teacher contributes to enhance teacher students' didactic perspective on pupils' learning.
English Outside the Classroom in the Age of Technology: A Concurrent Triangulation Mixed Method Study
Author: Ipek, Omer Faruk
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Distance Education,Pandemics,Language Usage,English (Second Language),College Students,Listening Skills,Academic Achievement,Gender Differences,Learning Strategies,Reading Skills,Writing Skills,Social Media,Intercultural Communication,Extracurricular Activities

The hegemony of technology and its dominance over education caused the necessity to make changes in the philosophy of language teaching. With the introduction of technology and extensive use of distance education thanks to pandemic, this philosophy change has increased the importance of students' out-of-class language learning activities. Therefore, in this mixed method research, which is conducted at an English Preparatory department of a state university situated in Turkey, it is aimed to investigate students' resources and strategies that they use for English outside the class (EOC) activities. For this purpose, a 34-question five-point Likert type scale was conducted to 242 students, and both focus group interviews with seven students and individual semi-structured interviews with five students were conducted in order to obtain the EOC strategies and sources. According to the results, it is revealed that the students mostly employ EOC activities for their listening skill, and least for speaking skill, and using EOC activities has a significant relationship with academic achievement, gender, and section. Also, students started to use many different technological social media websites, online applications, and techniques. As a result, with the changing educational philosophy and spending time more outside the school, all stakeholders should be aware of the massive transformation in language education and plan their instruction accordingly.
Teachers&apos; Adaptions of the Percentage Bar Model for Creating Different Learning Opportunities
Author: Büscher, Christian
Date: 2021-00-00
Type: Journal Articles
Subjects: Media Adaptation,Instructional Materials,Models,Visual Aids,Mathematical Concepts,Computation,Scaling,Mathematics Instruction,Foreign Countries,Grade 7,Secondary School Mathematics,Logical Thinking,Secondary School Teachers

Teachers do not directly implement new teaching materials, but rather adapt them. For changing teaching practice, research requires more insights into these adaptions. This study draws on the Theory of Instrumental Genesis to describe the ways teachers adopt the percentage bar model to create different learning opportunities. The results of the exploratory case study show two fundamentally different utilization schemes of the percentage bar model employed by teachers in the classroom. The utilization scheme of Partitioning and Counting creates learning opportunities for the conceptual core of percentages and proportional reasoning, whereas the utilization scheme of Mirror Movement only addresses scaling. Implications include that researchers need to pay close attention to the utilizations of new teaching materials, and teacher educators need to provide new routines along with new materials.
Examination of Classroom Teachers&apos; 21st Century Teaching Skills
Author: Cosanay, Gökhan
Date: 2022-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Teaching Skills,Elementary School Teachers,Gender Differences,Individual Differences,Foreign Countries

In recent years, the rapid developments in information and communication technologies have impacted education systems immensely. These developments not only made various updates in the education programs, but also brought up the skills that the teachers who train the learners of the new millennium should have. The aim of this study was to determine the level of use of the 21st century teacher skills required by the age of classroom teachers and to examine the level of use of these skills in terms of gender, graduation status and professional preference variables. In the study, a cross-sectional survey model, a quantitative research method, was adapted. The data were collected via &quot;21. Century Learner and Teacher Skills Use Scale&quot; developed by Göksun (2021). The participants were composed of 269 primary school teachers selected by simple random sampling method. The collected data were analyzed using the SPSS 22.0 program. Since the research data did not show a normal distribution, Mann-Whitney U tests were used for two-category variables, and Kruskal-Wallis tests were used for three or more categories. The results revealed that the classroom teachers' use of 21st century teacher skills was at a good level. It was also observed that the highest level of use among the sub-dimensions of 21st century teacher skills belonged to &quot;approving skills&quot;; and there was a significant difference in 21st century teacher skills subdimensions according to gender, graduation status and professional preference. The significant differentiation in favor of those who willingly choose the teaching profession in all sub-dimensions according to the vocational preference variable showed the importance of the professional interest and ability in the success of applying the 21st century skills required by the profession.
Examining Undergraduates&apos; Perspectives on the Concepts Family and Marriage
Author: Akgul, Mehmet Saban
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Family Attitudes,Marriage,Foreign Countries

The current study aimed to examine undergraduates' perspectives on the concepts family and marriage, what they expect of the person that they want to marry, their opinions on having a family and on the necessity of having a child to become a family, and if love is enough to start and become a family or not. The participants were 61 undergraduates matriculating at Tokat Gaziosmanpasa University in the 2020-2021 Academic Year. Data were collected in written by open-ended questions and were qualitatively content-analyzed. The participants' views showed that marriage meant humanitarian values and feelings, a precious entity and mostly infinite trust. They wanted their future-partners to have moral values and to be devoted to family. The participants related the importance of having a family to human nature and faith, and attached importance to loving and being loved, having a partner as an attribute of human nature, and raising children beneficial to society. They did not regard having a child as the chief condition of becoming a family, and thought that what is important is to live in peace together. They also pointed out that love alone is not enough to become a family, respect and loyalty are very important along with responsibility and financial status. The results may be helpful in knowing more about young people who are expected to raise future generations, and taking necessary measures accordingly. The results may be used as a guide by academicians and families.
Exploring EFL Assessment in Turkey: Curriculum and Teacher Practices
Author: Çimen, Seyda Selen
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Tests,Foreign Countries,Language Teachers,Secondary School Teachers,Evaluation Methods,Student Evaluation,Teacher Attitudes,National Curriculum

This study focuses on the assessment practices of EFL teachers in the upper secondary level in Turkey and explores how teachers' assessment practices and the assessment dimension of English language curriculum (for grades 9-12) match. In the study, teachers' purposes of assessing learners, which aspects of language they assess, and how they carry out assessment are examined by comparing the findings to the recommended assessment practices in the curriculum. Additionally, how EFL teachers feel themselves in their assessment practices is explored. The study employs qualitative design by using document analysis, an open-ended questionnaire, and semi-structured interview. The participants are teachers of English who work at upper secondary schools in Turkey. The findings of the study reveal that (1) some of the teacher practices match with the assessment dimension of the curriculum while there is a mismatch between some of them; (2) teachers have misconceptions about authentic assessment and there is a lack of use of authentic assessment, (3) teachers are the only feedback providers in the classroom, and (4) teachers are divided into three groups of feelings about assessment practices as positive, negative, and neutral.
Families with Special Needs Children in Turkey during the COVID-19 Pandemic
Author: Keles, Oguz
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Foreign Countries,Parent Attitudes,Behavior Problems,Emotional Problems,Developmental Delays,Shyness,Fear,Anxiety,Family Problems,Elementary School Students,Preschool Children,Students with Disabilities,Special Schools

Due to the COVID-19 pandemic period, distance education is attempted at all levels of education in Turkey and the world. The present study examines how the education process is shaped during the COVID-19 period for children with special needs and their families. The case study design was implemented as a qualitative research method. The study group sample was composed of 11 parents who reside in various districts of the city of Istanbul and who have children with special needs attending special education rehabilitation centers. The interviews conducted in the scope of the study showed that the effects of the COVID-19 pandemic process on children with special needs had behavioral and social-emotional reflections. Behavioral problems and reflections in behavioral difficulties in children with special needs were observed as a disability in comprehension due to developmental issues, hypermobility, and pandemic period's positive influence. In terms of reflections of social-emotional problems, children with special needs experience shyness due to being ridiculed. The study concluded that children feel the need to go out of their home and feel fear/anxiety and longing for the family to move to another city. The research results showed that children could not perform activities due to boredom, screen addiction, and missing friends. Interviews suggested that the COVID-19 process created specific needs and problems for parents and social-emotional reflections. Problems experienced by the families were determined as health problems, inability to spare time for other siblings, conflict between spouses, distress due to not being able to go out, mother being the only parent responsible for child- care, financial difficulties and educational guidance. Overall results of the study suggest that necessary measures need to be taken to ensure that children with special needs receive one-to-one education.
Information Technology (IT) Teacher Candidates&apos; Attitudes towards and Opinions on Online Testing during COVID-19 Pandemic
Author: Arslan, Kürsat
Date: 2022-00-00
Type: Journal Articles
Subjects: Information Technology,Preservice Teachers,Student Attitudes,Computer Assisted Testing,COVID-19,Pandemics,Distance Education,Gender Differences,Age Differences,Test Anxiety,Self Efficacy,Computer Literacy,Foreign Countries

This study aims to determine the attitudes and opinions of pre-service IT teacher candidates regarding online testing at the first period of the COVID-19 pandemic. This research is a descriptive study with explanatory sequential mixed method design. The study sample consisted of 69 teacher candidates enrolled in 3 different courses lectured by the researcher at the Computer Education and Instructional Technologies Department, in the spring semester of 2019-2020 academic year. The data were collected through the Online Examination Assessment Scale and an interview form developed by researcher. In quantitative data analysis, frequency, percentage, and average, independent sample t-test, and one-way ANOVA were applied as well as descriptive statistics. The content analysis method was used to analyze the qualitative data obtained from the survey. The findings suggest that (1) teacher candidates' attitude scores were above average; (2) their attitudes towards online testing differed significantly depending on gender, age, course, and computer self-efficacy levels; and (3) the participants who had taken online tests before had a more positive attitude towards online testing, but this difference was not significant. Besides, according to teacher candidates' opinions towards online testing, the most important advantage of this type of testing was that they felt independent and comfortable due to taking the test in the home environment and without a proctor. On the other hand, possible technical problems during the test were one of the frequently mentioned issues in the student views regarding online testing.
The Legislative Power of Storytelling
Author: Contreras-Nuñez, Kariny
Date: 2021-00-00
Type: Journal Articles
Subjects: College Applicants,Story Telling,Student Financial Aid,Financial Aid Applicants,School Counseling,School Counselors,State Legislation,Educational Legislation,Advocacy,College Bound Students

Over the past two years, the Indiana affiliate's Government Relations Committee (GRC) has undergone a metamorphosis. As co-chair, the author has had the opportunity to witness the once largely inactive committee grow by 250 percent. The affiliate has embraced storytelling as an important advocacy tool. In this article, the author shares a couple examples of the legislative power of storytelling.
The Views of Secondary School Mathemetics Teachers on Their Distance Education Experiences: The Case of Turkey
Author: Çalik Uzun, Selcen
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Mathematics Teachers,Online Courses,Distance Education,COVID-19,Pandemics,School Closing,Educational Technology,Teaching Experience,Faculty Development,Teacher Attitudes,Sustainability,Barriers

Distance learning process was initiated by the Ministry of National Education to allow equal opportunity and to improve accessibility, and the teachers provided online courses, exams or material. In the present study, conducted to determine the views of mathematics teachers, who are among the stakeholders in the process, on their experiences in online instruction of the mathematics course in secondary schools, phenomenology approach, a qualitative research method, was employed. The findings of the present study conducted with 105 secondary school mathematics teachers employed in seven regions in Turkey demonstrated that the middle school mathematics teachers considered distance education an obligation to continue mathematics courses and to maintain the communication with their students. It was also observed that the teachers believed that it would be difficult to instruct the mathematics course online due to its nature. It was determined that the predominant view argued that distance education allowed instruction of the course independent of the time and the place, and hence an advantage of the process, but the teachers also stated that distance education had certain cognitive, affective, technical and social disadvantages. The teachers complained that technical problems such as internet access and lack of tablets led to a difficult process.
Counseling Families through the Process: Fear of Flying
Author: Brock, Melissa
Date: 2021-00-00
Type: Journal Articles
Subjects: College Choice,Family Counseling,College Admission,Distance Education,School Counselors,College Entrance Examinations,Admissions Counseling

Parents and guardians often have more fear than their students about the journey off to college. They are unsure about fit, cost and value, distance, health and safety, an empty nest, and more. COVID-19 has added even more factors into the mix. The pandemic drastically changed the way many colleges deliver instruction, as well as the ways students and their families evaluate prospective schools and determine a path forward. This article looks at the challenges, new outreach efforts, addressing concerns, and helping families move forward in the college selection process. Focusing on the fundamentals of college selection can help families move ahead in the process, even in these unprecedented times.