ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of the Conversations in a WhatsApp Group Created for Communication in a Bachelor&apos;s Level Astronomy Course
Author: Bozdemir Yuzbasioglu, Hafife
Date: 2020-00-00
Type: Journal Articles
Subjects: Astronomy,Science Instruction,Computer Software,Social Media,Cooperative Learning,Content Analysis,Extracurricular Activities,Case Studies,Student Attitudes,Foreign Countries,Preservice Teachers,Teacher Education Programs,Computer Mediated Communication,Peer Relationship

The aim of this research on an astronomy course is to examine the situations that arose when WhatsApp, a social media application, was used as a tool for cooperation and interaction. In this work, a case study design was adopted. The WhatsApp group created for the research was composed of 87 participants and the messages exchanged in the WhatsApp group were used as research documents. Data were analyzed through descriptive and content analysis methods. The sharing in the WhatsApp group and the topics of the messages were revealed in the content analysis. The research results showed that the students used the WhatsApp group as an interaction tool in an extracurricular environment. It was also determined that they used this platform in order to inform each other about daily events and share and discuss information.
School Counsellors&apos; Perceptions of Working with Gifted Students
Author: Ozcan, Deniz
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,School Counselors,Counselor Attitudes,Academically Gifted,Elementary School Students,Counselor Training,Student Characteristics,Personality Traits,Competence

The aim of this study was to determine the perceptions of school counsellors who work with gifted students in the school environment. A qualitative research design was used in this study. The participants were 52 school counsellors who work in primary schools of private colleges accepting gifted students in Turkey. A semi-structured interview schedule was used as a data collection tool. Data analysis was conducted through content analysis. Results show that school counsellors need training on how to provide efficient counselling and guidance to address the personal, academic and social challenges experienced by gifted students.
Investigating Modality, Redundancy and Signaling Principles with Abstract and Concrete Representation
Author: Kutbay, Ekrem
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Multimedia Instruction,Multimedia Materials,Energy,Knowledge Level,Prior Learning,Instructional Effectiveness,Learning Processes,Animation,Scores,Foreign Countries

This study explored the effects of modality, redundancy, and signaling principles in multimedia learning with abstract and concrete representations of an animation on learning in real middle school settings. Based on these principles of the cognitive theory of multimedia learning, ten types of treatment conditions were tested with a pre-test and post-test quasiexperimental design. Data were collected from a large sample (n=826) sample of children with low prior electricity knowledge. Analyses showed that all treatments helped students to develop knowledge of the topic to some extent. However, while the modality effect holds true for middle school students' studying electricity units with a multimedia instruction in real school settings, the signaling and redundancy principles do not hold true. The study also investigated interactions among prior science scores, prior knowledge about the topic, and multimedia treatments. Findings were discussed in relation to similar studies reported in the literature. Finally, the study raised a set of further research questions in the last section.
Secondary Teachers&apos; Knowledge Structures for Measures of Center, Spread &amp; Shape of Distribution Supporting Their Statistical Reasoning
Author: Engledowl, Christopher
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematical Logic,Middle School Teachers,Secondary School Teachers,Statistical Distributions,Cognitive Structures,Advanced Placement,Mathematical Concepts,Mathematics Teachers,Thinking Skills,Statistics

Recent standards reform documents across the globe have called for statistical literacy by the end of high school. Thus, it is important for teachers to develop a deep understanding of the content. Despite the relatively thick literature base connecting students' content knowledge and reasoning, research on these connections among practicing teachers is in critical need. Our study contributes to this lack of research by examining the knowledge structures and statistical reasoning--and possible ways knowledge structures supported reasoning--of a stratified purposeful sample of nine middle and secondary mathematics teachers as they responded to released items from the Levels of Conceptual Understanding in Statistics (LOCUS) assessment during two 60-90 minute task-based clinical interviews. Knowledge structures were categorized as compatible-connected, incompatible-connected, and incompatible-disconnected. Teachers with less incompatible knowledge elements in their structures engaged more frequently in reasoning coded as sound. However, teachers frequently engaged in both sound and unsound forms of reasoning on the same task item. Implications are offered for teacher education and future research.
The Use of History of Mathematics in the Mathematics Classroom: An Action Study
Author: Bütüner, Suphi Önder
Date: 2020-00-00
Type: Journal Articles
Subjects: History,Mathematics,Mathematics Instruction,Grade 8,Student Attitudes,Teaching Methods,Learning Activities,Problem Solving,Learner Engagement,Action Research,Reliability,Validity,Mathematics Achievement

In this action study, instructional environments were enriched with activities related to the history of mathematics in order to deepen students' beliefs about mathematics and reveal for them fun, interesting, and useful activities. The study enrolled twenty-four 8th-grade students. Data were collected by using multiple data collection tools. The data regarding the students' beliefs about mathematics were collected via written opinion forms and semi-structured interviews. Prior to the study, the students perceived mathematics as a branch of science that is closed to development and did not know why or how it flourished. After the study, they stated that mathematics is open to development and is used to solve everyday problems. The study revealed a decrease in students' absolutist beliefs about mathematics, and students found math fun and interesting as a result of engaging in activities that promote active problem-solving. In the future, other action studies involving the history of mathematics may be used to teach different topics at different grade levels.
Teacher Talk in Professional Learning Communities
Author: Brodie, Karin
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Correlation,Faculty Development,Mathematics Teachers,Teacher Attitudes,Teaching Methods,High School Teachers,Foreign Countries,Program Descriptions,Mathematics Instruction,Video Technology,Content Analysis,Peer Relationship

Professional learning communities can be important sites for teacher learning depending on the quality of the conversations in these communities. This paper investigates how different activities in teacher communities support different content and depth in teacher conversations, through examining the conversations of four professional learning communities of mathematics teachers over two years. Our analysis suggests three key findings. First, there were strong relationships between different activities and the content of the conversations in the communities. Second, the depth of the conversation in the communities was constant across activities and over time. Third, conversations about learner thinking, a key goal of the project, did not increase over time, but there were increases in talk about mathematics and practice. We explore the implications of these findings for teacher learning.
The Intergenerational Transmission of Mathematics Attitudes
Author: Olivares, Vidal
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Generational Differences,Parent Attitudes,Student Attitudes,Negative Attitudes,Parent Child Relationship,Parent Role,Self Efficacy,Human Capital,High School Students,Learning Motivation,Measures (Individuals),Teacher Role

Cold sweats, head shakes, and memories of hardship are the common reactions when adults are introduced to a high school mathematics teacher. These negative reactions contribute to an attitude towards mathematics that continues to permeate American society. Unfortunately, there is a growing concern that these negative attitudes may be passed from adults to susceptible youth resulting in a never-ending cycle of dislike towards mathematics. The current study aimed to investigate the ways in which students internalize the mathematics attitudes of their parents in light of mathematics capital theory. Instruments measuring self-efficacy beliefs in mathematics, as well as value placed on learning content were administered to all juniors, seniors, and their parents in a suburban school district. The survey data was analyzed to identify candidates for interviews. Interviews of eight parents and their children were conducted to explore the sources of the students' self-efficacy beliefs. Findings revealed that the relationship between a parent and child's belief systems is complex and varies according to the parent's level of mathematics beliefs.
Relationships between Value Orientations of Adolescents and Motivational Action Conflicts
Author: Çaliskan, Hüseyin
Date: 2020-08-00
Type: Journal Articles
Subjects: Values,Goal Orientation,Predictor Variables,High School Students,Student Motivation,Foreign Countries,Success,Well Being,Decision Making,Conflict,Home Study,Leisure Time

This study aims to examine the relationships between value orientations and motivational action conflicts of adolescents and to determine how the value orientations predict motivational action conflicts and motivational action conflicts predicts value orientations. The research was carried out within the framework of the cross-sectional screening model. The research group consists of 833 (50.9% girls, 49.1% boys) students who are studying in different types of high schools (Science High School, Anatolian High School, High School, and Technical High School) in Kocaeli province. In research, the &quot;Value Orientations Scale&quot; and the &quot;Motivational Action Conflict Scale&quot; have been used as data collection tools. As a result of the research, there were significant relationships between value orientations and motivational action conflict. In conflict, which constitutes a conflict of motivational action, the decision was made as a result of learning, studying and leisure time meaningfully predicts achievement value orientations. It was also found that decision, learning, studying and leisure time in conflict significantly predicts well-being value orientations. It has been determined that achievement and well-being value orientations significantly predict decisions in conflict. Again, achievement and well-being value orientations are found to be a meaningful predictor of learning/studying. Besides, achievement and well-being have resulted in value orientations meaningfully predicting leisure time. Value orientations and motivational action conflicts in adolescents are proposed to be studied experimentally and with different variables as well.
The Use of Collaborative Assignment in Online Learning Environments: The Case of Higher Education
Author: Demosthenous, George
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Collaborative Writing,Writing Assignments,Electronic Learning,Online Courses,Graduate Students,Distance Education,Special Education,Group Dynamics,Computer Mediated Communication,Student Attitudes,Self Efficacy,Student Participation

Many studies investigated the use of collaboration at conventional teaching environment in different educational levels. The present study examines students' behavior during a collaborative assignment in an online learning environment in higher education. Data were collected by graduate students who were attending a course at a distance learning master degree program in Special Education. The developed group dynamics and students' beliefs about their role during the activity were &quot;revealed&quot; by their reactions to the discussion forum, their private e-mails to the instructor, their activity at the platform and their contribution on the assignment, for which the wiki tool was used. Results indicated that although students were at the same time in-service or pre-service teachers at primary and secondary education and they were expected to implement group work at their teaching, they had low self-efficacy beliefs in using it as students in online learning environment. Their major difficulties were related with their fear about possible negative consequences concerning their marks due to other members' behavior and the lack of experiences. Suggestions on how the group work and the collaborative assignment can be integrated more effectively in an online learning environment in higher education courses are discussed.
The Effects of Environmental Science e-Projects on Middle School Students&apos; Behaviors and Attitudes
Author: Keskin, Cansu
Date: 2020-00-00
Type: Journal Articles
Subjects: Environmental Education,Sustainable Development,Middle School Students,Science Projects,Water,Grade 8,Conservation (Environment),Student Attitudes,Attitude Change,Attitude Measures,Foreign Countries

Providing individuals with environmental awareness from a young age is very important for a livable and sustainable world. In this context, this study aims to investigate the impacts of the environmental science project, the Water Explorer Program, on middle school students' water usage behaviors, and attitudes. A quasi-experimental research design was used. The participants were 87 (36 girls and 51 boys) eighth-grade students from four different classes in a public school. Whereas the textbook-based instructional approach was used in the control group, the Water Explorer Program was used in the experimental group. Water usage attitudes and water usage behavior scales were administered to the groups at the beginning and end of the study. In addition to pre-post tests, reflection papers were gathered from students in the experimental group. The findings of the study revealed that students in the experimental group developed significantly better water usage behaviors, and attitudes than their counterparts in the control group. Therefore, environmental projects should be involved in science curricula.
Assessing Psychosocial Outdoor Learning Environment of Pre-Service Science Teachers through the Field Trip Experiences
Author: Rahmawati, Rukhaini Fitri
Date: 2020-08-00
Type: Journal Articles
Subjects: Outdoor Education,Preservice Teachers,Science Education,Field Trips,Foreign Countries,Preservice Teacher Education,Educational Environment,Social Environment,Expectation,Science Activities,Hands on Science,Biology,Physics,Chemistry,Earth Science,Space Sciences

Field trip activities are often considered additional activities and are considered recreational activities rather than ones that teach science effectively to students. Field trip activities are one form of effective experience-based learning to train pre-service teachers in the outdoor environment. This study attempted to describe the design of outdoor science learning in the form of the field trip for pre-service science teachers (PSTs) and the condition of psychosocial learning environments in outdoor activities. This research is a case study carried out in a pre-service science teacher training program at Institut Agama Islam Negeri Kudus, Indonesia. The field trip was designed with field visits on six objects for three days in Bandung, West Java, Indonesia. The field trip activity was attended by 70 PSTs. Qualitative data is captured through the documentation of activities at each outdoor learning location. Quantitative data collection instruments included seven psychosocial scales, namely (1) Environmental Interaction; (2) Integration; (3) Students cohesiveness; (4) Teacher supportiveness; (5) Open-endedness; (6) Preparation and organization; (7) Material environment. The field trip design for PSTs recommends activities that lead to observation and exploration of visiting objects relating not only to the content of the science but also to the pedagogical aspects of the science. The psychosocial aspects of PSTs indicate that field trip activities show a positive meaning in all aspects, although there are significant differences in the conditions of expectations and reality experienced by PSTs. The integration aspect is not significantly different. The decline in perception is still at the medium level, and the condition of the perception is still at a positive level. Research and development studies that emphasize the process of integrating classroom learning with outdoor activities can be carried out further to be able to give meaning to science learning, which is not limited by classrooms or laboratories.
Collegiate Cultural Capital and Integration into the College Community
Author: White, John Wesley
Date: 2020-00-00
Type: Journal Articles
Subjects: Minority Group Students,First Generation College Students,Low Income Students,Cultural Capital,Student Attrition,College Readiness,Academic Probation,Grade Point Average,Computer Literacy,School Registration,Intervention

Preventing attrition for racially minoritized, first-generation, and low SES postsecondary students continues to be a challenge despite significant efforts of educational researchers, college administrators, and high school teachers and counselors. Cultural capital (skills necessary to successfully navigate an environment) may help to explain and address this issue. Applying cultural capital and college readiness frameworks, we attempt to better understand the challenges four racially minoritized, first-generation, low-SES students face in attempting to get a &quot;read&quot; (understand the workings) on college. Students were in their second semester of their first year and on academic probation. Each participated in interviews and journal writing throughout one semester. Analysis revealed that cultural capital served as a foundation for reading the college environment in four key areas required for college readiness: understanding and calculating GPAs; computer literacy required for completing assignments; understanding the course listing and registration process; and finding other campus resources for addressing needs.
The Institutionalization of Ethics in Schools: A Qualitative Research on Teachers
Author: Koç, Mehmet Hilmi
Date: 2020-08-00
Type: Journal Articles
Subjects: Ethics,Teacher Attitudes,Foreign Countries,Teacher Behavior,Decision Making,Moral Values,School Culture,Elementary School Teachers,Secondary School Teachers,Vocational Education Teachers,Teacher Characteristics,Behavior Problems,Committees,Educational Legislation,Teaching Conditions

This study aims to reveal teachers' views on the institutionalization of ethical and unethical behaviors in school settings. This is a phenomenological study, one of the qualitative research designs. Purposeful sampling method was used in this study. The study group consisted of 20 teachers working in schools in Istanbul. A semi-structured interview form was developed to collect data. A content analysis was conducted to analyze the contents of the interviews. Based on the findings, it can be said that there are no systematic efforts to institutionalize ethics in schools. One of the most significant results of this study was that there was a tendency to respond negatively or to not respond to ethical behaviors in schools, while there was no institutional response to unethical behaviors. Unethicality, rather than ethicality, might be expected to institutionalize in schools where teachers have difficulties for their ethical behaviors, but do not have any problems for their unethical behaviors. In such conditions, teachers predominantly make individual efforts to act ethically since they are mostly devoid of the support of a strong institutional environment encouraging ethical behaviors. Furthermore, according to the participants, there was no ethical consensus on what should be done on facing unethical behaviors. The results of this study indicated that there could be a tendency towards the institutionalization of unethicality rather than ethicality in schools. A formal structure, such as an ethical committee, which can control the application of ethical principles and codes and evaluate change requirements in this process, is required to hinder the institutionalization of unethicality in schools. Besides, there are also certain strategies that administrators and teachers can use to reverse this tendency.
First-Generation College Student Financial Aid: Results from a National Financial Aid Jargon Survey
Author: Taylor, Z. W.
Date: 2020-00-00
Type: Journal Articles
Subjects: First Generation College Students,Student Financial Aid,Knowledge Level,Jargon,Familiarity,Student Characteristics,Financial Aid Applicants,Federal Aid,College Applicants,Readability,Reading Comprehension,Written Language,Difficulty Level

This study assessed prospective first-generation college students' knowledge of federal student aid. The research team surveyed 752 prospective first-generation college students to assess what financial aid jargon terms were unfamiliar. Students often reported &quot;FAFSA,&quot; &quot;master promissory note,&quot; &quot;entrance counseling,&quot; &quot;data retrieval tool,&quot; and &quot;non-filer's&quot; statement as unfamiliar. Controlling for demographics, non-binary conforming first-generation college students reported financial aid jargon terms at a higher rate than peers (p=0.05, t=2.42). Implications for student affairs and financial aid praxis are addressed.
Teacher Evaluation Systems: A Literature Review on Issues and Impact
Author: Williams, Kathleen
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Evaluation,Validity,Program Implementation,Teacher Effectiveness,Accountability,Observation,Classroom Observation Techniques

Teacher evaluation systems are associated with teacher quality, accountability, performance observations, and support. These systems are typically comprised of multiple measures including at least observations of teaching and student performance data reflecting teacher impact. Many criticisms of these systems have emerged not necessarily from the measures themselves but from how they are used and the consistency with which the larger system is implemented. Concerns like evaluator training, reliability of results, distinctions between teacher quality and teaching quality, and repercussions of an ambiguous system for individual teachers, just to name a few, are recurring themes in the literature. In all, these systems are purported to foster teacher professional growth; however, ensuring clarity of purpose, sound accountability measures, and formative utility of results is a crucial milestone before the validity of these systems can be recognized.