ethanporcaro/eric-fulltext-meta huggingface dataset:
Writing Motivation Sources of Teacher Candidates: A Phenomenological Study
Author: Demirel, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Writing (Composition),Preservice Teachers,Habit Formation,Writing Skills,Foreign Countries,Student Attitudes

Writing motivation is effective on writing behavior and writing habits. The aim of this study is to determine the factors that motivate pre-service teachers to write and thus support their writing habits. For this purpose, the research was designed in accordance with the phenomenological pattern from qualitative research designs. In the research, interviews were conducted with pre-service teachers through the semi-structured interview form prepared by the researcher. The data obtained from these interviews were analyzed by content analysis technique. Research findings showed that there were internal (internal) and external (external) factors motivating teacher candidates to write. According the findings, the main internal factors that motivated pre-service teachers to write were positive thoughts and beliefs about writing and writing skills, goals expected to be achieved by writing, and lastly, interest and desire for writing. Requirements and environmental expectations for writing, appreciation and support from family and readers, and the environment which is a positive role model in writing were external factors that motivated pre-service teachers to write. In the study, these factors and student views under these factors were discussed and what could be done to increase their motivation for writing was evaluated.
Views of Social Studies Teachers on Support and Training Courses
Author: Kaya, Mehmet Tamer
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Attitudes,Social Studies,Training,Faculty Development,Equal Education,Transportation,Nutrition,Attendance,Outcomes of Education

The purpose of this research is to identify the views of social studies teachers working in suptive training courses on courses. In the study, case study pattern which is used frequently in qualitative research has been preferred. To identify the views of social studies teachers about supportive training courses semi-structured interview form has been used. Data has been gathered in 2019-2020 education season and content analysis method has been used in analyzing the data. Study group consists of 21 social studies teachers who both work in secondary schools situated in central Afyonkarahisar and supportive training courses. Most teachers find supportive training courses useful and state the reason of working in them both financial and service score. As to the effects on students while most teachers have mentioned positive effects like equality of opportunity some have stated attention and interest levels of students have decreased due to fatigue. As for the effects on teachers, most have stated positive impacts like financial benefit and service score while some have mentioned negative effects like getting tired. In general teachers have named typical common problems as transportation, nutrition and absenteeism. Accordingly with the findings of the study some suggestions have been made.
Analysis of the Pedagogical Content Knowledge Development of Prospective Teachers in the Lesson Plan Development Process: 4MAT Model
Author: Aliustaoglui, Feyza
Date: 2022-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Preservice Teachers,Lesson Plans,Models,Mathematics Teachers,Mathematics Instruction,Teaching Methods

The aim of this study is to investigate the change of prospective mathematics teachers' pedagogical content knowledge (PCK) on the linear equation and slope subject based on the lesson plan development and implementation process based on the 4MAT model. The concept of PCK was discussed in three components as content knowledge, knowledge of student understanding and knowledge of instructional strategies. The research was carried out based on mixed research methods. The data collection tools consisted of 48 lesson plans developed by prospective teachers in three stages and observation notes taken based on the teachings they did. The lesson plans developed by prospective teachers were analyzed quantitatively using the rubric developed by the researcher. Whether there is a statistically significant difference in PCK components in the lesson plans was analyzed by using appropriate tests. In addition, various qualitative sections from the lesson plans showing the development of prospective teachers were presented. As a result of the research, it was concluded that prospective teachers showed improvement in each of the components of the PCK at the end of the lesson plan development and implementation process based on the 4MAT model.
Analyzing Teacher and Parent Views on the First Literacy Process during the COVID-19 Pandemic
Author: Kasa Ayten, Basak
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Parent Attitudes,Emergent Literacy,COVID-19,Pandemics,Elementary School Teachers,Foreign Countries,Distance Education,Learning Activities,Literacy Education

This study aims to analyze the opinions of primary school teachers and parents about the first literacy process in the 2020-2021 academic year under the influence of the COVID-19 pandemic. The recruits were the 1st-grade teachers in the city center of Malatya for the 2020-2021 academic year and the parents of the students in these classes. The recruits comprised 11 primary school teachers and 31 parents selected by criterion sampling of the purposeful sampling methods. The qualitative research tradition was adopted in the study. The research was designed as a case study. A semi-structured interview form was used as a data collection tool, and the data were analyzed through content analysis. The analysis results were categorized into four groups. It was found that teachers had difficulties in the distance education process and could not actively involve students during the courses compared to face to face education. It was stated that teachers, students, and parents experienced adaptation problems during the pandemic and preferred in-person education instead of distanced methods. It was concluded that the parents preferred continuing literacy activities from home via distance education for hygiene during the COVID-19 pandemic, and they supported face to face education after this process. It was suggested that in-service training would be helpful to teachers for literacy education during the COVID-19 pandemic, besides the technological support for distance education infrastructure and guidance activities based on parent-teacher cooperation.
A Study of English Intercultural Learning Experience of Thai Tertiary English Majors
Author: Jantadej, Kewalin
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Cultural Education,Student Experience,Foreign Countries,Majors (Students),College Seniors

This study examined the English intercultural learning experience of 63 fourth-year Thai tertiary English majors through the students' evaluation form, which included the Likert scale questionnaire, checklists, and open-ended questions. The questionnaire's findings showed that the English majors evaluated gaining an English intercultural learning experience to a moderate amount. Then, the checklists' findings informed that they mostly noticed learning cultures when the teachers used online media, shared experiences or viewpoints, and offered them to discuss cultural issues in the classroom. Finally, the open-ended questions' results stressed that the participants required more opportunities to communicate in English, be familiar with varieties of English, and learn their native English teacher's culture. Although they experienced learning target and foreign countries' cultures from a Thai English language teacher to a large amount, they felt inferior to those countries and noticed the lack of promoting home cultural value in the classroom. The findings suggested that teachers should monitor themselves to ensure that they inspire students to be proud of their identity and nation before valuing others. Otherwise, students may be unable to express appreciation of their national identity to the world and lack a prerequisite qualification of the global-ready graduates--desirable national citizenship.
Identifying the Values to Be Acquired by the Students in Inclusive Classrooms Based on the Views of the Classroom Teachers
Author: Yazicioglu, Tansel
Date: 2022-00-00
Type: Journal Articles
Subjects: Values,Values Education,Inclusion,Teacher Attitudes,Foreign Countries,Elementary School Teachers

The general goal of special education and inclusive education is to socialize students. Socialization refers to individuals' attempts to participate in their immediate environment through the acquisition of certain knowledge, skills, values and behaviors. The basis of socialization in formal education systems is the educational programs and particularly, the educational program of social studies courses. Identifying which of values contained in the educational programs should be taught to students is very significant to reevaluate these values and to allow classroom teachers to develop common values for inclusive classrooms. The study aims at identifying the values to be acquired by students in inclusive classrooms. The participants of the study are primary school teachers who work at primary schools in Nevsehir province of Turkey. In the study, qualitative method was used, and the data were collected through semi-structured interview questions and analyzed by content analysis technique by using inductive approach. The findings of the research show that the most frequently cited value for the students with no special education is empathy. The findings of the research also show that the participants mostly employ individual study in value education in the context of inclusive education.
Teaching the Alternative Ceramic Firing Techniques to Preservice Visual Arts Teachers: A Case Study
Author: Onan, Berna Coskun
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Art Education,Ceramics,Fine Arts,Skill Development,Art Teachers,Teacher Competencies,Foreign Countries

The aim of this study is to explain the case that preservice teachers will enable alternative experiences to today's visual arts education by using alternative ceramic firing techniques. In this study, qualitative research was carried out using a single-case study during the 2018-2019 academic year. Six preservice teachers were chosen using the criteria of having the necessary knowledge and skills for ceramic training and teaching, and for being educated in the Fine Arts Education Department. In the collecting data part of the research, the techniques of alternative firing such as; fumed firing, raku firing, saggar firing, and obvara firing techniques were practised in the context of this study. The main research data were based on the observation data collected through the process of the practices which were conducted by the artist- researcher. In addition to observations, a data set was gathered to understand and describe the case such as; lesson instruction materials, diaries, self-evaluation forms, and product evaluation forms. The data was analysed using a descriptive framework based on art education and teacher training literature. The findings of the study represent seven themes; &quot;Adaptation of learning to school conditions&quot;, &quot;Organising practise steps&quot;, &quot;Motivation for creative experiences&quot;, &quot;Suggestions for professional practices&quot;, &quot;Suggestions for problems&quot;, &quot;Adaptability to teaching&quot; and &quot;interaction during the teaching process&quot;. According to the findings, it can be stated that the alternative firing techniques transformed into alternative ways for teaching processes in visual arts education through this case. Consequently, the discussion topics are as follows: &quot;Alternatives motivate creative experience&quot;; &quot;Adapting the alternatives to school conditions&quot;; &quot;Organising steps for alternative practises&quot;; Transferring alternative experiences to professional lives&quot;.
The Impact of Cognitive and Affective Components of Test Anxiety on the High-Stakes Exam Performance in 12th Grade Students
Author: Kültür, Yusuf Ziya
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Anxiety,Grade 12,High School Students,Cognitive Processes,Affective Behavior,High Stakes Tests,College Entrance Examinations,Gender Differences,Academic Achievement,Correlation,Foreign Countries,Anxiety,Likert Scales,Emotional Response

The high-stakes exams are administered to the candidates to determine their placement into university programs. One of the variables that can influence the performance of high-stake exams is test anxiety. The current study aimed to examine the associations between the cognitive and affective components of test anxiety with the performance of the high-stakes exam (University Entrance Exam [UEE}) in low-achiever, mid-achiever, and high-achiever groups after controlling for gender. The study participants were 264 12th-grade students from schools representing low-, mid-, and high-achievement groups. The findings showed that the cognitive and affective components of test anxiety did not account significantly for the variance of test performance on the UEE controlling for gender in the three groups. However, test anxiety's cognitive and emotional components had negative significant but weak relationships with test performance in only the high-achiever group. Appropriate implications for practitioners, policymakers, and researchers are discussed.
A Study of the Effects of Parental Attention Deficit and Hyperactivity Disorder (ADHD) and Parental Emotion Regulation Processes on Adolescent Self-Regulation Skills
Author: Ahçi, Zeynep Gültekin
Date: 2022-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Parenting Styles,Parent Child Relationship,Early Adolescents,Emotional Response,Self Control,Child Rearing,Correlation

Self-regulation is a concept that is frequently studied in the literature and is crucial for humans in their capacity as beings with deliberate will. However, there is a lack of research examining ADHD, which is characterized by difficulties in self-regulation and emotion regulation, particularly in terms of adolescent self-regulation skills via parenting practices. The purpose of this study was to investigate the relationship between parents' emotion regulation approaches toward their children and children's self-regulation skills based on a comparison of self-regulation skills in adolescent children of parents who met and did not meet ADHD diagnostic criteria. 572 parents and their 12-15-year-old children took part in the study. The study was designed as a correlational survey model. The data collected from children and their parents who met and did not meet the ADHD diagnostic criteria were compared using the T-test and then subjected to stepwise regression analyses separately. According to the study's findings, the children of parents who met the diagnostic criteria had lower self-regulation success scores than those who did not. The study discovered that avoidance and orientation to a child's emotions by parents who met ADHD diagnostic criteria were determinants of self-regulation failure. Another finding from the study was that avoidance of emotions by parents who met the ADHD diagnostic criteria was negatively related to self-regulation success. The findings for parents who did not meet ADHD diagnostic criteria revealed that no emotion regulation approach of such parents had a significant contribution to self-regulation failure, whereas the emotion orientation approach had a positive and significant contribution to adolescents' self-regulation success. Finally, the study discusses the findings in light of previous research findings and makes some recommendations for future work.
A Study on the Impact of Readability on Comprehensibility
Author: Öksüz, Halil Ibrahim
Date: 2022-00-00
Type: Journal Articles
Subjects: Readability,Reading Comprehension,Grade 4,Elementary School Students,Foreign Countries,Textbook Evaluation

The aim of the study is to examine the effect of readability on comprehensibility. The study is quasi-experimental as it was not possible to assign groups randomly and the groups were partially controllable. Therefore, the &quot;pretest-posttest unequaled control group quasi-experimental design&quot; was used in the study. The study group consists of 121 fourth grade students divided into two experimental and two control groups. The texts taken from the Turkish textbook approved by the Education Board were used to collect the data of the research. In order to measure the comprehensibility of the texts, the comprehension scale of the Mistake Analysis Inventory was used. The analysis of the data of the study was carried out using the SPSS 24 package. In order to ensure reliability in the study, some of the comprehensibility data were scored by two raters. To do so, comprehension data from 50 randomly selected participants were used. As the comprehension data of 50 participants did not show normal distribution, the Spearman Brown Rank Differences Correlation Test was conducted in order to reveal the relationship between the two raters. According to the test results, a strong and positive significant relationship was found between the two raters (r (48) = 0.88, p = 0.00, p &lt;0.05). The findings showed that the original (more difficult) versions of the texts were more comprehensible than the versions simplified by the researcher. In other words, long sentences are more comprehensible than short sentences. In this direction, the present study revealed that the readable text may not always be comprehensible.
Using Educational Data Mining Techniques to Identify Profiles in Self-Regulated Learning: An Empirical Evaluation
Author: Araka, Eric
Date: 2022-02-00
Type: Journal Articles
Subjects: Data Analysis,Metacognition,Comparative Analysis,Behavior Patterns,Teaching Methods,Learning Analytics,Open Universities,Online Courses,Computer Software,Profiles,Student Behavior,Integrated Learning Systems,Foreign Countries

With the increased emphasis on the benefits of self-regulated learning (SRL), it is important to make use of the huge amounts of educational data generated from online learning environments to identify the appropriate educational data mining (EDM) techniques that can help explore and understand online learners' behavioral patterns. Understanding learner behaviors helps us gain more insights into the right types of interventions that can be offered to online learners who currently receive limited support from instructors as compared to their counterparts in traditional face-to-face classrooms. In view of this, our study first identified an optimal EDM algorithm by empirically evaluating the potential of three clustering algorithms (&quot;expectation-maximization,&quot; &quot;agglomerative hierarchical,&quot; and &quot;k-means&quot;) to identify SRL profiles using trace data collected from the Open University of the UK. Results revealed that agglomerative hierarchical was the optimal algorithm, with four clusters. From the four clusters, four SRL profiles were identified: poor self-regulators, intermediate self-regulators, good self-regulators, and exemplary self-regulators. Second, through correlation analysis, our study established that there is a significant relationship between the SRL profiles and students' final results. Based on our findings, we recommend agglomerative hierarchical as the optimal algorithm to identify SRL profiles in online learning environments. Furthermore, these profiles could provide insights on how to design a learning management system which could promote SRL, based on learner behaviors.
Designing Technological Content Curriculum Materials Supported by Logger Pro: An Action Research
Author: Kumas, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Physics,High School Students,Computer Software,Science Instruction,Action Research,Material Development,Teaching Methods,Computer Assisted Instruction,Grade 10,Course Descriptions,Science Curriculum,Student Attitudes,Student Motivation,High Achievement,Time Management,Computer Simulation,Video Technology,Cooperative Learning,Foreign Countries

This study aimed to develop teacher guide material for students who are uninterested in physics lessons in high schools. In this context, activities in which measurements are made with Logger Pro sensors, which are computer-applied with the innovative technology in 10th-grade optics subjects, have been developed. The study was carried out with 134 students at the school where the researcher taught in the spring semester of the 2019-2020 academic year. In the research, action research method was used. The action researcher personally intervened in the process at every stage of the implementation process to ensure that the teaching material became applicable. Interview, observation and student documents were used to test the hypotheses of the research. The research process was carried out in six stages: Logger pro-supported experimental application, simulation application, analogy application, associating with daily life, modeling and evaluation. Within the scope of action research, qualitative and quantitative methods were used together. Based on research findings; it has been revealed that the developed material is applicable in all types of schools where the 10th-grade physics course is taught, is understandable, overlaps with the content of the curriculum, and has an evaluation competence that can reflect the learning outcomes of the curriculum. As a result of the applications, the students' group success, understanding levels and application skills in the process improved positively in the five observation steps, but the attitudes and motivations of the students with high academic achievement were negatively affected. The reason for this is that it is seen as a waste of time for successful students to devote too much time to students with low academic success and learning together in order to advance group success. It was determined that the motivation and interest of the students reached the highest levels in the stages where the contents of the studies were supported by simulation and video.