ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of COVID-19 Phobia and Satisfaction with Life Levels of Students Taking Special Talent Entrance Exams
Author: Atilgan, Davut
Date: 2021-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,Life Satisfaction,Fear,Psychological Patterns,Talent Identification,Tests,Physical Education,Athletics,College Students,Student Characteristics,Predictor Variables,Social Influences,Economic Factors,Physical Health

There is no doubt that COVID -19 has affected the whole world in every aspect of life. In this study, it was aimed to determine the relationship between COVID-19 phobia and life satisfaction levels of students participating in special talent entrance exams and their views according to some demographic variables. The sample of the study consists of 320 participants who took the special talent exam from the departments of physical education and sports teaching and coaching education at the University of Sutcü Imam. The research is a quantitative study and it was carried out in relational scanning model. Data were collected in August-September 2020. In the analysis of data Jamovi 1.6.12 statistical software program was used. As a result of the research; COVID-19 phobia and life satisfaction level arithmetic mean scores of the participants were determined to be in the middle score range. In normal circumstances, it was determined that the fear of COVID-19 had a negative effect on the participants, while life satisfaction is expected to be high due to the athletic and young age of the participants. In terms of demographic variables, significant differences were found in the COVID-19 Phobia Scale' and 'Life Satisfaction Scale' scores. In correlation and regression analyses, it was concluded that psychological, somatic, social and economic variables, which are independent variables, showed a negative low-level significant relationship with the life satisfaction of students, and they were also a significant predictor of life satisfaction. The results obtained from this study are predicted to shed light on the psychological, social, economic and similar effects of COVID-19 fear on people and provide significant contributions to finding solutions on these issues.
Error Analysis of Written Essays: Do Private School Students Show Better EFL Writing Performance?
Author: Alsher, Tasnim
Date: 2021-00-00
Type: Journal Articles
Subjects: Essays,Writing Achievement,Writing Skills,Error Patterns,Grammar,Spelling,Punctuation,Performance Factors,Educational Background,Public Schools,Private Schools,Undergraduate Students,English (Second Language),Second Language Learning,Arabs,Semitic Languages,Foreign Countries

This study investigated writing errors committed by engineering students at AnNajah National University in Palestine and compared these errors based on school type. It analyzed errors in essays of 54 undergraduate students, 28 attended governmental schools, and 26 attended private schools. Errors were classified based on James's taxonomy. Results showed that both groups faced the same problems when writing in English, as the frequency of committed errors for both groups had the order of morphology, spelling, punctuation, formal, syntactic, semantic and ordering, except for formal errors being higher than punctuation for private school students. The study also concluded that no statistical significant differences were apparent in frequency of errors committed by the two groups. This indicates that private school students do not outperform their governmental school peers in school performance. Such results are necessary for parents and for the Ministry of Education as they oppose the general belief that performance of private school students is better.
Metacognitive Skills and Problem-Solving
Author: Güner, Pinar
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Problem Solving,Middle School Students,Grade 8,Foreign Countries,Word Problems (Mathematics),Cognitive Processes,Correlation

The purpose of this study is to investigate the metacognitive strategies that middle school students used in the process of solving problems individually. The study group consisted of 37 middle school students in the eighth grade. The students were asked one non-routine word problem, and their written answers were collected. After solving the problem, the students filled out a self-monitoring questionnaire that requested them to reflect retrospectively on the metacognitive strategies they employed for the problem. In order to obtain detailed data, semi-structured interviews were conducted with six students, three of whom gave correct responses and the other three gave wrong answers to the problem. The data was analyzed through the model of metacognitive activity during problem-solving. The results showed that metacognitive skills have a significant effect on students? problem-solving success. The study found that students with high metacognitive skills tend to solve the problem correctly by using appropriate strategies, mathematical notations and logical reasons. The results also revealed that students with poor metacognitive skills have difficulties in understanding the problem, selecting appropriate strategies, and finding correct answer. Although the students thought the opposite, it was concluded that their habits of checking, detecting, and correcting mistakes in their solutions were poor.
Mind Games with the Views of Classroom Teachers
Author: Kula, Sultan Selen
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Games,Cognitive Processes,Teacher Attitudes,Foreign Countries,Elementary School Teachers,Teaching Methods,Communication Skills,Creativity,Problem Solving

This study aimed to determine the views of classroom teachers about mind games in Turkey and a survey model was used. The research was carried out with the phenomenological design from qualitative research methods. Thirty-one primary school teachers were selected by the criterion sampling method which is one of the purposeful sampling methods. In order to collect the data, the opinion form prepared by the researcher was completed by classroom teachers. The documents obtained were analyzed with the content analysis method. It was seen in the study that teachers usually play mind games with students in the Free Activities course, mainly for 2 hours per week, strategy games were played most, memory games were the least played games, and mind games contributed to communication, creativity, problem solving, mathematical and logical thinking, and academic skills. In addition, classroom teachers experienced some problems related to classroom management, to physical conditions and student characteristics while playing mind games. In line with the results, it is suggested that the multi-dimensional development of students be supported by playing mind games at every grade level.
Effects of Formative Assessment Strategies on the Fractions Computation Skills of Students with Disabilities
Author: Bottge, Brian A.
Date: 2021-10-00
Type: Journal Articles
Subjects: Formative Evaluation,Fractions,Computation,Students with Disabilities,Mathematics Skills,Teaching Methods,Educational Technology,Technology Uses in Education,Student Evaluation,Prompting,Program Effectiveness,Special Education,Secondary School Students,Error Correction,Manipulative Materials,Visual Stimuli,Faculty Development,Time Factors (Learning)

Learning to compute with fractions is a major challenge for many students and especially for students with disabilities (SWD). Phase 1 of this study employed a randomized pretest-posttest comparison design to test the effects of two versions of formative assessment combined with an instructional program called Fractions at Work. In one condition, teachers used technology-assisted prompts to assess student performance and remediate errors. In the comparison condition, teachers gave students the same items for assessing progress but used their own methods of reteaching. Results indicated no difference between the two methods. However, pretest-to-posttest gain scores were significantly higher on all three measures regardless of type of formative assessment, and students maintained much of what they had learned. Phase 2 examined issues related to instructional dosage. Students who received additional weeks of instruction scored significantly higher than students who went back to their business-as-usual curriculum. [For the corresponding grantee submission, see ED608844.]
Coordinating Multi-Campus Honors Programs and Colleges
Author: Andrews, Larry
Date: 2021-00-00
Type: Journal Articles
Subjects: Multicampus Colleges,Honors Curriculum,Institutional Characteristics,Educational Quality,Academic Standards,Teacher Selection,Student Mobility,Organizational Communication,Scholarships,Budgets

The leadership responsibility for coordinating a multi-campus honors program or college can be complex, and it needs to succeed in an atmosphere of mutual respect and flexibility. The work can be broken down into several key components: institutional context, quality standards, curriculum, faculty selection, student mobility, communication, scholarships, budget, and governance.
Developing and Encouraging the First-Year Undergraduate Researcher
Author: Kock, Stacia
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,Undergraduate Students,Student Research,Conferences (Gatherings),Honors Curriculum,First Year Seminars

A simulated conference in first-year curriculum reinforces undergraduate research as beneficial to both honors and campus communities while fostering scholarly development and campus engagement among honors freshmen during the coronavirus crisis.
Personality Characteristics, Psychological Wellbeing and Academic Success among University Students
Author: Osamika, Bamidele Emmanuel
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Traits,Mental Health,Well Being,Academic Achievement,Student Adjustment,Undergraduate Students,Stress Variables,Correlation,Foreign Countries

Attending university can be very stressful as students have to go through the process of adapting to new educational and social environments; this experience of difficult change affects student's psychological wellbeing and subsequently their success in academics. This study examines personality characteristics, psychological wellbeing and academic success among Nigerian undergraduates. While cross sectional design and convenient sampling method were employed, 214 undergraduates were sampled. A structured questionnaire focusing on sociodemographic information, personality profile, psychological wellbeing and academic success was administered to the participants. The data were analyzed using descriptive and inferential statistics. The result reveals that agreeableness, conscientiousness and openness to experience had a significant positive relationship with psychological well-being, while agreeableness, conscientiousness and openness had positive relationship with academic success; meanwhile, neuroticism had negative relationship with academic success. Furthermore on a regression model, personality characteristics did not independently but jointly predicted psychological wellbeing. Meanwhile personality characteristics independently and jointly predicted academic success. The study conclude that student's personality characteristics are important for sound psychological wellbeing and effective academic success among Nigerian undergraduates.
Statistics Instructors&apos; Perceptions of Statistics Literacy in Different Undergraduate Programs
Author: Özmen, Zeynep Medine
Date: 2021-00-00
Type: Journal Articles
Subjects: Statistics Education,Multiple Literacies,Teacher Attitudes,College Faculty,Intellectual Disciplines,Introductory Courses,Course Content,Vocabulary,Transfer of Training,Expectation,Concept Formation,Thinking Skills,Public Colleges,Undergraduate Study

The present study aimed to investigate the statistical literacy perceptions of instructors who teach undergraduate statistics courses in different disciplines. Participants of the study were consisted of nine instructors of the introductory statistics course from nine different undergraduate programs. Data were collected by the help of the interviews. Instructors were asked to answer the questions about statistical literacy definitions, organization of the course content, &quot;issues&quot; emphasized or avoided by instructors in teaching statistics, &quot;and&quot; instructors' post-course expectations from their students. Qualitative data was categorized under five main themes based on the interview questions and data was analyzed through statistical literacy components and their aspects. The instructors' ultimate expectations from the students and the issues they emphasized during the courses are mostly stated in relation with statistical literacy. They provided less information related statistical literacy about two themes: course content and the issues they avoid. Recommendations from this study include reviewing and revising statistics course content and methods to reveal the components of statistical literacy.
Study Abroad Strengths-Based Curriculum: Advancing Self-Reflection and Relationship-Building Leadership Skills
Author: Moldenhauer, Liz
Date: 2021-00-00
Type: Journal Articles
Subjects: Study Abroad,Leadership Training,Student Leadership,Curriculum Design,Metacognition,Interpersonal Relationship,Cultural Awareness,Diversity,Student Attitudes,Personality Measures,Teamwork,Personality Traits,Thinking Skills,Foreign Countries,Graduate Students,Program Design,Group Dynamics

Immersion in a strengths-based, study abroad program provides extensive opportunity for leadership growth. Navigating the unknown adds to the challenge students experience during their student-organized activities. The purpose of this qualitative study was to explore how a strengths-based curricula design advanced the leadership competency levels of self-reflection and relationship building during a graduate, short-term study abroad program. The findings show that before and during the program, self-reflection led to thoughtful discussions, which led to valuing differences. Self-reflection contributed to deeper self-awareness of how an individual's primary strengths and blind spots led to mutual respect. On-going mutual respect enhanced relationships through appreciation for diversity. The strengths-based knowledge aided in acknowledging and valuing differences in one another, which positively impacted relationships.
Teachers&apos; Perceptions of Positive Psychological Capital: A Mixed Method Approach
Author: Kulekci Akyavuz, Ebru
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Public School Teachers,Barriers,Positive Attitudes,Self Efficacy,Resilience (Psychology),Industrial Psychology,Teaching Conditions,Psychological Needs,Professional Development,Professional Identity,Foreign Countries

This study first investigated the teachers' perceptions of positive psychological capital. Then, barriers negatively affecting teachers' positive psychological capital in educational organizations and the practices possible to be implemented were examined. The convergent parallel mixed method research design was used as the research methodology. The study group consisted of the teachers working in Kilis province in the 2019-2020 academic year. Demographic information form, positive psychological capital scale, and an interview form were used to collect data. Results of this study indicated that the teachers were strongly agree with psychological capital. Furthermore, the results indicated that the factors that prevented teachers from positive psychological capitol were related to administrators, teaching profession, parents, colleagues, students, institutions, and teachers themselves. This study concluded that providing social, academic, and economic support to teachers would increase their positive psychological capital, and the following practices could ensure this support: improvement of working conditions, increasing the prestige of the profession, and providing in-service training.
Using Q Methodology to Explore Science Teachers&apos; Socioscientific Decision-Making
Author: Es, Hüseyin
Date: 2021-00-00
Type: Journal Articles
Subjects: Q Methodology,Science Teachers,Teacher Attitudes,Science Instruction,Decision Making,Guidelines,Environment,Health,Social Sciences,Sociology,Foreign Countries

In this study, Q methodology was used to explore science teachers? socioscientific decision-making. In Q methodology, participants are presented with a number of statements about a topic and are asked to sort these statements according to a guideline. The methodology allows researchers identify more information about participants? decision-making by putting them at the center of analysis. The participants of the study consisted of 8 science teachers (5 females, 3 males), who were asked to sort a number of 22 statements about socioscientific issues; and as they completed their sorting, they were interviewed. Findings revealed two distinct perspectives that science teachers had about socioscientific decision-making: (i) traditional and (ii) universal. Even though all science teachers were aware of the value and importance of environment and human health, their perspectives differed in the subject areas of science, policy and sociology/culture, and in the intellectual baggage of experience and value.
Creativity in the Age of COVID: Honors Comes &quot;Home&quot;
Author: Lieberman, Ilene D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Creativity,COVID-19,Pandemics,College Freshmen,Honors Curriculum,Family Environment,Student Experience

This essay explores the conceptual and practical implications of an honors forum relating to artful expression and the phenomenon of sequester in place (SIP). As monthly general education offerings for first-year students, Honors Forums feature an array of thematic events associated with the freshman cohort. Noting challenges relating to remote instruction, social distancing, and general anxiety as well as the consequent effects on the typical first-year experience, the author, an art historian, presents a novel response to COVID constraints through communal, creative expression. A visual and textual curriculum helps bring students together, mitigate pandemic-related anxieties, and introduce the honors living-learning community as home.
Teaching Science: Who Am I? What Do I Plan?
Author: Sahin-Kalyon, Demet
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Elementary School Students,Science Achievement,Self Esteem,Foreign Countries,Teacher Attitudes,Preservice Teachers,Student Attitudes,Teaching Skills,Teaching Methods,Scientific Attitudes,Pedagogical Content Knowledge,Science Experiments,Educational Resources,Peer Relationship,Specialists,Help Seeking,Educational Planning,Skill Development

Achievement in primary school science courses has always been a field of interest by researchers in Turkey and other countries. For this reason, studies are conducted on science teaching at the primary school level. This study aimed to examine strengths and weaknesses of pre- and in-service primary teachers in science teaching. In addition, to overcome their weaknesses, the features that they imagined for a science classroom were revealed. Seventy-seven juniors, 78 seniors, and 87 in-service teachers participated in this study. The study data were collected through an opinion form called &quot;I Teach Science,&quot; consisting of four questions. Findings were revealed following a descriptive analysis. The findings of the study revealed that the most frequently uttered strengths were the ability to do/design experiments, adoption of activity-based science teaching, application of different methods/technical knowledge, science process skills, and an interest in/attitude toward science. The most common weaknesses were found to be lack of field knowledge, lack of self-confidence, inability to do experiments, lack of laboratory knowledge, inability to design/use materials, and lack of interest in and attitude toward science. The most common ways they would apply to improve their weaknesses were found to be research, reviewing resources, obtaining help from experts or colleagues, designing experiments, researching/learning different methods, using different resources, and developing planning skills. While describing an ideal science classroom, the participants considered general characteristics of students and teachers and general/physical features of the classroom.
Talking with &apos;Others&apos;: Experiences and Perspective Transformation in a Short-Term Study Abroad Program
Author: Chiocca, Emmanuelle S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Study Abroad,Transformative Learning,Curriculum Development,Learning Processes,Outcomes of Education,Cultural Awareness,Intercultural Communication,Hermeneutics,Learner Engagement,Classroom Environment,Holistic Approach,Case Studies,Student Attitudes,Educational Experience,Foreign Countries,Dialogs (Language),Community Involvement,Peer Relationship,Psychological Patterns,Undergraduate Students

With the growth of short-term study abroad programs comes the need to develop impactful curricula and to provide supportive environments for deep learning abroad that is more than &quot;upgraded&quot; tourism but rather focused on educational outcomes. This qualitative case study investigates the experiences of five study abroad participants in Israel. Drawing from multiple data sources within an interpretive framework, the purpose of this study is to understand student experiences abroad. Data was analyzed inductively and thematically. Findings suggest that the holistic experience was anchored by (1) directed and diverse conversations, (2) hermeneutical reflections, (3) emotional disequilibrium, (4) intercultural competence development, and (5) student engagement in a classroom culture, which acted together as a &quot;gestalt.&quot; Results highlight the importance of dialogue, both with locals and within the classroom community, for transformative learning. These findings encourage international educators to provide instructional frames that encourage students to engage with local communities in critical ways.
The Attainments in the Framework Annual Plan for Primary School Adaptation Classes Prepared within the Scope of PIKTES in Terms of the Revised Bloom Taxonomy
Author: Bolat, Yeliz
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Second Language Instruction,Elementary School Students,Arabs,Refugees,Cognitive Processes,Taxonomy,Listening Skills,Speech Skills,Reading Skills,Writing Skills,Knowledge Level

This research examined the attainments available within the framework annual plan of teaching Turkish as a foreign language prepared for under temporary protection Syrian primary school students continuing their education within scope of PIKTES according to the revised Bloom taxonomy. In the first phase of the analysis, a total of 72 attainments, including 19 in the listening skill, 13 in the speaking (oral production), 9 in speaking (verbal interaction), 15 in the reading skill and 16 in the writing were examined in the research. In the second stage, the action verbs corresponding to the cognitive process dimensions of the revised Bloom taxonomy were listed through various sources, and the attainments were analyzed by descriptive analysis. Considering these attainments in terms of knowledge dimension, 71.2% of the attainments were found to be at factual knowledge, 21.9% at the conceptual knowledge level, 6.8% at procedural knowledge, and no objective is available at the metacognitive knowledge level, meaning that factual knowledge dimension held the most attainments, while procedural knowledge had the fewest. When the attainments were analyzed in terms of cognitive process dimensions, 31.6% of the attainments were determined to be at the level of remembering, 21.9% understanding, 39.8% applying, 5.4% analyzing and 1.3% creating, and no objective is available at the evaluation level. This indicated that applying dimension had the most attainments, while creating dimension had the fewest.