ethanporcaro/eric-fulltext-meta huggingface dataset:
Opinions of High School Principals on Their Cultural Intelligence
Author: Gokalp, Serkan
Date: 2021-00-00
Type: Journal Articles
Subjects: High Schools,Principals,Administrator Attitudes,Self Evaluation (Individuals),Cultural Awareness,Multiple Intelligences,Barriers,Individual Development,Travel,Participation,Activities,World Views,Knowledge Level,Interpersonal Relationship,Foreign Countries

This study aims to determine the opinions of high school principals on their cultural intelligence levels, to determine the activities of these principals to increase their cultural intelligence levels, the advantages of their having a high level of cultural intelligence, the factors that prevent them from increasing their cultural intelligence levels, and their suggestions to increase their cultural intelligence levels. The data obtained from the interview forms were analyzed by the content analysis method. The findings were organized and presented under themes and sub-themes. The study group of the research consisted of 40 school principals working in Mersin central districts in the 2020-2021 academic years. According to the study results; most of the participants stated that they had a high level of cultural intelligence while some participants stated that they had a low level of cultural intelligence. Regarding the activities to increase their level of cultural intelligence, principals stated that they did activities such as increasing their knowledge, going abroad, and developing social relations. The principals expressed three different opinions on the advantages of having a high level of cultural intelligence: organizational advantages, professional advantages, and individual advantages. It was determined that factors preventing principals from increasing their cultural intelligence levels were factors unrelated to principal and factors related to principal. The principals expressed two different opinions on what could be done to increase their cultural intelligence levels: The things to be done by the superiors and the things to be done the principal.
Student Loans and Financial Satisfaction: The Moderating Role of Financial Education
Author: Kim, Kyoung Tae
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Loan Programs,Satisfaction,Money Management,Predictor Variables,College Graduates,Consumer Education,Income

We examined the relationship between holding a student loan and financial satisfaction and financial education's moderating role using the 2015 National Financial Capability Study dataset. Households with a student loan had lower levels of financial satisfaction than those without one. We found a moderating role of receiving both formal and informal financial education on the relationship between a student loan and financial satisfaction, regardless of for whom the loans were taken. Our findings confirm the importance of financial education and suggest that receiving a thorough combination of formal and informal education will improve student loan holders' financial satisfaction.
A Project Based STEM Activity: Let&apos;s Build a Mini Farm on Our Schoolyard
Author: Adanir, Yasemin
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Projects,STEM Education,Grade 7,Foreign Countries,Plants (Botany),Animals,Agricultural Production,Relevance (Education),Design,Social Problems,Problem Solving,Sustainability,Cooperative Learning,Group Activities,Student Research

This study aimed to present a project-based STEM activity titled &quot;Let's Build a Mini Farm on Our Schoolyard.&quot; The activity was implemented in science and science applications courses during the 2018-2019 academic year with 28 seventh grade students attending a state school in Giresun/Turkey. At the beginning of the study, the students learned about the engineering design process and project-based learning. Then, they were challenged with building a mini chicken farm on their schoolyard, which could be a solution of a real-world problem. To complete the project, they carried out mini researches and mini designs within the unit &quot;Reproduction, Growth, and Development of Plants and Animals.&quot; They used their knowledge and experience in STEM disciplines to design the farm. The students carried out the project activities, offered solutions to the real-world problem, selected one of these solutions, tested the solution, and solved the problem with a sustainable method.
COVID-19 as a Crucible: The Transformation of Global Educators
Author: Kirshner, Jean
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Teaching Experience,Professional Identity,Educational Practices,Global Approach,Teacher Attitudes,Teacher Role,Foreign Countries,Technology Uses in Education,Empathy

This article examines how the crisis of Coronavirus disease (COVID-19) became a crucible, or a means of transformation, for global educators. How teachers leverage their lived experience of teaching through the implications of COVID-19 to transform identity and practice is a new phenomenon and merits examination. Through a collection of interviews, the ways in which the life experiences of teaching through COVID-19 worked to create new identities in teachers and new practices within the classroom is examined. Data was gathered through informal interviews from eleven educators teaching through the crisis of COVID-19 across the world, including four continents and six countries. Drawing on simple thematic analysis, a narrative approach was utilized to examine the process of transformation in teachers across the globe. The findings and analysis of this research will help those working with teachers better understand how teachers leverage a crisis be it COVID-19, or another disruptive force, as a crucible for transformation.
Designs for Learning: A Research Approach
Author: Åkerfeldt, Anna
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Design,Research Methodology,Objectives,Learning,Theories

In this article, we present some core ideas underpinning research that takes a Designs for Learning (DFL) approach guided by theoretical considerations and choices, as well as by practitioners' challenges and inquiries. These choices shape, and are shaped by, DFL's research goals and motives, theoretical orientation, research objectives, questions, and practitioners' participation and ethical considerations. Further, we present and discuss how DFL as a research approach compares to other design-oriented research strategies. Even if a DFL research approach shares several similarities with other approaches of inquiry, we argue that it remains primarily oriented towards knowledge areas that relate to understanding and developing learning and teaching -- both in formal education and in informal settings such as museums.
A Role Model Study for Students with Special Needs
Author: Özbalci, Seval
Date: 2021-00-00
Type: Journal Articles
Subjects: Role Models,Student Needs,Students with Disabilities,Vocational Interests,Cosmetology,Children,Inclusion,Disadvantaged,Parents,Undergraduate Students,Vocational Education,Foreign Countries

This study introduces an activity to increase the employment opportunities of students with special needs in line with the sustainable development goals provided by the United Nations and the priorities of the World Economic Forum on social mobility and inclusive education. The participants (n=62) consisted of parents of students with special needs, senior undergraduate students as role models, beauticians, and educators. A qualitative research method was employed to collect and analyze data. Data were collected through researcher notes and semi-structured interview questions. The participants' responses were audio recorded. Data analysis revealed that half of the 16 students with special needs who participated in the activity developed an interest in the profession of the role model who took care of them and showed entrepreneurial skills to receive on-the-job training suitable for their needs.
An Alternative Material for Teaching Prime Numbers: Prime Factors Chart
Author: Oral, Sati Ceylan
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,Number Concepts,Numbers,Middle School Students,Mathematics Instruction,Middle School Teachers,Visual Aids,Student Attitudes,Teacher Attitudes,Concept Formation,Misconceptions,Grade 8

This study aimed to evaluate the effectiveness of the Prime Factors Chart (PFC) as an alternative teaching material, which was developed for teaching the concepts within the &quot;factors and multiples&quot; unit in the middle school mathematics curriculum. Twelve middle school mathematics teachers used the PFC to teach concepts, such as prime number, prime factor, the highest common factor, and the least common multiple, relatively prime numbers, factors, and multiples during face-to-face education in 4 lesson hours. The teachers and their students (n=90) evaluated the PFC based on the framework of the principles of material development. The participant teachers' and students' opinions indicated that the PFC is simple and understandable, suitable for the learning objectives and outcomes, suitable for the developmental characteristics of the students, and simple enough to be used by students as well as teachers.
A Science Module Designed Based on the Assure Model: Potential Energy
Author: Batir, Zafer
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Units of Study,Physics,Energy,Grade 7,Scientific Concepts,Instructional Design,Technology Integration,Multimedia Instruction,Middle School Students,Hands on Science,Educational Technology,Student Attitudes

The purpose of this study is to introduce a science module that was designed based on the ASSURE model and to present its implementation process. The study was conducted with the participation of 21 students attending a private school during the 2020-2021 academic year. The instructional plan focused on the concept of &quot;Relationship between Force, Work, and Energy&quot; in the 7th-grade science curriculum. The module was used in the online live lessons during distance education. The science activities, which were designed by following the phases of the ASSURE model, were implemented in 4 lessons. The students' reflections on the module were received at the end of the study and were analyzed. The data analysis showed that the designed module might effectively support the learning process of the concepts of potential energy, gravitational potential energy, and the effects of mass and height on gravitational potential energy.
Reggio Emilia and the Arts Approach: Two Exceptional Examples of Multimodal Learning in Early Years
Author: Aden, Fadumo
Date: 2019-12-00
Type: Journal Articles
Subjects: Reggio Emilia Approach,Multimedia Instruction,Art Education,Freehand Drawing,Drama,Play,Nonverbal Communication,Music,Speech Communication,Student Centered Learning,Cognitive Style,Early Childhood Education

The Reggio Emilia approach offers children a unique experience of self-exploration embedded in the arts. This has strong links with multimodal teaching and learning. This is based on the argument that they both offer children the opportunity to communicate in multimodal ways such as drawing, drama play, gestures, music and speaking whilst placing children at the centre of their learning. This paper focuses on the concept of multimodal learning and discusses the Reggio Emilia approach and the arts approach in an effort to create links with the contents of multimodal learning. Furthermore, it compares and contrasts both approaches and identifies similarities and differences.
Responding to Racial Incivility in Classrooms: Hospitality and Responsibility
Author: Piquemal, Nathalie
Date: 2019-12-00
Type: Journal Articles
Subjects: Racial Discrimination,Classroom Techniques,Teacher Responsibility,Teacher Role,Academic Freedom,Whites

This paper considers the relationship between education and hospitality in the specific context of moments of incivility in classrooms, with special attention to racial/white resentment. The authors reflect on the extent to which nurturing intellectual candor with interpretive charity (Callan, 2011) can be extended to incivility shaped by white resentment. They contend there is a need to approach hospitality as responsibility (Levinas, 1969, thereby suggesting conditions for student agency. The relationship between the educator as host and giver of hospitality and the students as guests and respondents is discussed (Ruitenberg, 2011b). The paper argues the role of the teacher is key to ensuring those at the receiving end of the perceived attack are able to reclaim hospitality by being given the space and the means to respond to the offense with agency. This paper discusses the need for parameters balancing free speech and teaching moments with restoring agency to the marginalized &quot;others.&quot; Finally, the study proposes responding to racial resentment requires framing teaching moments within an ethic of responsibility which aims to restore agency for those on the receiving end of racial incivility.
Global Citizenship Development in Higher Education Institutions: A Systematic Review of the Literature
Author: Massaro, Virginia R.
Date: 2022-06-00
Type: Journal Articles
Subjects: Global Approach,Citizenship Education,Study Abroad,Labor Force,Higher Education,Content Analysis,Measurement Techniques,College Faculty,College Students,Student Attitudes,Teacher Attitudes,Research Reports

Institutions of higher education continue to emphasize the need to create and develop global citizen graduates who will face challenging global issues in the workforce. A systematic literature review of empirical studies on global citizenship in higher education was conducted to understand the various ways this term is being studied, measured, and operationalized. The process of inclusion and exclusion criteria identified 57 studies. A content analysis revealed global citizenship is being included into higher education through scales of measurement, studying abroad, faculty and student perceptions, coursework, and university programs. The results are discussed in relation to the current literature on global citizenship along with future avenues of research.
The Impact of Xeropan: An Online Application Assisting Language Learning on the Processes of Foreign Language Learning
Author: Thekes, Istvan
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Computer Software,Learning Processes,English (Second Language),Teaching Methods,Computer Games,Technology Integration,Learning Motivation,Metacognition,Correlation,Adult Education,Telecommunications,Handheld Devices,Foreign Countries,Computer Assisted Testing,Language Tests,Student Attitudes

Examining the relationship between technology and the success of language acquisition and the integration of technology into language instruction has been around of a long time by now. The development of technology can essentially change how languages are taught. Nevertheless, it is only in the last few years that the road has opened up for new language learning opportunities. In this current study, the impact of a pedagogical intervention is presented grounded on Xeropan, a gamified language learning application. In addition to assessing the impact of the app, a questionnaire was also applied to find out how efficient language learners find language learning with the application. Based on the original aim of the literature and the study, answers were sought as to how Xeropan influences the English language learning process, how student users find Xeropan in terms of efficiency and motivation, and how self-regulated motivation correlates with use of Xeropan. It was found that Xeropan application has a positive impact on language learning processes. There was a visible improvement in language learners, and at the level of some tasks, it was indicated that there was a significant improvement as a result of the developmental intervention using Xeropan. It was also pointed out that students are content to work with Xeropan and find that it has a positive effect on them. Further conclusions are drawn.
An Examination of the Relationship between Generation, Gender, Subject Area, and Technology Efficacy among Secondary Teachers in the United States
Author: Woods, Kimberly
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Generational Differences,Gender Differences,Intellectual Disciplines,Teacher Characteristics,Teacher Attitudes,Secondary School Teachers,Technological Literacy,21st Century Skills,Self Evaluation (Individuals),Self Efficacy,Predictor Variables

The current study uses a correlation design and multiple linear regression to determine whether generation, gender, and subject area predict teachers' technology efficacy as measured by the Technology Proficiency Self-Assessment for 21st Century Leaning (TPSA C-21). An online survey was provided to all participants. The survey consisted of demographic questions and a technology self-efficacy instrument. Results demonstrate that gender and generation are statistically significant predictors of technology efficacy, namely on the Total, WWW, Integrated Applications, and Emerging Technologies Skills subscales of the TPSA C-21. The subject area variable, however, did not demonstrate a statistically significant ability to predict teacher technology efficacy scores on any subscale of the TPSA C-21. The findings of the current study add to the existing body of literature by enhancing understanding of the teachers' perceptions of technology efficacy in one geographic location in the US. These findings are timely, especially given the largely technology dependent nature of education--whether in physical classrooms or in virtual settings and the increasing necessity of using technological tools in education settings. Implications are discussed, including suggestions for future research.
A Preliminary Evaluation of a Digital Token Economy to Increase Student Engagement during Group Teletherapy
Author: King, Hunter
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Group Therapy,Telecommunications,Elementary School Students,Emotional Problems,Behavior Problems,Program Effectiveness,Attendance,Student Participation,Social Emotional Learning,Students with Disabilities,Student Behavior,Behavior Modification

Shortly following the temporary nationwide school dismissal amid COVID-19, the current exploratory case-study evaluated the feasibility of two engagement strategies delivered during group teletherapy: Class Dojo and opportunities to respond (OTR). Three elementary students with emotional and behavioral difficulties participated. An A-B-A design was used to evaluate the effects of Class Dojo on student engagement with therapist-delivered OTRs. Due to one student's poor response to the contingency, an A-B-C design was used to evaluate the additive effect of student-delivered OTRs on his engagement. Results indicated moderate to high rates of student attendance, and consistently high rates of engagement for two students. When students delivered OTRs, the student who initially struggled to engage demonstrated an increase in engagement. Practical issues are discussed and recommendations are considered for future research on increasing student engagement during online settings.
Augmented Reality in STEM Education: Bibliometric Analysis
Author: Talan, Tarik
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,STEM Education,Bibliometrics,Content Analysis,Foreign Countries,Technology Uses in Education

Augmented reality applications in STEM education have increasing importance in recent years and it draws attention that scientific studies on this subject have gained momentum in the literature. The purpose of this research is to conduct a bibliometric analysis of studies on the use of augmented reality applications in STEM education in the literature. The Web of Science database has been used to collect the data. A total of 741 studies were accessed by going through various screening processes for the research. Content analysis and bibliometric analysis have been used in the analysis of the data. In the research, the distribution of publications by years and countries and the most published authors, journals, and countries were accessed. As a result of the research, in terms of the institutions with which the authors work, &quot;National Taiwan University of Science Technology&quot; ranked near the top for the number of citations and &quot;National Taiwan Normal University&quot; ranked near the top for the number of publications as the most productive institutions. It has been detected that &quot;Wu, H. --K.&quot; and &quot;Chang, H. --Y&quot; are the most effective and productive researchers. According to the analysis conducted in the context of journals, &quot;Computers &amp; Education&quot; and &quot;Interactive Learning Environments&quot; have been the journals that contributed the most to this subject. As a result of the analysis, it was found that the co-authorship network structure is predominant in England and Spain. Concepts that become apparent in clusters in co-occurrences analysis are &quot;augmented reality&quot;, &quot;virtual reality&quot;, &quot;mobile learning&quot;, &quot;science education&quot; and &quot;mixed reality&quot;.
Dweck&apos;s Mindset Theory as Context for Service Learning
Author: Eppler, Marion
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Tutoring,Elementary School Students,Service Learning,Tutors,Cognitive Processes,Homework,Mathematics Education,Student Developed Materials,Attitude Measures,Mathematics Achievement,Childrens Attitudes,Intelligence

Undergraduate students tutored elementary school children applying Dweck's growth mindset model, while a concurrent class implemented an evaluation of the program. Tutors encouraged children to adopt a growth mindset while helping with homework, especially in mathematics. Research students designed and conducted pre- and post-interviews to assess children's beliefs about mathematics achievement and growth mindset. We describe these complementary service-learning courses and offer recommendations for improving interventions and assessment in a service-learning context.
Development and Evaluation of an Augmented Reality Microscope for Science Learning: A Design-Based Research
Author: Abdusselam, Mustafa Serkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Secondary School Science,Middle School Students,Laboratory Equipment,Computer Simulation,Educational Technology,Technology Uses in Education,Student Attitudes,Program Effectiveness,Inquiry,Science Laboratories,Foreign Countries,Science Teachers,Grade 5,Grade 6,Grade 7,Grade 8,Middle School Teachers

This study aims to develop and evaluate an augmented reality microscope, &quot;MicrosAR&quot;, for a middle school Science course, which was aimed for use both in and out of school, and to understand the users' perceptions about it. The study adopted design-based research to iteratively develop and evaluate the MicrosAR. Learning activities and working handouts in the application were grounded upon inquiry-based learning. The initial prototype was evaluated with 99 middle school students, as well as 18 preservice and six experienced in-service science teachers. The second prototype was then evaluated with 96 different middle school students. Accordingly, design changes were applied to the second prototype to present the final product development. Participants' experiences and perceptions were gathered through a self-developed, paper-based instrument after they practiced with the MicrosAR. The findings indicated that the MicrosAR was favored by and recognized as an effective and useful tool by the participants. The study highlighted the benefits that augmented reality technology and such an application can offer for learning purposes, and that it can be practiced at any place to deliver a &quot;real&quot; learning experience over virtual platforms, thereby saving costs, enhancing its availability, and improved learner interest.