ethanporcaro/eric-fulltext-meta huggingface dataset:
Attitudes of Teacher Candidates towards Values Teaching via Distance Education
Author: Demir, Engin
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Distance Education,Foreign Countries,Gender Differences,Instructional Program Divisions,Intellectual Disciplines,COVID-19,Pandemics,School Closing,Value Judgment

It is possible to reach millions of people regardless of time and place through distance education; this brings up the issue of values education being carried out by distance education. This research aims to investigate the attitudes of teacher candidates towards value education via distance education. The research was designed in accordance with the descriptive survey model. Gazi University Faculty of Education constitutes the universe of the research with the departments of foreign languages education, Turkish and social sciences education, mathematics and science education, and primary education. Research data were collected by using one of the non-probability sampling methods convenience sampling. Within this scope, data analysis was realized with 698 students and in the meantime, the &quot;Attitude Scale towards Distance Education&quot; developed by Demir and Çetin (2022) was applied in the research. During the data analysis, descriptive statistics, Mann-Whitney U test, and Kruskal-Wallis test were implemented. It has been revealed that teacher candidates have positive attitudes about value teaching via distance education and they consider it to be a necessary, useful, and feasible result of the research. Female prospective teachers' attitudes towards the feasibility of value education via distance education are more positive than males. Students studying in the primary education department have more positive attitudes towards teaching values via distance education since they find it necessary and useful compared to the students studying in the fields of mathematics and science. The results obtained as a result of the research indicate that prospective teachers who already possess an affective readiness need to be supported in terms of developing themselves in the field of teaching values via distance education so that they can contribute to values education at a higher level.
Rapid Weight Loss and Athletic Performance in Combat Sports
Author: Yarar, Hakan
Date: 2022-00-00
Type: Journal Articles
Subjects: Body Weight,Athletics,Athletes,Health Behavior,Competition,Dietetics,Exercise,Physiology,Muscular Strength

Competitions in combat sports are divided into certain weight classes in order to compete fairly among athletes of similar body weight. However, athletes lose weight compulsorily or tactically (to encounter weaker opponents, to be between two weights, to be faster and more agile, etc.). In many scientific studies, it is seen that the athletes lose their weight close to the competition scale, and generally they lose a lot of weight on the last day. In addition, it is stated that the rate of weight loss varies between 2-10% of the body weight of the athletes. Many methods are used to set weight before the competition scale. These; Reducing energy intake, reducing fluid consumption, not consuming anything especially the day before the competition scale, increasing the duration and intensity of exercise, loss of fluid with intense sweating, use of sauna, use of diuretic drugs. As the use of these harmful methods and the rate of weight loss increase, their negative effects on physical, physiological, psychological and performance increase at the same rate. In this study, studies in the literature on the effects of weight loss on strength, endurance, anaerobic performance, reaction and balance performance will be examined and the causes of possible effects will be determined.
From Orientation to Graduation: Predictors of Academic Success for Freshmen with ADHD
Author: Daffner, Molly S.
Date: 2022-00-00
Type: Journal Articles
Subjects: College Freshmen,Attention Deficit Hyperactivity Disorder,Students with Disabilities,Success,Predictor Variables,Grade Point Average,Academic Achievement,Academic Persistence,Gender Differences,Standardized Tests,Scores,Student Motivation,Secondary Education,Postsecondary Education,Symptoms (Individual Disorders),Student Characteristics,Academic Support Services,Drug Therapy,Anxiety,Time Management

More students with attention-deficit/hyperactivity disorder (ADHD) are pursuing higher education. Existing studies have investigated the postsecondary educational outcomes of college students with ADHD, finding that these students typically have lower academic performance and higher dropout rates than their non-ADHD peers. Far fewer studies address the reasons for these poor outcomes. The current study sought to better understand which pre-college and college factors are related to the (1) academic performance (i.e., cumulative grade point average) and (2) retention of college students with ADHD. Data collected through direct testing and self-report ratings were analyzed for 228 first year college students with ADHD. Results indicated that two pre-college factors, gender (i.e., being male) and lower standardized test scores, significantly predicted lower GPA. Conversely, only one college factor, greater motivation, was found to significantly predict higher GPA and retention. Taken together, findings draw attention to several variables that both secondary and postsecondary institutions can target for intervention to support a more successful transition to college. Additionally, findings highlight the need for future research to elucidate factors related to college academic success for students with ADHD.
Academic Impairments Faced by College Students with Attention-Deficit Hyperactivity Disorder: A Qualitative Study
Author: Lagacé-Leblanc, Jeanne
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Students with Disabilities,Attention Deficit Hyperactivity Disorder,Emotional Response,Self Control,Student Motivation,Time Management,Inhibition,Short Term Memory,Organization,Planning,Barriers,Executive Function,Foreign Countries

Few qualitative studies have focused on the experiences of students with attention-deficit/hyperactivity disorder (ADHD) pursuing postsecondary education, and in particular, how their academic difficulties manifest themselves. This study provides a better understanding of how ADHD affects students in their studies. In-depth interviews were conducted with 29 college and university students with ADHD, their relatives (n = 26), and their counselors (n = 9). Participants reported significant academic impairment (e.g., difficulties related to attention, emotional regulation, motivation, time management, inhibition, working memory, organization, and planning) and a complex relationship with the ADHD label. The difficulties experienced by students seem to be closely related to deficits in executive functions. This interrelation complicates the understanding of functional impairment. Implications for practice provide recommendations based on the literature on how to improve the academic success of students with ADHD in postsecondary education.
Implementation of Design Based Learning for the Development of SDGs Educational Games
Author: Maharjan, Namita
Date: 2022-00-00
Type: Journal Articles
Subjects: Design,Teaching Methods,Sustainable Development,Goal Orientation,Educational Games,Instructional Effectiveness,Instructional Development,Foreign Countries,Game Based Learning,Graduate Students

Education on sustainable education (ESD) is gaining momentum to ensure that SDGs are met by 2030. The educational institutions have significant role in fostering ESD. However, there is lack of educational resources to be used for ESD. Particularly, teaching the concept of SDGs needs an attention grabbing and engaging approach and Design Based Learning (DBL) holds much potential. The main objective of this investigation was to describe the development of SDGs education resources i.e., SDGs educational games using DBL approach. Besides, the generic skills of the students during DBL were assessed during game development phase. The outputs of DBL were Bingo Mat game, Carrom board game and Sugoroku game. These games were validated for their effectiveness as resource for teaching and learning SDGs. The results revealed the positive impact on the generic skills of students through DBL during game development phase. Moreover, the response results of the players highlighted that carrom board game offered them the gaming experience while Bingo and Sugoroku offered them learning experience. Another important finding of this study is the need to teach SDGs from the younger age as the level of education had significantly impacted on their knowledge about SDGs. The results of this study will contribute to the domain of ESD by articulating an alternative pedagogy of integrating DBL with SDGs as invigorating educational resources and faculty development method.
Examining Physical Accessibility of Campuses for University Students with Mobility Impairments in China
Author: Tam, Kai Yung
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Accessibility (for Disabled),Students with Disabilities,College Environment,Physical Disabilities,Barriers,Government Role,College Role,Attitudes toward Disabilities,College Students

Various education laws in China clearly state that students with disabilities should be provided with the opportunities to fully participate in all activities in society, including studying at higher education institutions (HEIs). The present descriptive study examines physical accessibility of three university campuses in China. A checklist for data collection was developed based on the 2012 Codes for Accessibility Design (Codes) that was released by the Chinese government. The study reveals that facilities are inadequate in providing physical access to people with mobility impairments across all three universities' campuses. Poor government oversight, lack of university commitment, and invisibility of students with disabilities on university campuses are the probable reasons for the lack of accessible facilities across the university campuses. Three recommendations are made: (1) advocating to make amendments to current legislation, (2) addressing the importance of government enforcement and communication, and (3) committing to supporting an inclusive environment on campus.
&quot;It&apos;s Bigger than Me:&quot; Influence of Social Support on the Development of Self-Advocacy for College Students with Disabilities
Author: Yeager, Kristopher Hawk
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Students with Disabilities,Social Support Groups,Self Advocacy,Minority Serving Institutions,Knowledge Level,Student Rights,Interpersonal Communication,Self Efficacy,Student Leadership

As the number of college students with disabilities continues to grow, self-advocacy programs have become an increasingly important tool to help students access disability-specific and general student services. Yet, few studies have explored processes surrounding the development of self-advocacy for students with disabilities, in particular the role of social support in fostering important knowledge and skills. In this study, we conducted semi-structured interviews with 28 students receiving disability services (DS) from a large Hispanic serving institution (HSI). Our analysis yielded findings related to four subcomponents of self-advocacy, (a) knowledge of self, (b) knowledge of rights, (c) communication, and (d) leadership. Students attributed formal and informal social support to their progression in each area, distinguishing between initial and advanced phases of self-advocacy development. Recommendations for future research and implications for secondary and postsecondary education are provided.
The Life of Syrian Asylum-Seeking Children in a Temporary Shelter Centre in Turkey: An Ethnographic Study on Primary School Education
Author: Fansa, Mehmet
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Refugees,Grade 4,Relocation,Student Experience,Socioeconomic Influences,Housing,Social Life,Arabic,Language Usage,Turkish,Second Language Learning,Parent Attitudes

This research aims to describe primary school children's life and education experiences who escaped from the war environment in Syria and took refuge in Turkey. The study was conducted with an ethnographic research design. The study participants comprised fourth-grade students, teachers, parents, and the close social circle of Syrian nationals who stayed in the temporary shelter in Turkey. Observation, interview, field notes, researcher's diary, and ethnographic photograph were used to collect the research data. Content analysis was used in the analysis of the research data. As a result of data analysis, the lives of Syrian children and families in the temporary accommodation centre, before and after the asylum, the socio-economic life of the container city, and the daily life routines of the children in the camp are described. The research proposes to conduct more ethnographic research with children under temporary protection, describe their life stories and indigenous perspectives, organise events that will bring together local children and children in the shelter, and increase studies on teaching Turkish to foreigners.
Implementation of Online Problem-Based Learning Assisted by Digital Book with 3D Animations to Improve Student&apos;s Physics Problem-Solving Skills in Magnetic Field Subject
Author: Prahani, Binar Kurnia
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Problem Based Learning,Educational Technology,Animation,Physics,Magnets,Scientific Concepts,Electronic Books,Foreign Countries,Grade 11,High School Students,COVID-19,Pandemics

The magnetic field is a more complex and abstract physics subject than other physics subjects, causing students' low ability to solve problems. So there is a need for learning instruments to overcome these problems, especially when online learning during the COVID-19 pandemic. Research creates and implements an online problem-based learning (OPBL) assisted by digital books with 3D animation to improve students' physics problem-solving skills on magnetic field subjects. Research aimed to analyze the validity, effectiveness, and student responses to the learning instruments used. The method used in this research is quantitative by using quasi-experiment and survey methods. The results showed that this learning instrument was valid and reliable to use in terms of contents and constructs. According to statistical test results, this learning instrument is also effective in improving students' problem-solving skills on magnetic field subjects. Furthermore, the student's response to this learning instrument was very positive, making this learning activity more innovative and fun. Research implies that an OPBL assisted by digital books with 3D animation instruments can be a solution to improve students' physics problem-solving skills, especially during the online learning period.
Perceptions of College Students with Disabilities Regarding Institutional and Disability Services Offices&apos; Response to Sustaining Education during COVID-19
Author: Tarconish, Emily
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Students with Disabilities,Student Needs,COVID-19,Pandemics,Services,Student Attitudes,Distance Education,Interpersonal Communication,School Policy,Videoconferencing,Computer Mediated Communication,College Role,Academic Accommodations (Disabilities),Student Adjustment,Academic Advising,Online Courses

Postsecondary institutions across the United States shifted to remote learning during the spring 2020 semester due to the COVID-19 pandemic. This study qualitatively explores responses to a subset of five open-ended questions that were part of a larger national survey of college students with disabilities (Madaus et al., 2021). Student perceptions of institutional and disability service offices' response to remote learning are examined, as well as remote practices students wish to continue when face-to-face instruction resumes. Results indicate communication and continued services from disability services offices were important to students, as well as remote learning preparation, regular communication, and flexible school policies from institutions. With regard to disability service offices, students expressed a desire for virtual meetings and an online accommodation portal when in-person learning resumed. Recommendations for practice and areas for future research are discussed.
Pre-Service Teachers&apos; Design of STEAM Learning Units: STEAM Capabilities&apos; Analysis
Author: Anabousy, Ahlam
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,STEM Education,Units of Study,Art Education,Instructional Effectiveness,Elementary School Teachers,Curriculum Development,Knowledge Level,Skill Development,Thinking Skills,Faculty Development,Learning Activities

The understanding of what constitutes effective practice in STEM education and how to support it is still developing, as it is a brand-new field. The present research describes the design capabilities of pre-service elementary school teachers, when they design collaboratively STEM activities. These designing experiences occurred in a context of a PD program called &quot;Introduction to STEM education&quot;. During the STEM PD program, the pre-service teachers worked in six groups. Each group included three pre-service teachers who worked together throughout the PD program. Three written STEM units of three groups were chosen to be analyzed. In analyzing the STEM units, we referred to the STEM capabilities which consists of three components: STEM knowledge, skills and ways of thinking. The findings show different possibilities that STEM education can afford for task design. In terms of the integration of disciplines, the three analyzed units included activities in which, mostly, at least two disciplines were dominant. In terms of STEM skills, the designed units targeted mainly the individual learning skill instead of collaborative skills, which emphasize the need to pay special emphasis to this issue. Finally, in terms of STEM ways of thinking, analytical and evidence-based ways of thinking prevailed in the three units. The previous findings point at the importance of supporting pre-service teachers in designing STEM activities for implementation in their classrooms.
Science Teaching Approach Ethno-SETSaR to Improve Pre-Service Teachers&apos; Creative Thinking and Problem Solving Skills
Author: Winarto, Winarto
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Preservice Teachers,Creative Thinking,Thinking Skills,Problem Solving,Instructional Effectiveness,Foreign Countries

Pre-service teachers need creative thinking and problem solving skills to support their teaching quality. The aims of this research: (1) problems in science teaching, creative thinking and problem solving skills of pre-service teachers; (2) improvements of creative thinking and problem solving skills of pre-service teachers through Ethno-SETSaR Science Teaching Approach, and (3) relationship pattern of critical thinking and problem solving skills. The research method applied in this study was sequential exploratory mix method. The research design consisted of five stages: (1) qualitative data gathering; (2) qualitative data analysis; (3) quantitative data gathering; (4) quantitative data analysis and (5) data interpretation. The subjects of this research were 80 pre-service teachers from two universities. The research instruments were essay tests of creative and problem solving skills. The data analysis used was independent T Test. It could be concluded from qualitative study that science teaching practice was still oriented on content knowledge mastery. It did not improve creative thinking and problem solving skills. Science teaching with Ethno-SETSaR approach was applied as foundation to quantitative study. The result of quantitative study was there was difference in creative thinking and problem solving skills of pre-service teachers. The pre-service teachers enrolling science teaching with Ethno-SETSaR approach had higher scores. There was correlation of creative thinking affecting problem solving skills.
&quot;They&apos;re Coming in Pretty Defeated:&quot; Mental Health during the COVID-19 Pandemic (Practice Brief)
Author: Aquino, Katherine C.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Students with Disabilities,Student Needs,School Personnel,Attitudes,Experience,Mental Health,School Closing,In Person Learning,Student Adjustment,Access to Health Care,Resource Staff,At Risk Students

Limited research explores postsecondary disability resource professionals' (DRPs) perceptions and experiences supporting students during the COVID-19 pandemic. As part of a larger study utilizing national survey and interview data, this paper explores DRPs' experiences and observations related to student mental health during the pandemic-related lockdowns and subsequent transitions back to in-person campus settings. The findings of this study reveal DRPs are grappling with increasing student numbers, continuing need for expanded mental health accommodations and supports, and a persisting urgency to re-examine the role of the disability resource office (DRO) on campus related to student mental health. Implications and strategies for practice.
Students&apos; Conceptual Understanding in Chemistry Learning Using PhET Interactive Simulations
Author: Rahmawati, Yuli
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Chemistry,Scientific Concepts,Concept Formation,Secondary School Students,Secondary School Science,Misconceptions,Foreign Countries,Interaction,Animation,Simulation,Grade 11

This research aims to analyse students' conceptual understanding of chemical equilibrium matter using Physics Education Technology (PhET) Interactive Simulations. Students' misconceptions can be caused by the difficulty in connecting the sub-microscopic, macroscopic, and symbolic levels of understanding in chemistry. The study was conducted at a secondary school with a total sample of 108 students using a quantitative research method. The results showed that multiple-choice questions of the two-tier Chemical Equilibrium Diagnostic Instrument (CEDI) used in this study meet with the Rasch measurement model. The students who answered correctly on content knowledge ranged from 11.1-90.7%. However, the percentage decreased to 11.1-84.3% once the content knowledge and reasons were combined. The option probability curve responses identified the students' misconceptions that were further investigated by interviews. PhET Interactive Simulations require improvements or additional features to help students better understand conceptual understanding through analogies of product and reactant molecules' movement in the equilibrium system.