ethanporcaro/eric-fulltext-meta huggingface dataset:
Elements of Crisis e-Learning: Perspectives of Polish Teachers
Author: Tomczyk, Lukasz
Date: 2022-09-00
Type: Journal Articles
Subjects: Electronic Learning,Foreign Countries,Teacher Attitudes,Emergency Programs,COVID-19,Pandemics,Distance Education,Individualized Instruction,Cooperative Learning,Technology Integration,Digital Literacy,Elementary School Teachers,Secondary School Teachers,Teacher Administrator Relationship

The aim of the research was to investigate teachers' perspectives on the elements of emergency e-learning during the COVID-19 pandemic. The research was conducted with 134 teachers from different types of schools in Poland during the first wave of crisis e-learning (March - May 2020). The variables included in the analysis comprise teachers' use of differentiated teaching methods, student collaboration, school support for modern ICT, and teachers' digital competence. The findings are summarized as follows: (1) about a third of students did not develop the ability to work together in emergency e-learning; (2) more than two-thirds of teachers underlined that their schools actively promoted the idea of implementing ICT in education; (3) more than two-thirds of teachers emphasized that their school principals had systematically modernized the IT facilities necessary for effective teaching; (4) approximately half of the teachers were supported by the school authorities in strengthening their digital competence; and (5) teachers used various teaching methods in emergency e-learning, and the most popular methods were videos, presentations, e-learning platforms, and interactive games and applications; (6) teachers who did not differentiate digital teaching methods did not believe in the development of opportunities for soft skills among students; (7) the schools invested in technological facilities and supported the development of digital competence among teachers; and (8) the intensive use of e-learning platforms by teachers increased their positive attitude towards the development of soft competences (e.g., collaboration skills) among students.
Middle School Students&apos; Experiences and Perceptions about Flipped Classroom Applications Used in Geometry Lessons
Author: Çakiroglu, Nuray
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Attitudes,Flipped Classroom,Geometry,Mathematics Instruction,Grade 8,Foreign Countries,Mathematics Education,Geometric Concepts

The purpose of the study was to investigate the experiences and perceptions of middle school students about the flipped classroom applications used in geometry lessons. The research was designed as a case study. Data were collected through field notes, focus group interviews, and semi-structured interviews. The sample consisted of 26 eighth-grade students studying in a state middle school in Turkey. Within the scope of the flipped classroom, lecture videos and summaries, multimedia activities, and exercises were sent to the students through the Education Information Network (EIN) lesson module. The results indicated that students could control their learning at their pace and the lesson module were generally comprehensible. Moreover, the in-class activities enabled students to learn mathematics in a meaningful and in-depth manner. There was enough time for the application and implementation of classroom tasks. Furthermore, students learned better by getting support from their friends in the group, the interaction between student-student and student-teacher improved, and they were actively involved in the lessons. Additionally, students' bias towards mathematics decreased.
The Current Impact of Anxiety on English Learning
Author: Tosuncuoglu, Irfan
Date: 2022-00-00
Type: Journal Articles
Subjects: Anxiety,English (Second Language),Second Language Learning,Foreign Countries,College Students,Preservice Teachers,Language Teachers,Gender Differences,Age Differences,Student Attitudes

The twenty first century is the age when the interaction among human beings increases rapidly along with developing and changing societies. In addition to this, establishing interaction with other people brings along the notion of competition. Anxiety is a term which leads to various results among the individuals depending on the occasion. It can be said generally that anxiety is a physiological and psychological state which may occur in case of an activity or a state and which may have negative impacts. So as to understand the effect of anxiety on English learning, a survey was carried out. The students at the Karabuk University constitute the universe of this study. The survey was conducted in the spring term of the 2020-2021 AY. There were 62 participants who want to be English teachers after the graduation. They were from all grades; daytime, evening and distance-education programs at Karabuk University. The participants were aged between 21 and 27-over. They took part in the survey voluntarily. The statistical analyses of survey are performed by means of the IBM-SPSS Statistics, Version 23·0 program (Armonk, New York). The salience level is set to 0,05. The total scores, standard deviations, and mean measurement values are calculated with descriptive analysis. It is believed that the results of this research give a contribution to the related literature.
Preservice Mathematics Teachers&apos; Achievement and Evaluation of Mathematical Modelling
Author: Boz-Yaman, Burçak
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematical Models,Preservice Teachers,Mathematics Teachers,Knowledge Level,Student Attitudes,Pedagogical Content Knowledge,Foreign Countries,High School Teachers

The aim of the study was to understand preservice mathematics teachers' improvement of their knowledge of mathematical modeling and knowledge for teaching modeling postintervention. A total of 57 preservice mathematics teachers voluntarily participated in the study, which lasted for a period of five weeks. Data sources included three separate measurements; Mathematical Modeling Test, a questionnaire about the meaning of mathematical modeling, and model-eliciting activities. A quantitative and qualitative data analysis approach was employed in order to better understand the intervention achievement. The Mathematical Modeling Test data was examined with paired sample t-test, and the other two datasets were examined using thematic analysis to identify the preservice teachers' pedagogical content knowledge through mathematical modeling and their performance at each step of the mathematical modeling. Data analysis revealed that although the preservice teachers increased their mathematical modeling knowledge, they experienced difficulties during the interpretation and adaptation of the mathematical modeling results into the real life situations.
Preservice Science Teachers&apos; Views on Distance STEM Education and Its Lesson-Planning Process
Author: Pekbay, Canay
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Science Teachers,STEM Education,Distance Education,Lesson Plans,Group Activities

This study aimed to investigate preservice science teachers' views of distance STEM education and the related lesson-planning process. The study was designed as a qualitative case study. Study participants comprised 22 senior preservice science teachers from a public university in the Western Black Sea area of Turkey during the 2019-2020 academic years. An open-ended view form was used as a data collection tool in this study to reveal preservice teachers' views on distance STEM education and distance group studies when designing a lesson plan. The data collected by the study were analysed using the descriptive analysis methods. Being instructive, providing feedback to preservice teachers about homework and questions, improving both thinking and professional skills, and learning STEM and 5E lesson plan design were among those advantages of distance STEM education expressed by the preservice teachers. The preservice teachers also reported that the less-efficient nature of distance education and their experience of difficulties in communicating during the distance group studies as disadvantages of distance STEM education. This study is thought to contribute research in the field in both theoretical and practical sense.
Teachers&apos; Views about Mathematics Instruction during the COVID-19 Pandemic
Author: Bulut, Ahsen Seda
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Secondary School Teachers,Distance Education,COVID-19,Pandemics,Teacher Attitudes,Mathematics Instruction,Foreign Countries,Curriculum Development,Teaching Methods,Internet,Access to Computers

The aim of this study is to examine the experiences of secondary school mathematics teachers facing with the distance education process for the first time due to COVID-19 regarding the mathematics lessons. Therefore, this study employs a case study, which is one of the qualitative research types. The study is conducted with 52 secondary school mathematics teachers working at public and private schools in different regions of Turkey during the 2020-2021 academic year. Convenience sampling method is used to determine the participants. In addition, semi-structured interview technique is used. Finally, content analysis is used during data analysis. The results reveal that: (1) the curriculum should be arranged in a way that will increase visualization and integrate it into interactive programs that will make the student more active; (2) the teachers hold the instruction mostly by using textbooks and smart board applications; (3) using direct instruction and question-answer methods, the teachers indicate that they mostly encounter problems about internet access; and (4) the teachers draw attention to the problem that students and teachers are not provided the necessary infrastructure and that they do not have devices with internet access. Thus, the teachers conclude that these problems should be solved first in order to manage the distance education process efficiently.
Prospects and Challenges towards Professional Development of English Lecturers in Islamic Tertiary Education in Indonesia
Author: Zulfikar, Teuku
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Religious Colleges,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Pedagogical Content Knowledge,Teacher Attitudes,College Faculty,College Administration,Teacher Qualifications,Error Correction,Faculty Publishing,Conferences (Gatherings),Journal Articles,Doctoral Programs,Peer Relationship,Workshops,Islam

Teaching is a complex career in which teachers and those involved in teaching are required to engage in professional development programs to improve teaching competences and guarantee effective teaching. This qualitative case study interviewed top management in higher education institutions and thirty lecturers from three universities. Findings generated through in-depth interviews and focus group discussion (FGD) suggesting several strategies taken and programs joint by English lecturers to improve their professional competences. Some of the strategies taken by university management are improving qualification through doctorate programs, article publications, peer discussions, reviews of journal articles, exploration of educational websites, and joining professional associations. In addition, there are some other programs engaged by lecturers, such as international conferences, workshops, and research projects. In addition, lecturers reported that they improved teaching awareness and became better scholars, allowing them to self-correct their own mistakes. Finally, this study also found that institutional supports are obvious in some universities, while in some others are still lacking.
The Extent to Which E-Learning Is Being Utilized in Teaching the Islamic Education Curriculum in Ma&apos;an Governorate Schools as Viewed by the Teachers
Author: Mawajdeh, Baker
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Islam,Religious Education,Teacher Attitudes,Teaching Methods,Gender Differences,Technology Integration,Validity,Teaching Experience,Educational Attainment,Foreign Countries,Technology Uses in Education,Public Schools

This study aimed at revealing the extent to which e-learning is used in teaching the Islamic Education curriculum in the schools of Ma'an Governorate from the teachers' point of view. In order to achieve this, the researchers developed a questionnaire consisting of (20) items. The validity and reliability of the questionnaire were verified, which reached (0.86%). The study sample consisted of (70) male and female teachers. The descriptive survey method was used in order to achieve the objectives of the study. To answer the questions of the study, the arithmetic averages, standard deviations, one-way ANOVA and Scheffe test were calculated. The results showed that the most important teachers' estimates of the extent to which e-learning is used in teaching the Islamic education curriculum in schools of Ma'an Governorate were as follows in descending order: the reasons for poor usage of e-learning, the availability of e-learning, the ability to choose appropriate e-learning methods, and the reality of using e-learning. Moreover, the results showed that there were no statistically significant differences attributed to the variables of gender and educational qualification. The results also showed the presence of statistically significant differences attributed to the variable of work experience in favor of the group of more than (14) years, in the field of reasons for poor usage of e-learning. The study recommended the necessity of conducting training workshops for new teachers, and providing the necessary infrastructure in the field of e-learning in all schools.
Leadership Characteristics of University Students Engaging in Volunteer Activities
Author: Kirtepe, Abdurrahman
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leadership Qualities,Student Leadership,College Students,Volunteers,Gender Differences,Age Differences,Self Concept,Decision Making,Problem Solving,Group Dynamics,Trust (Psychology),Responsibility

This study aimed to investigate the youth leadership qualities and characteristics of university students who volunteer at the Elazig Youth Center, Turkey. The population of the study consisted of 146 university students, 86 females and 60 males. Youth Leadership Qualities Scale, which was developed by (Cansoy &amp; Turan, 2016), was used as the data collection tool. Within the scope of the study, the Cronbach alpha internal consistency coefficient was determined as 0.91 for the entire youth leadership qualities scale and it was observed that the Cronbach alpha internal consistency coefficients varied between 0.70 and 0.80 calculated for the reliability of the factors. Thus, it was determined that the scale was a valid and reliable measurement tool. In the study, non -parametric tests were used in the data analysis. Additionally, the Mann-Whitney U test was to determine the difference between the groups in binary variables while the Kruskal-Wallis test was used for the variables with more than two groups. In the Kruskal-Wallis test, the Mann-Whitney U test was used to determine between which groups the difference existed. The analysis of the data was conducted using the licensed SPSS 25 software. In conclusion, it was determined that female students were more reliable in terms of leadership characteristics and their sense of responsibility was higher than male students. Moreover, it was determined that as the age of the students increased, their problem-solving skills also increased. Furthermore, university students who engaged in volunteer activities viewed themselves as successful in the activities they participated in based on youth leadership characteristics.
Perceptions of Primary School Teachers Regarding the Implementation of Differentiated Instruction to Students with Learning Difficulties
Author: Papanthymou, Anastasia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Individualized Instruction,Teaching Methods,Testing Accommodations,Inclusion,Learning Problems

The main purpose of this paper is to investigate the perceptions of primary school teachers of all specialties in the Dodecanese (Greece) regarding the implementation of differentiated instructional strategies to support students with learning difficulties in the classroom. The research was conducted through quantitative approach using an anonymous electronic questionnaire on a sample of 174 primary school teachers of all specialties in the Dodecanese, during the period from February 13, 2021 to April 28, 2021. As for «content differentiation», the strategy most frequently used by teachers is the selection of the most crucial assignments for underachieving students with learning difficulties. As for «process differentiation», the strategy most often used is to adjust the pace of instruction to each student's needs with learning difficulties. Regarding the «product differentiation», the strategy most used by teachers is to offer extra support to students with learning difficulties, who have difficulty finishing activities. In terms of «assessment differentiation», the strategy most frequently used is to give more time to students with learning difficulties to complete tasks or exams, while, in terms of «learning environment», the strategy most commonly used by teachers is to make a conscious effort to ensure that students engage consistently and fairly in class.
Separating School Principal&apos;s Administrative and Pedagogical Tasks: Views of the Greek Teachers
Author: Tsoli, Konstantina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Administrator Role,Administrative Organization,Teamwork,Elementary Schools

The aim of this study was to investigate the views of 100 primary school teachers regarding the proposal of assigning two principals in Greek primary schools, one responsible for managerial duties and one to assume the pedagogical responsibilities. Teachers from the metropolitan area of Athens completed an online self-report questionnaire between February and March 2021. The questionnaire was constructed by the researchers for the needs of the present study based on theory and research on the field. The results showed that there is a positive attitude toward the notion that two principals would be better than one. However, most participants were apprehensive of the possible professionalization of the principal's role. This probably indicates that the Greek educational system is not ready to accept this proposal. Educational policy leaders and academic program planners of higher education institutions could consider the findings of this study when designing educational programs aiming to prepare adequately future school principals.
An Investigation of Classroom Teachers&apos; Educational Digital Game Designs for Mathematics Teaching and Their Opinions on the Design Process
Author: Bircan, Mehmet Akif
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Video Games,Design,Mathematics Teachers,Mathematics Instruction,Teacher Attitudes,Faculty Development,Reliability,Program Effectiveness,Foreign Countries

The aim of this study is to determine the level of compliance of the educational digital game designs developed by the form teachers for teaching mathematics with the determined criteria and to analyze the opinions of the classroom teachers on the educational digital game design process. Case study, one of the qualitative research designs, was used in the research. The study group of the research consists of 19 classroom teachers who work in public schools and are selected by the easily accessible sampling method. During the research, in the first stage, form teachers were trained for 3 weeks through remote education on the development of educational digital games using the Scratch program, and in the second stage, the teachers were given 3 weeks to develop the games. In this second stage, online meetings were held with the working group every week, information was obtained about the development stages of their games and guidance was provided. In the study, the &quot;Educational Digital Game Evaluation Rubric&quot; was used to evaluate the educational digital games developed by the form teachers, and the &quot;Semi-Structured Interview Form&quot; was used to determine the teachers' views on the process. As a result of the research, it was concluded that the level of compliance of the educational digital game designs of the form teachers with all the determined criteria was slightly above the medium level in general, and that they got the highest score from coding/software in terms of compliance with the criteria, and the lowest score from the audio design criteria. In addition, form teachers stated that the educational digital game design process is beneficial for teachers, students and mathematics teaching in general; develop skills such as creativity, problem solving, critical thinking and information and familiarity with communication technologies; they expressed that mathematics teaching contributed positively to their professional competence.
An Investigation of the Views of Football Trainers Regarding Distance (Online) Mental Training
Author: Afacan, Ersin
Date: 2022-00-00
Type: Journal Articles
Subjects: Athletic Coaches,Teacher Attitudes,Team Sports,Distance Education,Student Athletes,Training,Metacognition,Educational Benefits

As the alternative and support to traditional face-to-face education, which requires being in the same place at the same time, distance (online) education practices, which enable to be at the same time but in different places, have become widespread. This research aimed to determine the views of the football trainers regarding distance mental training, the problems they experienced and their suggestions. The research was designed within the framework of qualitative research approach and was conducted using case study pattern. The study group of the research was composed of eight football trainers who were selected using convenience sampling method and volunteered to participated in the study. The trainers were made to participate in distance mental training for eight weeks, and then a semi-structured interview form with three open-ended questions was used as the data collection tool. The data collected at the end of the interviews were analyzed using the content analysis technique and presented with direct quotations. According to the views of the football trainers, the most positive aspects of distance mental training were; quality education, establishing effective communication, and seeing it as a different experience. The most fundamental problems of distance mental training were presented as; time and communication problems. The suggestions of the trainers regarding distance mental training were classified as; better planning, higher quality communication, and having an improved student understanding. It is thought that this study will be preliminary for further studies and will be an inspiration for the trainers who want to receive distance mental support.