ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Views on Electronic Teacher Portfolio Preparation Process
Author: Genç, Esma
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Electronic Publishing,Portfolios (Background Materials),Peer Teaching,Coaching (Performance),Graduate Students,Student Developed Materials,Faculty Development,Reflective Teaching,Usability,Needs

The purpose of the study has been framed as exploring the views of the participants on the process of preparing an electronic teacher portfolio through peer coaching. The study was designed as a case study. The participants of the research consisted of 10 volunteer teachers who were graduate students in the field of Curriculum and Instruction at the level of master's degree. They developed a teacher portfolio within the scope of the research. The data were collected through the Pre-Questionnaire Form applied at the beginning of the study and the Post Questionnaire Form applied in the end. The data obtained from the questionnaire forms were analyzed by content analysis method. As a result, it was observed that portfolio development process through peer coaching contributed to teachers' professional development and reflection. Teachers stated the electronic portfolios were more functional than traditional portfolios. It was seen that they had difficulties in allocating time to portfolio work. It may also be suggested to conduct longer-term studies with a broader participation. In addition, the needs of teachers regarding time should also be considered, and fixed time arrangements should be made for such collaborative work in their timetables. [This article includes an extended summary in Turkish.]
Self-Compassion as a Newly Observed Dimension of the Student&apos;s Personality
Author: Krejcová, Kristýna
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Altruism,Self Concept,Personality,Metacognition,Intervention,Gender Differences,Academic Achievement,Grades (Scholastic),Neurosis,Personality Measures

The mindfulness-based methods are on the rise in the mental health care of students as well as employees. Therefore, the research on self-compassion is necessary to explore abilities and personality traits that are cultivated by the mindfulness approach. Our research deals with the assessment of the level of self-compassion by the students of the Faculty of Economics and Management at the Czech University of Life Sciences to precise the planned mindfulness-based intervention. Further, the gender and personality specifics as well as a connection to academic achievement are examined. For this purpose, the Self-compassion Scale, and the NEO-PI-R were used. The results proved insignificant correlations between the self-compassion subscales and self-reported grades, but also subtle differences in the structure of the self-compassion by males and females. Further, correlations between the neuroticism and the Self-compassion Scale and its subscales were revealed. Structural equation modeling was involved to gain more complex insight in the researched area.
Development and Evaluation of an Interdisciplinary Rotation for Anesthesia Residents in Laryngology
Author: Homer, Cole J.
Date: 2023-00-00
Type: Journal Articles
Subjects: Medical Education,Medical Students,Anesthesiology,Interdisciplinary Approach,Coaching (Performance),Patients,Human Body,Training,Experiential Learning

The medical fields of anesthesiology and otolaryngology (ENT -- ears, nose, throat) are defined by overlapping clinical expertise as it relates to the management of airway issues. As a result of this shared clinical domain, interdisciplinary educational experiences provide an opportunity for collaboration and a broadened experience for resident physician learning. Our institution developed a two-week rotation in otolaryngology for first-year anesthesiology interns with the goal of utilizing interdisciplinary coaching to develop both technical and non-technical skills in airway management. The purpose of this project is to perform a formal evaluation of this rotation and share our training methods and processes.
Do Elementary Preservice Teachers Have Cultural Humility? An Investigation into Elementary Preservice Teacher Beliefs about American Indian Culture
Author: Obery, Amanda
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Indigenous Knowledge,American Indian Culture,Cultural Awareness,History Instruction,Teacher Competencies,Culturally Relevant Education,Teacher Attitudes,Student Attitudes,State Legislation,Public Education

The passage of Washington State Senate Bill 5433 made the teaching of state tribal history, culture, and government mandatory in Washington's public schools and teacher preparation programs; requiring teacher candidates to show competence in demonstrating the intersection of cultural competence, equity, and pedagogy. This survey study aims to uncover elementary preservice teachers' cultural humility and perspectives on American Indian culture, leading to development of critical awareness and humility throughout their teacher preparation program. Findings show that preservice teachers self-report high levels of cultural humility, yet many open-ended responses point to a different story.
Examining Higher Education Campus Climates and Student Sense of Belongingness
Author: Veach, Carrigan P.
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Student School Relationship,Sense of Community,College Environment,Well Being,Higher Education

The purpose of this research was to explore how individual students within different forms of higher education campuses experience their campus climate and hold different levels of belongingness and thriving, and to examine the relationship between thriving and belongingness. The Comprehensive Inventory of Thriving (CIT) and the General Belongingness Scale (GBS) were utilized to examine students' psychological well-being, achieved sense of belongingness, and level of thriving attained in their higher education campus climate. Purposive, convenience, and snowball sampling methods were used to recruit participants. Online surveys were distributed for data collection. Correlational analyses were run to explore the relationship between thriving and belongingness, and additional analyses were run on the individual dimensions described within the CIT to explore the relationship between each dimension and the GBS. The results of this research are suggestive of the dimensions of Mastery and Meaning having a direct impact on student belongingness in higher education.
Exploring College Students&apos; Experiences Drawing a Journey Map
Author: Moon-Seo, Sara K.
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Student Experience,Educational Experience,Student Development,Visualization,Concept Mapping,Freehand Drawing,Peer Relationship

This study explored college students' experiences drawing an educational journey map. The stories revealed students' educational experiences from freshmen to junior/senior years. Five themes emerged through semi-structured interview questions. Through the students' stories about their educational experiences, researchers could better understand students' daily life, joyful moments, challenges, resilience, and wishful messages to their professors and university administrators.
Focus Groups with Rural Youth Provide Interesting Insights
Author: Westbrook, Elaine
Date: 2023-00-00
Type: Journal Articles
Subjects: Focus Groups,Rural Youth,Elementary School Students,Student Attitudes,Student Interests,STEM Education,Informal Education,Place Based Education,Science Interests,Interest Research

Rural youth may have a distinct vantage point on STEM issues in their community, and if STEM interest is developed at a young age, the likelihood of solving these in adulthood may occur. Therefore, a place-conscious informal STEM program was developed to be delivered to youth ages eight to twelve in rural communities. Qualitative methods, including focus groups, were used to study interest development. These focus groups provided subtle details of how the interest developed. The results indicated an increase in participants' STEM interests.
Pedagogies in Dissonance: The Transformation of &quot;Pedagogical Tact&quot;
Author: Kenklies, Karsten
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Teaching Methods,Educational Theories,Theory Practice Relationship,Educational History

When Herbart in 1802 introduced the concept of &quot;Pedagogical Tact&quot; in his first lecture on pedagogy, he answered to a systematic problem that had also troubled his predecessor: It was within his theory of judgement that Immanuel Kant attempted to solve the problem of the relation of theory and practice, of theoretical and practical Vernunft. In reference to Kant's notion of &quot;Logical Tact,&quot; Herbart proposed the &quot;Pedagogical Tact&quot; as a way to describe how, in pedagogy, theory and practice could be bound together. Despite their brevity, those short remarks of Herbart became, and continue to be, a Classic theorem of pedagogical thinking, especially within Continental Pedagogy, while in the Anglophone world, &quot;Pedagogical Tact&quot; has found only sparse interest until recently. Both the larger absence of interest, as well as the recent interest are, in themselves, rather remarkable as they represent trends that seem characteristic for the adaptation of especially German pedagogical theories in Anglophone contexts. Concentrating on Herbart's tact, this chapter will explore the distortions that not only led to an obliviousness towards the fundamental concept of &quot;Pedagogical Tact,&quot; but also its distorted reception much later.
Investigation of the Learning Outcomes of the 2018 Middle School Mathematics Curriculum in Terms of Mathematical Communication Skills
Author: Öztas, Emine Tugçe
Date: 2023-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Middle School Students,Middle School Mathematics,Mathematics Curriculum,Communication Skills,Content Analysis,Foreign Countries,Reading Skills,Speech Skills,Listening Skills,Writing Skills

Mathematics includes elements of thinking and communication skills that are essential in a changing world. In this context, thinking and communication skills have a privileged place in the mathematics curriculum (Umay, 2004). This study aims to investigate the learning outcomes of the 2018 middle school mathematics curriculum in terms of mathematical communication skills. The current study employed the document analysis research method. The document analyzed in the study consists of the learning outcomes set in the middle school 5th-8th grade mathematics curriculum, which was updated in the 2018 school year by the Ministry of National Education and is still being implemented. In the study, the researchers developed a &quot;Mathematical Communication Skills Rubric&quot; to examine the learning outcomes set in the middle school 5th-8th grade mathematics curriculum regarding mathematical communication skills. The analysis of the data was carried out with the deductive content analysis approach. In the study, when the learning outcomes in the middle school mathematics curriculum were examined in terms of mathematical communication skills, it was determined that 70% of the total 275 learning outcomes were insufficient. The results show that the learning outcomes of the middle school mathematics curriculum should be rearranged to serve the improvement of mathematical communication skills and that mathematical communication should be structured in more detail regarding the reading, listening, speaking and writing dimensions. [This article includes an extended summary in Turkish.]
Investigating Competencies and Attitudes towards Online Education in Language Learning/Teaching after COVID-19
Author: Yessenova, Kalbike
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Teacher Attitudes,COVID-19,Pandemics,Online Courses,College Faculty,College Students,Student Attitudes,Gender Differences,Technological Literacy,Pedagogical Content Knowledge,Attitude Measures,Foreign Countries,Likert Scales,Self Efficacy,Peer Relationship,Second Language Learning,Second Language Instruction,Literature,Measures (Individuals)

With the COVID-19 pandemic that has affected the whole world, the digitalization process has accelerated and the importance of stakeholders having online learning competencies in the learning-teaching process has increased. At the same time, the functioning of education and training globally has been affected by this process and courses in language and literature departments have had to be moved to digital platforms during the COVID-19 process. In this study, the competencies and attitudes of academics, teachers and students in the field of language towards online education after COVID-19 are examined with a comparative approach. In this context, with a cross-sectional approach, the study was conducted on lecturers, teachers and students working in the field of language in different cities of Kazakhstan. In the study, online education competencies and attitudes were analyzed with t-test according to gender variable and F-test according to status factor. According to the findings of the study, it was found that the participants' attitudes towards online education after COVID-19 were positive, while their competencies were at a medium level. Language field participants' attitudes towards online education did not differ according to gender and status factors. However, significant differences were found in terms of online education competence according to the gender and status of the participants.
Investigation of Primary School Teachers&apos; Lifelong Learning Dispositions and Technological Competencies
Author: Sapieva, Maira
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Technology,Elementary School Teachers,Lifelong Learning,Foreign Countries,Technological Literacy,Teacher Attitudes,Self Efficacy,Technology Uses in Education,Teacher Competencies

It is thought that it is significant to investigate to what extent teachers have educational technology competencies, to what extent they can improve themselves and to what extent they have lifelong learning skills. In this context, lifelong learning dispositions and technological competencies of primary school teachers were examined in this study with a comparative and relational approach in terms of some variables. The study, in which quantitative research methods were employed, was conducted on 270 primary school teachers working in different cities in Kazakhstan. Lifelong learning dispositions and technological competence perception scales were used to collect the research data. According to the findings of the study, lifelong learning dispositions and technological competencies of primary school teachers were found to be at medium level. Lifelong learning dispositions and technological competencies of primary school teachers differ significantly according to gender and age variables. Finally, a significant and positive relationship was found between lifelong learning dispositions and technological competencies of primary school teachers. [Note: The page range (981-1015) shown on the PDF is incorrect. The correct page range is 999-1015.]
Understanding the Cognitive and Socio-Emotional Dimensions of Dialogic Teaching and Learning Approach
Author: Ucan, Serkan
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Dialogs (Language),Teaching Methods,Classroom Communication,Thinking Skills,Democratic Values,Citizen Participation,Cognitive Development,21st Century Skills,Learning Processes

As a pedagogical approach aiming at increasing the quality of classroom talk, dialogic teaching and learning puts an emphasis on students' understanding and thinking and supports their learning process in numerous ways. As recent studies show, alongside promoting students' cognitive, social, and emotional development, dialogic teaching and learning pedagogy supports the acquisition of 21st-century skills as well as contributing to the internalisation of democratic values and active citizenship. Nevertheless, despite its importance for student learning, the present research literature also indicates that productive forms of dialogue are still not prevalent in most classrooms. Considering that one of the reasons for the limited adoption of this approach can be related to the tendency of considering dialogic pedagogy solely from a cognitive perspective (i.e. conceptualising dialogue as specific forms of verbal interactions and moves) while mostly ignoring its socio-emotional dimensions (e.g. classroom climate and ethos, interpersonal relations, emotions), this conceptual review study looks into well-known models and relevant literature to uncover and highlight the common characteristics of cognitive and socio-emotional dimensions of dialogic teaching and learning approach. It is hoped that this review study will be helpful for researchers and educators who wish to study and implement dialogic pedagogy in classrooms. [This article includes an extended summary in Turkish.]
Artificial Intelligence in Education: A Science Mapping Approach
Author: Kaban, Abdullatif
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Educational Research,Program Effectiveness,Educational Technology,Technology Uses in Education,Publications,Authors,Journal Articles,Information Retrieval

While using artificial intelligence in education is a popular field of study for researchers, it has become a joint application for educational institutions. Educational institutions are trying to establish artificial intelligence-based systems to improve the existing education systems. On the other hand, education researchers want to determine which artificial intelligence models are the most effective. To provide an in-depth resource for both researchers and educators on the use of artificial intelligence in education, this study aims to make a bibliometric analysis of articles related to artificial intelligence in education. After the query was made in the Web of Science database, 1153 articles related to the subject were obtained. As a result of the bibliometric analysis of the articles obtained, the most influential journals are Education and Information Technologies and Computers &amp; Education, and the most influential authors are Scouller, Biggs, and Hwang. After 2019, it has been observed that there has been a significant increase in the number of studies, the first examples of which were found in 1985. It is thought that this study, which provides results on the most cited publications, trending topics, thematic map of keywords, and co-occurrence network, will serve as a bedside resource for both educators and researchers. Implications of the findings for theory and practice are discussed.
Effects of Folklore Teaching with Constructivist and Computer-Assisted Teaching Method
Author: Rakhmetova, Bazar
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Constructivism (Learning),Computer Assisted Instruction,Conventional Instruction,High School Students,Literature,Folk Culture,Instructional Effectiveness,Academic Achievement,Student Attitudes

In this study, the effects of constructivist learning and computer-assisted instruction on the achievement and attitudes of high school 2nd grade students in learning folk literature unit were examined by comparing with traditional teaching methods. The sample of the study consisted of 60 high school 2nd grade students studying in a high school in Arkalyk, Kazakhstan. The folk literature unit was taught by using constructivist learning and computer assisted instruction method in the experimental group, while traditional teaching methods were used in the control group. Constructivist teaching was organized according to the 5E model and associated with computer assisted instruction. The experimental applications of the research lasted 7 weeks. Folk literature achievement test and attitude scale towards folk literature were used to collect the data. As a result of the study, it was found that the students who studied with constructivist learning and computer-assisted instruction method achieved higher achievement levels in learning the folk literature unit compared to the students who studied with traditional teaching methods. The study also found out that constructivist learning and computer-assisted instruction practices significantly increased students' attitudes towards folk literature subjects.
Social Network Usage Related to Science Learning Approaches: Instagram
Author: Erdogdu, Funda
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Media,Use Studies,Science Education,Learning Strategies,Photography,Sense of Community,Preservice Teachers,Educational Environment,Teaching Methods,Technology Uses in Education,COVID-19,Pandemics,Distance Education,Electronic Learning,Student Attitudes

This study aimed to determine the opinions of science teacher candidates about their experiences in the process by examining the effect of using Instagram in online learning environments on the sense of community. The study involved 41 teacher candidates, 21 in the experimental group and 20 in the control group. Convergent parallel design, one of the mixed-method designs that quantitative and qualitative research methods, was used in the study. The &quot;Community Feeling Scale in Online Environments&quot;, &quot;Structured interview form&quot; and &quot;Teacher candidates' diaries&quot; were used for the data collection. Descriptive statistics and independent groups t-test methods were used for the analysis of the quantitative data and content analysis technique was used for the qualitative data. The quantitative findings revealed a significant difference in favour of the experimental group in the post-test scores of the teacher candidates between the experimental and control groups. It has been concluded that the use of Instagram in the learning environment has a positive effect on the sense of community in online learning so that teacher candidates can communicate with each other and with the instructor. According to the qualitative findings, the teacher candidates stated that the quality of these posts is guiding, clear, and precise. They stated that the posts enhanced the intelligibility, made the learning easier, and guided the process. In conclusion, it has been revealed with quantitative and qualitative findings that the posts related to various approaches used in science teaching using Instagram support the sense of community in online learning environments of science teacher candidates.