ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of Students&apos; Learning and Attitudes in Physical versus Virtual Manipulatives Using Inquiry-Based Instruction
Author: Oymak, Onur
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,High School Students,Knowledge Level,Adolescents,Males,Grade 9,Manipulative Materials,Hands on Science,Experiments,Computer Simulation,Instructional Effectiveness,Active Learning,Inquiry,Physics,Scientific Concepts,Concept Formation,Transfer of Training,Foreign Countries

This research aimed to determine whether implementation of virtual technology or implementation of physical materials in a learning environment is more efficient in understanding physics concepts and developing positive attitudes at the high school level. The theory that framed this study is the model of learning as dynamic transfer. Participants were 96 ninth grade students (n = 96) distributed randomly to the virtual or physical group. Inquiry-based instruction continued during teaching of kinematics and dynamics, which lasted for eight weeks for both groups. Data from the Force and Motion Achievement Instrument (FMAI), student worksheets, the Attitude Towards Physics Scale (APCS), and anecdotal observations were collected. This study concluded that the use of physical and virtual manipulatives in inquiry-based instruction had the same effect on students' conceptual and procedural knowledge, as well as their attitudes towards physics. However, students who dealt with physical experimentation had lower learning than their peers who experienced virtual experimentation due to measurement errors made by students. Furthermore, physical investigations left students with some irrelevant knowledge. Therefore, it is reasonable to assume that implementing virtual manipulatives is more advantageous for learning in some conditions. The final conclusion is that attitude and learning may be developed in a parallel manner.
Perception of Spatial Variation in Activities Prepared by GIS in Geography Education
Author: Yagbasan, Özlem
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Geographic Information Systems,Educational Technology,Technology Uses in Education,High School Students,Grade 10,Teaching Methods,Conventional Instruction,Instructional Effectiveness,Spatial Ability,Thinking Skills,Cognitive Mapping

In this study, it is aimed to give students the ability to perceive spatial variation and to reveal the impact of the activities on students' course success by using Geographical Information Systems (GIS) in geography education. The study group consisted of a total of 60 students attending to the 10th grade of secondary school in 2018-2019 academic year. The particiants were selected via appropriate sampling method in Berat Hayriye Cömertoglu Anatolian High School in Alanya district of Turkey. In this quantitative study, pretest-posttest quasiexperimental research model was used. The courses were taught with traditional methods and GIS based activity techniques for the control and experimental groups, respectively. The data were collected using subject achievement test prepared by the researchers in accordance with the expert opinions in the field. At the end of the posttest, data were analyzed by performing ttest in SPSS 22.0. As a result, it was determined that the courses taught with GIS based activities gave students a higher level of perception of spatial variation skills compared to the courses taught with traditional methods. Also, it was clarified that the students in the course which were taught with GIS based activities were more successful.
Pre-Service Teachers&apos; Attitudes and Metaphoric Perceptions towards Renewable Energy Resources
Author: Açisli Çelik, Sibel
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Figurative Language,Energy Conservation,Elementary School Teachers,Environmental Education,Foreign Countries,Elementary School Science,Science Education,Elementary School Mathematics,Mathematics Education,Sustainable Development

In the research it was aimed to explore the attitudes and metaphorical perceptions of science, primary school and elementary school mathematics pre-service teachers towards renewable energy resources. The sample of the study consisted of 140 pre-service teachers' studying in the Science Education, Classroom Education and Elementary School Mathematics Education departments of the Faculty of Education of a state university in the 2020-2021 academic year. The attitudes of pre-service teachers towards renewable energy resources were determined by scanning method, which is one of the quantitative research methods. In the research, the Attitude Scale towards Renewable Energy Resources and the metaphor collection form were used as data collection tools. As a result of the research, it was determined that pre-service teachers' attitudes towards renewable energy resources were generally positive and they aimed to educate students who were sensitive to the subject of renewable energy resources. When the 112 metaphors produced by pre-service teachers for renewable energy resources are examined under 3 categories and 10 code titles, it was determined that they expressed the first place is the metaphor of &quot;water&quot;, second place is the metaphor of &quot;life&quot;, in the third place the metaphors of &quot;child&quot;, &quot;oxygen&quot; and &quot;eternity&quot;.
A Case Study Review on Social-Emotional Problems Affecting Gifted and Talented Students
Author: Yildiz, Nadire Gülçin
Date: 2021-00-00
Type: Journal Articles
Subjects: Academically Gifted,Talent,Gifted Education,Acceleration (Education),Intervention,Program Effectiveness,School Counseling,Elementary School Students,Grade 6,Preadolescents,Personality Traits,Crying,Social Development,Emotional Development,Emotional Problems

In recent times, studies focusing on the issue of gifted and talented students in Turkey have gained much traction. However, so far, these appear to have been limited in terms of the intervention strategies they offer. The question of how to respond to the social and emotional issues of gifted and talented students remains an issue, which is a source of debate, based on the experiences on the field and the directions offered by the latest studies. While giftedness is associated with positive thoughts and beliefs, these come a number of challenges that require closer examination. Consequently, the aim of this case study is to discuss the social-emotional issues experienced gifted and talented children, with regards to effective intervention programs which are often overlooked and not thoroughly examined. Determining the type of acceleration practice could be a very subjective decision and possible risk and resources should be analyzed in order to determine what is best for the child's needs. As outlined by this case study, the proper identification of intervention strategies should respond to the problems experienced by students in the social and emotional realm. The review concludes with recommendations that could help school counselors, families and educators in assisting gifted and talented students, based on existing relevant literature.
A Critique on Discourse of Language Tests
Author: Karatas, Tuçe Öztürk
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Tests,Standardized Tests,High Stakes Tests,Test Use,Discourse Analysis,Test Construction,Criticism,Power Structure,Language Usage

In the 21st century, with the rise of the popularity of standardized or large-scale tests, their high-stakes have started to be apparent. High-stake tests are not new, but in most cases, their current use as social practice tends to shape individuals' futures. Currently the new trend for their quality discussion aims to critically evaluate tests through the focus on their functions, use and power in their testing discourse, whereas traditionally what was included in this discussion was only their psychometric features. Regarding those tests as social practices, examining the functions, consequences and use of tests in their own discourses is at the heart of this new perspective. Driven by the tenet of such a critical perspective, this study aims to first provide a better understanding of 'discourse of test', and then describe the social dimensions comprising discourse of language tests. Finally, this study concludes with some suggestions for adapting a critical perspective to improve the discourse of tests and enhance their quality.
Unpacking the Relation between Spatial Abilities and Creativity in Geometry
Author: Gridos, Panagiotis
Date: 2021-00-00
Type: Journal Articles
Subjects: Spatial Ability,Creativity,Geometry,Problem Solving,Visualization,Mathematics Skills,Creative Thinking,Grade 9,Correlation

This study aims to examine the relation between spatial ability and creativity in Geometry. Data was collected from 94 ninth graders. Three spatial abilities were investigated: spatial visualization, spatial relations and closure flexibility. As for students' creativity, it was examined through a multiple solution problem in Geometry focusing on three components of creativity: fluency, flexibility, and originality. The results revealed that spatial visualization predicted flexibility and originality while closure flexibility predicted all creativity components. Additionally, it was deduced that auxiliary constructions played an essential role in the problem-solution process. Finally, further study opportunities for the teaching and learning of Geometry are discussed.
Philanthropic Support for a Research-Practice Partnership
Author: Jones, Jacqueline
Date: 2021-00-00
Type: Journal Articles
Subjects: Philanthropic Foundations,Private Financial Support,Educational Finance,Educational Research,Partnerships in Education,Preschool Education,Program Implementation,Preschool Teachers,Success

Funders are primarily concerned with the impact of the work they support. Yet traditional research activities may take years to be complete, and it may take even longer to determine whether the research had any impact on policy or practice. In a place-based research-practice partnership, collaborative construction of research questions ensures that the work is relevant, and rapid response research models mean that policy makers and practitioners begin to get answers to their questions--and funders begin to see the impact of their investment--much sooner. In this way, research-practice partnerships provide context-relevant data that can lead to quick policy changes, making them rewarding investments for funders. In this article, Jacqueline Jones discusses how and why the Foundation for Child Development decided to invest in such a partnership, the New York City Early Childhood Research Network, as the city was building its universal prekindergarten program. She also explains why the foundation chose the type of partnership known as a &quot;research alliance&quot;--a long-term, mutually beneficial collaboration that promotes the production and use of rigorous research about problems of practice
Next Generation Mobile Learning: Leveraging Message Design Considerations for Learning and Accessibility
Author: Ofori, Eunice
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Curriculum Design,Accessibility (for Disabled),Instructional Design,Evidence Based Practice,Guidelines

Access to mobile learning (mLearning) opportunities has become widespread and continues to proliferate as a means of educational continuity during the COVID-19 pandemic. Due to such proliferation, guidance is needed to inform the design of mobile learning content from both learning and accessibility perspectives. Though evidence-based recommendations for mobile learning message design do not currently exist, prior research in multimedia learning and instructional design-related areas may be used to support the planning and production of such educational programming. Design efforts for mLearning would also benefit from the incorporation of strategies to enhance the accessibility of mLearning for learners with differing needs. Taking evidence-based practices from instructional design and universal design for learning could inform the future development of mLearning toward more effective learning experiences for all learners. Employing a design and development methodology, this study focused on the creation of evidence-based guidelines for mLearning content design, informed by prior research on instructional message design combined with recognized universal design principles for media-based learning. The study resulted in a set of considerations to guide the message design of accessible and effective mLearning experiences. The resulting guidelines underwent validation by expert reviewers representing the areas of instructional design, message design, universal design, and mLearning. Their feedback informed the final version of the guidelines produced as the outcome of this study, research-based considerations which can be practically applied by those responsible for the creation of mLearning instruction.
Teaching during a Pandemic: Elementary Candidates&apos; Experiences with Engagement in Distance Education
Author: Smith, Monica Gonzalez
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Elementary School Students,Learner Engagement,Field Experience Programs,Distance Education,Emergency Programs,Electronic Learning,Technology Integration,Videoconferencing,Observation,Cooperating Teachers,Teacher Supervision,Mentors,Questioning Techniques,Feedback (Response),Formative Evaluation,Interaction,COVID-19,Pandemics

The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.
Home-School Partnerships and Outcome Measures
Author: Turner, Kelly
Date: 2020-00-00
Type: Journal Articles
Subjects: Family School Relationship,Partnerships in Education,Intervention,Academic Achievement,Parent Attitudes,Equal Education,Administrator Attitudes,Validity,Pacific Islanders,Ethnic Groups,Foreign Countries,Cultural Awareness,Culturally Relevant Education,Barriers,Power Structure,Parent Teacher Cooperation,Teacher Attitudes,Resource Teachers

The concept of home-school partnerships is widely accepted as being important for student success. How this concept can be quantified in a more equitable and valid way, specifically through the lens of the Resource Teachers of Learning and Behaviour (RTLB), is the focus of this inquiry. RTLB and parent surveys, plus a questionnaire answered by the Ministry of Education (MOE), found the current measuring practices lacking in validity and equity. It is suggested that, rather than a single outcome measure being the focus for the Ministry of Education to gauge the impact of an RTLB intervention on the home-school partnership, an intervention to strengthen this relationship between home and school would be more equitable and robust. It also concludes that national consistency of practice, a shared understanding of what indicators could be present in a powerful partnership, and the intended use of the data, would benefit the validity of the outcome data.
The Importance of Conscientisation: Learning about Privilege from the Voices of Maori Students
Author: Stubbings, Mary
Date: 2020-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Indigenous Knowledge,Pacific Islanders,Foreign Countries,Land Settlement,Racial Bias,Racial Discrimination,Consciousness Raising,Student Experience,Cultural Differences,Culturally Relevant Education,Student Attitudes,Barriers,Ethnic Stereotypes,Teacher Role

This paper provides an autoethnographic view of the influences that have changed my perceptions and helped me to make better sense of the world that I live in, and my place in it. It is a story of personal, ongoing critical reflection. A story of unlearning and conscientisation that changed how I came to understand myself, my teaching practice and Aotearoa as a bi-cultural nation.
Implementing Evidence-Based Practice: A Visual and Video-Modelling Case Study
Author: McCabe, Alice
Date: 2020-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Video Technology,Modeling (Psychology),Autism,Pervasive Developmental Disorders,Culturally Relevant Education,Intervention

This paper examines the multi-component use of visual supports, namely visual schedules and video modelling, to achieve the vocational goal of making a sandwich independently for a 16-year old girl with autism. This practice approach was informed by both the three step process from the National Professional Development Centre (The NPDC Model, n.d.) as well as from a Kaupapa Maori culturally-responsive perspective - He Ritenga Whaimo hio (Macfarlane &amp; Macfarlane, 2013). Relevant research (tika) and underpinning theories of autism were considered, family voice and priorities collected (aroha), and a teaching plan developed, implemented and evaluated (pono) to achieve the long-term goal of increasing a young woman's independence. The intervention was led by the author of this paper supporting the Special School classroom teacher, teacher-aides, parents and the student directly. The successes and challenges of this intervention were monitored and will be critically discussed in this practice paper.
Investigating Turkish EFL Learners&apos; Time Management Skills in Relation to Some Learner Variables
Author: Hismanoglu, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Time Management,Planning,Correlation,Student Characteristics,Undergraduate Students,Late Adolescents,Skill Development,Gender Differences,Public Colleges,Student Attitudes,Foreign Countries

This study aimed to investigate the correlation between Turkish EFL learners' time management skills and some learner variables. To achieve this aim, 73 students studying the English Language and Literature program at the Arts and Science Faculty of a state university located in the west part of Turkey took part in the study. The time management questionnaire (TMQ) developed by Britton and Tesser (1991) and adapted to Turkish context by Alay and Koçak (2002) was utilized in this study by the researchers. The findings of the research showed that the participants had a moderate level of time management skills in terms of time planning, time attitudes, and time-wasters. The results of the study showed that there is no significant relationship (a) between age and Turkish EFL learners' time management skills and (b) between academic achievement and Turkish EFL learners' time management skills. However, a significant relationship was seen between gender and Turkish EFL learners' time management skills concerning the time attitudes subscale. Finally, a significant relationship was detected between the year of study and Turkish EFL learners' time management skills with respect to the time-wasters subscale.
Scaling Early Childhood Evidence-Based Interventions through RPPs
Author: Brotman, Laurie
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Education,Kindergarten,Partnerships in Education,Equal Education,Parent Participation,Educational Strategies,Intervention,Culturally Relevant Education,Economically Disadvantaged

In 2014, New York City launched its Pre-K for All program, which rapidly tripled the number of children in free, full-day prekindergarten. Two years later, the city rolled out ThriveNYC, a citywide mental health initiative with a focus on early childhood. By this time, a team from New York University's medical school had partnered for nearly two decades with the city's Division of Early Childhood Education, during which time they developed, tested, and refined ParentCorps, an intervention aimed at supporting the parents and teachers of prekindergarten children. They were thus well positioned to take on the citywide scale-up of their proven intervention. Nonetheless, the partnership was challenged by the scope of the scale-up and by the need to modify the intervention, which had been developed and tested in schools, for use in the community-based organizations that house many of the city's prekindergarten programs. In this article, Laurie Brotman and colleagues describe how their long-established partnership principles--for example, ParentCorps's commitments to racial equity, centering parents' voices, and continuous learning-- helped guide their actions, their strategy development, and ultimately their plan for scaling ParentCorps locally and nationally.
Investigation of Pre-Service Mathematics Teachers&apos; Creative Thinking Tendencies
Author: Erdogan, Fatma
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Student Characteristics,Gender Differences,Academic Achievement,Creative Thinking,Thinking Skills,Mathematics Skills,Mathematics Education,Elementary Education,Correlation,Public Colleges,Foreign Countries

Creative thinking has played a critical role in a number of fields such as science, technology, economy, and education. Given the necessity of creative thinking in mathematics teaching, it can be argued that teachers are responsible for transforming their students into creative thinkers. In this context, the present study aims to determine pre-service mathematics teachers' levels of critical thinking tendency and the main as well as interaction effects of demographic variables (i.e., gender, year, and academic achievement) on critical thinking tendency. The study makes use of the survey and causal-comparative designs. The study included 130 pre-service elementary mathematics teachers and used &quot;The Marmara Creative Thinking Tendencies Scale&quot; developed by Özgenel and Çetin (2017) as the data collection tool. Descriptive and two-way analysis of variance were used. The study reported high creative tendency levels of pre-service teacher. Another outcome of the study shows that the variables of gender, year, and academic achievement did not have significant main effect on creative tendency levels of pre-service teachers. Besides, the interaction effect of gender-year and gender-academic achievement on the creative thinking tendency levels of pre-service teachers are not statistically significant. Based on the findings, recommendations for future research and educational implications are presented.