ethanporcaro/eric-fulltext-meta huggingface dataset:
Disciplinary Power in the School: Panoptic Surveillance
Author: Çeven, Gözde
Date: 2021-00-00
Type: Journal Articles
Subjects: Discipline,Power Structure,Resistance (Psychology),Educational Philosophy,Secondary School Students,Student Behavior,Teacher Attitudes,Administrator Attitudes

The curiosity on how disciplinary power operates in a secondary school in the context of Panoptic surveillance became our motive. We designed the study as a single case study in qualitative approach to grasp the holistic understanding of disciplinary power, surveillance, and resistance to it in a secondary school. The data were obtained by a set of data collection techniques including a focus group interview, semi-structured interviews, observation and document analysis. The content analysis method was employed to analyze the collected data. In the analysis, we identified the themes of forced docility, norm provider, and reflection on discipline. To the findings, the main disciplinary power practice in this school is surveillance on appearances, behaviors, and exams, and the students prefer reacting to surveillance practices in two ways: either normalizing their behaviors or displaying resistance and insisting on the undesired behaviors. For further research, the relation between power, surveillance, and resistance can be analyzed as multiple case study to compare the findings at different types of school.
Effect of the Lesson Study Practice on Students&apos; Academic Achievements in Life Sciences Course
Author: Ayra, Mücahit
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Biological Sciences,Foreign Countries,Teaching Methods,Faculty Development,Lesson Plans,Instructional Effectiveness,Elementary School Teachers,Preschool Teachers

The aim of this research is to examine the effect of the lesson study practice on the academic achievements of primary school students in the Life Sciences Course. The study was performed with quantitative research method by using a quasi-experimental design, namely, the pretest-posttest control group design. The research was conducted with the participation of six primary school teachers and 167 third-year students who were enrolled at six different sections in two different primary schools at the center of Agri province of Turkey. The participants were selected through purposive sampling method. As the data collection tool, the academic achievement test which was prepared by the researchers was utilized. The practice of the lesson study took seven weeks and was performed in the context of achievements referred to in the Life Sciences Course Instruction Program in relation to 'Life at Our Home' unit. At the primary school with relatively low socio-economic and academic achievement levels, there was an increase in the academic achievements of the experimental groups in association with the practice of lesson study whereas there was no statistically significant difference in the control group. At the primary school with relatively high academic achievement and socio-economic levels, there was a statistically significant increase in the academic achievements of both the experimental groups and control group. Upon the analysis of research findings, it was found that there was a significant improvement in students' academic achievements in association with the practice of lesson study practice particularly at schools with low level of academic achievements.
An Investigation of the Professional Values of Elementary Teachers
Author: Karabacak, Nermin
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Teacher Competencies,Teacher Responsibility,Educational Cooperation,Role Models,Children,Stakeholders,Social Values,Democratic Values,Standards,Professionalism,Student Centered Learning,Educational Environment,Educational Planning,Student Evaluation,Progress Monitoring,Professional Development,Foreign Countries

The professional values of teachers in the Turkish education system have been discussed in terms of competencies of professional standards. It is important to describe the adoption level of the professional values of elementary teachers based on the views of experts. The aim of this study was to investigate and analyze the professional values of elementary teachers in the Turkish education system. The elementary teachers' professional values were determined with a qualitative approach. For this purpose, data were collected by using semi-structured interviews with faculty members, school inspectors, school principals, and elementary teachers. According to the findings, the elementary teachers' professional values were: recognition of students and individual-centered education, planning and organization of the learning and teaching environment, evaluation and monitoring of students, professional development and responsibility, and cooperation with the school, families and community.
Using Freewriting in Public Speaking Courses to Remedy Student Apathy: An Unconventional Solution to a Common Problem
Author: Keshishian, Flora
Date: 2018-00-00
Type: Journal Articles
Subjects: Public Speaking,Writing (Composition),Teaching Methods,Learner Engagement,Handwriting,Anxiety,Reflection

Student apathy--a lack of motivation or mental presence in the classroom--is common in many academic institutions and courses of study. In Public Speaking courses, speech anxiety can be a factor that contributes to student apathy. To solve this problem, I suggest implementing an unconventional approach--in-class unguided longhand freewriting--which requires students to write nonstop about anything that comes to mind, without censoring or editing, during the first five minutes of each class session. I base this recommendation on my own observations of the students' body language during the freewriting period, as well as my qualitative analysis of 95 students' written feedback regarding the effect of freewriting on them. I found that this practice helps reduce student apathy through increased self-reflexivity, decreased anxiety, and improved presence.
Examining Students&apos; Online Course Perceptions and Comparing Student Performance Outcomes in Online and Face-to-Face Classrooms
Author: Spencer, Dan
Date: 2021-06-00
Type: Journal Articles
Subjects: Online Courses,Student Attitudes,Academic Achievement,Outcomes of Education,Web Based Instruction,Conventional Instruction,College Students,Student Surveys,Educational Technology,Age Differences

Through the use of existing grade and student survey data, this study investigated online courses offered at a public four-year university. Specifically, the study explored differences in student success rates between online and face-to-face courses for traditional undergraduate students as well as the climate of student perceptions towards online courses. Our general results suggest that students performed better in, and had higher levels of preference toward, traditional face-to-face formats. However, overall perceptions of online courses were positive, with students viewing instructional technologies as reliable and easy to use, as well as reporting that online technologies facilitated prompt feedback, enhanced their problem-solving skills, and met their learning needs. Alongside this, students exhibited positive views towards their instructors' skill level and use of technology to support academic success. Logistic regression analyses of differences in student success across instructional formats revealed interaction effects with variables of age (nontraditional/traditional), aid status and whether or not courses were taken to fulfill general education or major requirements, suggesting a more complex effect of instructional format across student subpopulations. The variability in the results observed in the current study warrant further exploration before definitive conclusions on the impact of instructional format on student outcomes and perceptions can be made.
Effect of the Physical Education and Sport Classes on the Physical Capacity of Children with Special Educational Needs
Author: Toptas Demirci, Pervin
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Education,Athletics,Special Needs Students,Secondary School Students,Students with Disabilities,Student Characteristics,Body Height,Body Weight,Body Composition,Muscular Strength,Inclusion,Teaching Methods,Foreign Countries,Teacher Attitudes,Preadolescents,Early Adolescents,Physical Fitness,Psychomotor Skills

In this study was to determine the impact of physical education and sports lesson on the physical capacity of children with special egitime needs and on this basis to outline the main directions for of educational process in secondary schools. Totally, 67 students region Kars in the of Turkey from 22 secondary education school participated in this study. They divided into groups according to their gender and health status; children with normal physical and mental development (24 boys, 18 girls; control group) and children with special education needs (15 boys, 10 girls; experimental group). Children's height, weight and Body Mass Index (BMI) were used a standard methodology, a manual dynamometer to measure the strength of the upper limb and a test battery to determine their physical capacity. Regarding inclusive education, questionnaires were collected from physical education teachers. Results were compared with the total sample and between the two target groups. According to the findings of the research, when the change in physical capacity characteristics of boys and girls with and without special education needs is examined; Sprint 20 m, Hand Dynamometer -- appropriate upper limb, Dynamometry -- Inappropriate upper limb, Throwing a thick ball, Jumping to length, Crunches, 400 m running, Depth of inclination, after the experiment; although it has different effects on the physical capacities of children with cognitive, hearing and vision problems, it has not statistically significant compared to the groups In order to develop the physical capacity of children with special educational needs, physical education and sports lesson activities should be increased, and new models should be developed. Limitations, suggestions for future research and implications for practice are discussed.
Exploring the Impact of an Open Access Mindfulness Course with Online Graduate Students: A Mixed Methods Explanatory Sequential Study
Author: Murphy, Jackie
Date: 2021-06-00
Type: Journal Articles
Subjects: Access to Education,Online Courses,Electronic Learning,Learning Modules,Program Effectiveness,Metacognition,Attention,Stress Management,Academic Persistence,Graduate Students,Nontraditional Students,Student Satisfaction,Adults,Urban Universities

As enrollment in online graduate education increases, retention continues to be problematic for many colleges and universities across the United States. Non-traditional students, who represent the majority of online graduate student enrollment, have unique issues related to persistence considering they often must juggle the demands of graduate school with work and families. The competing demands can lead to increased levels of perceived stress, which can impact academic performance due to increased mind wandering and decreased attention. Mindfulness is a practice that has been shown in the literature to decrease levels of perceived stress and mind wandering, therefore, the integration of mindfulness practice could have a positive effect on student persistence in online graduate education. Therefore, an online open access mindfulness course was created at one large urban university. The purpose of this explanatory sequential study was to explore the impact of teaching mindfulness to online graduate students. Self-report levels of perceived stress and mind wandering were significantly lower after students completed Module One of an open access mindfulness course. Self-reported perceived persistence levels were found to be significantly higher after Module One with students in the first or second quarter of their program, students with little or no mindfulness experience, and students who meditated four or more times a week. Furthermore, students interviewed felt that the course provided excellent foundational information about mindfulness that could be immediately applied, and therefore should be a requirement for all incoming students.
Faculty Perceptions on Accessibility in Online Learning: Knowledge, Practice and Professional Development
Author: Guilbaud, Thelma C.
Date: 2021-06-00
Type: Journal Articles
Subjects: Teacher Attitudes,College Faculty,Instructional Design,Access to Education,Electronic Learning,Students with Disabilities,Faculty Development,Transformative Learning,Civil Rights Legislation,Federal Legislation

This study examined the level of readiness of faculty in designing and delivering accessible online courses to meet the needs of all learners, including students with disabilities. A total of 182 tenured/non-tenured full time, part-time, adjunct and clinical faculty from three public universities of different sizes were surveyed to gauge their awareness, understanding, and practices related to disability laws, quality standards, utilization of tools, and professional development support. Results from the study indicated an uneven level of readiness by faculty regarding online learning accessibility. Results from the study showed that professional development training in online learning had a very significant influence on accessibility knowledge and practice. Also, high perceptions of knowledge for institutional policy and terminology and low perception of accessibility laws and standards were found. It is also found that training on disability-related laws and regulations provided by higher education institutions was insufficient and at times, does not align with the faculty's schedule. Given the results of the study, it is recommended that higher education institutions reorient their approach to supporting faculty who teach online and develop a comprehensive strategy to reach the goal of helping all students, including students with disabilities, to fully engage online learning. The findings from this study have implications for course development and implementation to support students with disabilities.
Emergency Remote Teaching from the Perspective of Pre-Service Teachers: An Evaluation through Digital Stories
Author: Ergulec, Funda
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Emergency Programs,COVID-19,Pandemics,Student Attitudes,Preservice Teachers,Student Experience,Multimedia Materials,Foreign Countries,Story Telling,Access to Education,Time Management,Attention Control

The aim of this study was to determine the perspectives of pre-service teachers regarding the emergency remote teaching that took place with the coronavirus disease 2019 (COVID-19) pandemic. The feelings, thoughts and experiences of the pre-service teachers were examined through digital stories prepared by themselves. This case study was carried out within the scope of the Multimedia Design and Production course in the spring semester of the 2019-2020 academic year. The participants consist of 35 third- and fourth-year pre-service teachers who were studying in the Faculty of Education, Department of Computer Education and Instructional Technologies. The data of the research were digital stories prepared by the participants and their responses to an online questionnaire form consisting of open-ended questions. The data were analyzed by content analysis method and collected under four themes: pre-service teachers' expectations for the distance learning process and their feelings at the beginning of the process, pre-service teachers access to the learning materials, technology and faculty members during the emergency remote teaching, pre-service teachers' self-regulation skills during the emergency remote teaching, and pre-service teachers' mood during the emergency remote teaching.
Functionality, Impact, and Satisfaction of a Web-Based and Mobile Application Support Program for Students with Autism Spectrum Disorder
Author: Bellon-Harn, Monica
Date: 2021-06-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Telecommunications,Handheld Devices,Web Based Instruction,Educational Technology,Technology Uses in Education,Program Effectiveness,Self Determination,Intervention,High School Seniors,College Freshmen,Satisfaction,Secondary School Students,College Students,Students with Disabilities

This paper evaluates the satisfaction and impact of a self-directed, web-based or mobile app, student support program designed to facilitate self-determination of secondary or postsecondary students with Autism Spectrum Disorder (ASD) in the United States. Five professionals and four successful college graduates with ASD evaluated the program and completed an intervention satisfaction rating and an ePlatform performance questionnaire. Program content and ePlatform function was modified based on reviewers' feedback. Following modification, the program was piloted with three high school seniors and one freshman at a two-year college with ASD. Results pointed toward strengths and limitations of the program protocol and future directions.
Investigating E-Learning Motivational Strategies of Higher Education Learners against Online Distractors
Author: Erarslan, Ali
Date: 2021-06-00
Type: Journal Articles
Subjects: Electronic Learning,Motivation Techniques,College Students,Attention Control,Self Control,Foreign Countries,Handheld Devices,Laptop Computers

Exploring higher education learners' e-learning experiences and the challenges they encounter is required to equip them with necessary skills and strategies to attain their academic goals (Cooper &amp; Corpus, 2009). By identifying the types of and the frequency of exposure to distractors, the study was specifically geared towards finding out the level of motivational self-regulated strategies, including volition and goal commitment strategies, employed against online distractors during e-learning by higher education learners. The data were gathered through a questionnaire developed after a comprehensive literature review and semi-structured interviews (n = 38). The questionnaire was completed by higher education learners (n = 279), who were found to implement goal commitment and volition strategies at moderate levels despite the high frequency of exposure to distractors. The overall findings imply that equipping learners with motivational e-learning strategies encompassing goal commitment and volition strategies is necessary. This will require more in-depth research conducted to explore the role of self-regulated strategies in predicting learner engagement in the context of online learning.
Learner Presence Matters: A Learner-Centered Exploration into the Community of Inquiry Framework
Author: Honig, Catherine A.
Date: 2021-06-00
Type: Journal Articles
Subjects: Student Centered Learning,Communities of Practice,Inquiry,Online Courses,Blended Learning,Cooperative Learning,Student Experience,Graduate Students,Nontraditional Students,Business Administration Education,Acceleration (Education),Intention,Metacognition,Peer Evaluation,Private Colleges

The present study explored the Community of Inquiry (CoI) framework, a theoretical structure identifying processes leading to effective online learning, within one particular learning context. Drawing from research supporting the significance of three presences--teaching, social, and cognitive--this study augments a line of research on a potential fourth presence, &quot;learner presence,&quot; by employing a mixed-method approach to investigate learner perceptions, thoughts, and actions in MBA online/blended courses. Stimulated recall interviews with individual learners regarding their course experience highlighted three qualities of the learners' presence in their courses: intentions, metacognition, and peer monitoring. They also pointed to ways in which certain facets of the three CoI presences supported these qualities. The findings prompted questions for further CoI research investigating learner presence and suggested implications for learner-centered course design and online instruction.
Examining the Opinions of School Principals Regarding Unethical Issues in School Management
Author: Erol, Ismail
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Professionalism,Ethics,Moral Values,Justice,School Administration,Fund Raising,Financial Problems,Communication Problems,Parent Attitudes,Teacher Administrator Relationship,Elementary Secondary Education,Preschool Education,Special Education,Public Schools,Foreign Countries

This study aims to explore the ethical issues faced by principals working in public schools and determining their responses during and after unethical matters. This research was conducted in phenomenology design as qualitative study. Thirty school principals working in Tekirdag province, Süleymanpasa district public schools (special education, preschool, primary school, secondary school, and high school) participated in the study. Data were collected using a semi-structured interview form. The findings were analyzed by applying the content analysis method and presented by creating themes and codes with quotations. The findings show that school principals are not involved in financial processes. Their relationships with parents are more discreet and they are sensitive in their relations with staff. There is no deliberate discrimination among teachers, they are neutral in tenders and canteens, they embrace the interests of students in opening courses, and they are far from financial expectations in student enrolments. For minimizing the ethical difficulties in schools and establishing a regular school ethical chain, it has emerged that the moral principles in schools should be defined beforehand. Administrators should be trained ethically before their assignment. Simultaneously, the obligation of solving financial difficulties, which are the source of ethical problems in schools, has emerged.
Moderating Relationships: Non-Designer Instructors&apos; Teaching Presence and Distance Learners&apos; Cognitive Presence
Author: Silva, Laura
Date: 2021-01-00
Type: Journal Articles
Subjects: Instructional Design,Distance Education,Communities of Practice,Instructional Materials,Enrollment Trends,Student Attitudes,Prediction,Learner Engagement,Graduate Students,Undergraduate Students,Religious Colleges,College Faculty,Teacher Student Relationship,Teaching Methods

Distance learning enrollments in higher education continue to grow, and academic leaders increasingly use non-designer instructors (NDIs) to meet demand. NDIs have little control over some aspects of teaching presence, including course design through instructional media resources included in a predesigned master course. This study used the Community of Inquiry (COI) survey to investigate (a) do distance learners' perceptions of their NDIs' teaching presence predict their cognitive presence; and (b) does distance learners' use of instructional media resources moderate the relationship between their perceptions of NDIs' teaching presence and learners' cognitive presence. Multiple regression results indicated that perceptions of NDIs' teaching presence predicted learners' perceptions of cognitive presence, but learners' use of instructional media failed to moderate that predictive relationship. Limitations and directions for future research are discussed.