ethanporcaro/eric-fulltext-meta huggingface dataset:
Religious Education in the Arab World: Saudi Arabia, Sudan and Egypt as Models
Author: Omar, Mona Taha Muhammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Religious Education,Islam,Christianity,Validity,Higher Education,Role of Education,Cross Cultural Studies,Antisocial Behavior,Prevention,Minority Groups,Power Structure,Student Behavior,College Students,Outcomes of Education,Educational Benefits,Foreign Countries,Religious Factors,Memorization,Teaching Methods,Elementary Secondary Education

The study explored religious education (RE), Islamic and Christian, in the Arab world and its role in qualifying students to university education, taking Saudi Arabia, Sudan and Egypt as models. A controversy about the validity of RE as a bridge to university education in the Arab world provided the impetus to carry out the present study. Using the descriptive analytical method, the author studied the reality of RE with its different types in the selected countries and the extent to which these experiences are successful. The results revealed that the three RE experiences are successful. RE was found to have many educational and behavioral effects, e.g., elimination of religious extremism, alleviation of oppression experienced by religious minorities and acquisition of good behavior. It also proved to furnish students with many important skills such as co-existence and respect for others. Students of religious schools in the three countries were found to achieve good results that qualified them to all branches of knowledge, applied and theoretical, in university education. They even excelled their counterparts in general education schools. Recommendations and suggestions for further research are offered.
Pre-Service Turkish Language Teachers&apos; Metaphorical Perceptions of Social Media Platforms
Author: Bulut, Kenan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Turkish,Figurative Language,Social Media,Undergraduate Students,Student Attitudes,Negative Attitudes,Addictive Behavior,Value Judgment,Foreign Countries

The aim of this study was to determine pre-service Turkish Language teachers' metaphorical perceptions of social media platforms. Phenomenology, which is a qualitative research design, was used in the study. The sample consisted of 70 first-, second-, third- and fourth- grade students of the Department of Turkish Language Education of the Faculty of Education of Van Yüzüncü Yil University. Data were collected using a form developed to help participants write metaphors on their minds and to express themselves clearly. The form consisted of a statement in the form of &quot;Social media platforms (Twitter, Facebook, WhatsApp, Instagram, etc.) are like… because…,&quot; of which participants were asked to fill in the blanks to find out exactly to what they compared social media platforms and why. Data were analyzed using content analysis, which is a qualitative analysis method. Participants generated 73 metaphors, 67 of which were accepted as valid. The most frequently used metaphors were &quot;drugs, cigarettes, alcohol, and sources of information.&quot; The metaphors were grouped under ten conceptual categories; &quot;addictive,&quot; &quot;harmful,&quot; &quot;pros and cons,&quot; &quot;communication,&quot; &quot;unnecessary and useless,&quot; &quot;useful,&quot; &quot;necessity,&quot; &quot;vastness,&quot; &quot;trap,&quot; and &quot;other.&quot; The categories of &quot;addictive&quot; (22.38%) and &quot;harmful&quot; (22.38%) had the largest percentages. Of all metaphors, 37 (55.2%) were negative while 16 (23.88%) positive. Suggestions were made at the end of the study.
Pre-Service Teachers as Creators and Students as Viewers of Children&apos;s Literature-Related Digital Stories: A Formative Experiment
Author: Ulusoy, Mustafa
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Students,Elementary School Teachers,Childrens Literature,Computer Uses in Education,Pedagogical Content Knowledge,Technological Literacy,Student Developed Materials,Story Telling,Positive Attitudes,Student Attitudes,Teacher Attitudes,Foreign Countries

The goals of this formative experiment were to help pre-service teachers (PSTs) create children's literature-related original digital stories (DSs) and use these DSs to receive elementary school students' and in-service teachers' reflections. In this study, the Technological Pedagogical Content Knowledge (TPACK) framework was used. In total, 71 PSTs, 544 elementary school students, and 21 in-service teachers participated in the study. The results revealed that the PSTs wrote original stories that were mostly from their own personal experiences, drew illustrations, used their own voices by following the prosodic speaking rules, and, finally, created original DSs to convey to the students important didactic or informative messages. The digital storytelling creation process improved the PSTs' children's literature-related TPACK knowledge and practices. In this study, the majority of the PSTs tried to create parallel DS, which means that the pictures, texts, and recorded verbal messages told the same story for the same setting. In addition, the majority of the students gave viewer/reader-centered oral responses to the DSs. The results also showed that the PSTs, in-service teachers, and students had positive reflections about the DSs. These results confirmed that the goals of this formative experiment were achieved.
The Comparison of the Social Skills, Problem Behaviours and Academic Competence of Gifted Students and Their Non-Gifted Peers
Author: Çitil, Mahmut
Date: 2020-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Behavior Problems,Academic Ability,Academically Gifted,Elementary School Students,Age Differences,Gender Differences,Instructional Program Divisions,Grade 2,Grade 3,Grade 4,Foreign Countries

The purpose of this study is to compare the social skills, problem behaviours and academic competence of gifted students at elementary level with their non-gifted peers, and to assess these based on the variables age, gender, and school year. The study group consists of 50 gifted students in second, third and fourth grade in state schools in Ankara in the 2017-2018 school year and their 50 non-gifted peers. In order to obtain data for the study, The Social Skills Rating Scale Teacher Form was used which developed by Gresham and Elliot (1990) and translated into Turkish by Sucuoglu and Özokçu (2005) has been used. The data has been analysed using the SPSS 22.00 software package. Descriptive statistics have been used for data analysis. According to the results of the study, it was observed that the social skills levels and the academic competence levels of the gifted students were statistically more developed compared to their non-gifted peers. On the other hand, it was observed that there was no difference between gifted students and their non-gifted peers in terms of problem behaviours. In this study, no significant difference was found in the academic competence levels of gifted students according to gender. It was found out in the study that 10-year old students display more problem behaviours in comparison to their 9-year old peers. There was no meaningful difference in the social skills and academic competence of gifted students based on the variable school year. Although the results of this study present that gifted students have better social skills and academic competence, and display less problem behaviours compared to their peers, further research needs to be conducted to clarify this situation.
Use of Smartphones in Class: Examining the Relationship between M-Learning Readiness, Cyberloafing, Nomophobia and Addiction Variables
Author: Gözümi, Ali Ibrahim Can
Date: 2020-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Correlation,Preschool Teachers,Preservice Teachers,Learning Readiness,Addictive Behavior,State Universities,Student Behavior,Models,Fear,Student Attitudes,Educational Environment,Teaching Methods,Teacher Education Programs,Foreign Countries

The aim of this study is to examine the relationship between pre-service preschool teachers' mobile-learning (m-learning) readiness, cyberloafing, nomophobia and smartphone addiction variables. The study was carried out using 306 pre-service preschool teachers undergoing education at state-run universities in two different cities in Turkey. The most critical conclusion of the study is that the smartphones used by pre-service preschool teachers both for m-learning and for cyberloafing in class have an impact on nomophobia and smartphone addiction. In the study, the effects of smartphone usage on both the learning environment and the individual were discussed in accordance with the proposed model. Suggestions for the use of smartphones were made in line with the study's conclusions.
Fifty Years of Educational Planning: What Do We Have to Show for It? What Might We Do Next?
Author: Kaufman, Roger
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Planning,Educational History,Educational Trends,Educational Change,Outcomes of Education,Leadership Styles,Best Practices

The hard work and the money spent by and for education in the last 50 years does not, it seems, to allow us to deliver required and ethical value for the money. We are charged with assisting all learners to be productive citizens of tomorrow, but, loaded down with non-core curriculum and social requirements, the educational ship is creaking and falling short. This article reviews how we are doing in delivering value and suggests two types of leadership and planning for us to transform ourselves: Outside-in and Inside-out leadership in planning. Both are useful and combined they can be a powerful force in delivering true value.
Planning for Higher Education Institutions: Chaos and the COVID-19 Pandemic
Author: Lemoine, Pamela A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,COVID-19,Pandemics,Educational Technology,Electronic Learning,Educational Change,School Closing,Leadership Responsibility,Emergency Programs,Strategic Planning

Albert Einstein once remarked that the world was characterized by a proliferation of means and a confusion of goals. This certainly characterizes the state of global higher education today. The age of technology and the information society are sweeping educators towards a future dependent upon knowing how more than knowing what. Throughout the world, college and university administrators are attempting to determine global scope coupled with the impact of technology. To many educators higher education is now a place of innovation and change, while to others it is a morass of change and fear. However, the COVID-19 pandemic created change and fear gripped higher education and forced change that was totally unexpected. What are the lessons to be learned from this forced change?
Evaluation of Audiobook Listening Experiences of 8th Grade Students: An Action Research
Author: Çarkit, Cafer
Date: 2020-00-00
Type: Journal Articles
Subjects: Audio Books,Grade 8,Learning Experience,Student Attitudes,Secondary School Students,Program Evaluation,Foreign Countries,Attitude Change,Listening,Action Research

In this research, audiobook listening experiences of 8th grade students are discussed. In this context, the effect of audiobooks on students' attitudes towards listening is determined and their opinions on audiobooks are evaluated. In the study, action research design, one of the qualitative research methods, was used. The prepared action plan covers an 11-week period in the 2018-2019 school year. The research was conducted in an 8th grade class with 24 students in a secondary in the province of Kayseri, in Talas district. The research data were collected by using the listening attitude scale for secondary school students, student diaries, semi-structured interview forms and interview records. The change in students' attitudes scale, within the framework of the action plan, was identified by using the paired t-test analysis with pre-test and post-test applications. The qualitative data collected on audiobook listening experience in students were analyzed by using content analysis. According to research results, audiobooks have a positive effect on students' attitudes towards listening. While the most important advantages of audiobooks are the fact that they can be listened to at any place, they enrich imagination and encourage students to use the Internet in a more beneficial way, their most common disadvantages are the fact that they do not improve reading speed, that they do not serve for exams and that they cause attention deficit. In the study, it was concluded that event-themed books were the favorite audiobook type in students.
Examination of the Professional Belief Level of the Physical Education Teacher Candidates and Factors Affecting Their Belief Level: A Mixed-Method Research
Author: Aslan, Murat
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Physical Education Teachers,Student Attitudes,Beliefs,Foreign Countries,Physical Education,Gender Differences,Instructional Program Divisions,Teaching (Occupation),Work Attitudes,Motivation,Negative Attitudes

This study aimed to determine the professional belief levels of the physical education teacher candidates and the factors affecting their belief levels. Exploratory sequential design, one of the mixed research methods, was used to examine the candidates of the physical education teachers. The quantitative sample of the study consisted of 278 (n=126 female, n=152 male) candidates teachers attending the 1st, 2nd, 3rd and 4th-grade level at the Faculty of Sport Sciences. The qualitative research sample of the study consisted of 12 physical education teacher candidates who participated in two different focus group interviews. In the quantitative part of the study, while the independent sample t-test was used in the analysis of the gender variable, One-way ANOVA test was used to determine the difference between the grade levels. In the qualitative part of the study, content analysis was used. While there was no significant difference in the &quot;sense of calling&quot; and the &quot;value of physical education&quot; according to gender, there was a statistical difference according to the grade level of the candidate teachers. In the qualitative part of the study, as a result of the focus group interviews, two themes and twelve categories were determined as the reasons that affect the belief levels of the candidate teachers of physical education positively and the reasons that affect them negatively. It was derived from the study that candidate teachers state that their motivation, attitude, and beliefs towards the teaching profession after starting their departments gradually decreased and started to evolve negatively after starting the department. Teacher candidates state the reasons of their negative opinion as &quot;disappointment caused by the department&quot;, &quot;insufficient salary&quot;, &quot;counting on the spot (make no progress)&quot;, &quot;negative physical education teacher perception in the society&quot;, &quot;working conditions&quot;, &quot;insufficient field education&quot; and &quot;difficulty in appointment to the job&quot;.
The Need for a Broader Understanding of Data under the Professional Standards for Educational Leaders
Author: Bengtson, Ed
Date: 2020-12-00
Type: Journal Articles
Subjects: Data Use,Administrator Effectiveness,Administrator Attitudes,Expectation,Teachers,Standards,Leadership Styles,Accountability,Administrator Role,Decision Making,Principals,Central Office Administrators,Data Collection,Coding,Curriculum,Instruction,Evaluation,Student Needs,Academic Achievement,Communities of Practice,Professional Development

The purpose of this study was to examine administrators' use of data, their perceptions of data, and what their expectations were in terms of teacher use of data. In conjunction with this examination will be a closer look at the new Professional Standards for Educational Leaders (PSEL) to determine the connections as well as the disconnections to the way school leaders currently use data in their everyday practice and the standards of practice called for by the PSEL. A qualitative approach using interviews, focus groups, and document review was used to answer a question about the adequacy of current data-driven decision practices of school leaders in light of the new Professional Standards for Educational Leaders. Findings suggest that the participants in this study used data to inform their practice as it relates to the four PSEL standards focusing on instructional leadership. However, there was little evidence that administrators used data to inform their practice related to the other six PSEL standards related to cultural awareness, organizational culture and climate, and community awareness. As a result, we suggest that the new PSEL standards demand a broader view of data and its use in decision making.
University First-Time-in-College Students&apos; Mathematics Placement and Outcomes: Leadership Response to Local Data
Author: Hartman, Jenifer J.
Date: 2020-12-00
Type: Journal Articles
Subjects: College Freshmen,Student Placement,College Mathematics,Leadership,Data Use,Decision Making,Outcomes of Education,Academic Failure,College Entrance Examinations,Predictor Variables,Grade Point Average,Gender Differences

Data-driven decision making is a critical leadership skill. This study describes how leadership at a four-year university used extant data to improve student outcomes. The University identified the high rate of first-time-in-college (FTIC) student withdrawal/failure in initial algebra courses as having a detrimental effect on other student success metrics such as student retention and completion rates. The study was initiated to determine how analysis of extant student data could enable leaders to better understand the problem, identify ways in which university policies and/or practices could be modified to increase students' pass rates in their initial math courses, and ultimately result in improved student outcomes. Data from four cohorts of first time in college students were analyzed to better understand the effects of the university placement practices on student outcomes, and potentially identify students who may be at-risk of failure to provide early intervention. The initial results indicate under-placement of female students in lower math courses at a statistically significant level, and potential use of students' high school GPA as an early-warning indicator of failure. The study highlights the importance of leaders monitoring and analyzing local data to assess the impact of current policies and practices on student outcomes.
Citizenship Consciousness and Moral Values in Civics Textbooks in Turkey (1924-1945)
Author: Yinilmez Akagündüz, Seval
Date: 2020-00-00
Type: Journal Articles
Subjects: Citizenship Education,Consciousness Raising,Moral Values,Textbooks,Civics,Foreign Countries,Educational History,Textbook Evaluation,Ethical Instruction,Grade 4,Citizenship Responsibility

States need education to raise not only citizens but also good citizens. Changes in the concept of citizenship from the past to the present have also been reflected in civic education. While in ancient Greece, the good citizen was identified with being virtuous in the Aristotelian sense, with the emergence of nation-states, the good citizen is now symbolized by a person who is aware of his/her rights and responsibilities, devoted to his/her homeland, and whose national feelings are developed. Textbooks, which are one of the most important carriers of this transformation, form the main axis of our research. Textbooks, which are the tools of educational programs that reflect the social, ideological, cultural, and mental character of countries, have a serious share in the mental development of students, the transformation of their self-existence, and the creation of their personalities. In this context, the role played by textbooks, especially civics textbooks, in raising moral generations can not be overlooked. The aim of this research is to evaluate the six citizenship-themed textbooks prepared between 1924 and 1945, based on the social, political, and cultural atmosphere of the period, and to examine the awareness and importance of citizenship through philosophical questioning. This research was conducted with a case study method from qualitative research designs. Since the time period of the research (1924-1945) was long, six of the civics textbooks obtained by the documentary screening model were selected by the purposive sampling method. Based on the content of these textbooks, categories were created. The examination of the categories shows that the meanings attributed to the concept of &quot;good&quot; of the era in which the Civics Textbooks were written differ. However, in the textbooks examined in the research, there are also points that remain unchanged. It is understood that the students are expected to keep the concepts of land, homeland, and state above all else, and even willingly sacrifice their lives for them if necessary.
A Narrative Inquiry into a Newcomer School Principal&apos;s Professional Development for ELLs
Author: Wei, Liping
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Professional Development,Language Teachers,English Language Learners,Refugees,Immigrants,Individualized Instruction,Reading Instruction,Program Effectiveness,Middle Schools,Public Schools,Experience

This paper employs narrative inquiry (Clandinin &amp; Connelly, 2000) as the methodology to uncover a school principal's experiences and perceptions related to ELL teacher professional development. It recognizes educators' personal practical knowledge as the greatest driving force in their professional growth. Through reflecting on her professional development experiences and narrating her personal practical knowledge in action, this study has provided some practical considerations in designing and enacting ELL teacher professional development. More often than not, teacher professional development focuses on the &quot;best practices&quot; and &quot;research-based programs,&quot; but provides little input from the recipients about their experiences and perspectives. This study strives to break this prevalent model of professional development by gearing towards how an educator/administrator perceives the problems in teacher professional development for ELLs and how to best address their problems. It is hopeful that this study will shed important light on how to construct positive professional development that benefits teachers and ELL students both theoretically and practically.