ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of Meaning in Life, Forgiveness Flexibility, Cognitive Flexibility, and Psychological Symptoms in Individuals Doing Sports and Not Doing Sports in Terms of Various Variables
Author: Kara, Nuriye Seyma
Date: 2021-02-00
Type: Journal Articles
Subjects: Life Satisfaction,Psychological Patterns,Cognitive Processes,Symptoms (Individual Disorders),Athletes,College Students,Foreign Countries,Scores,Anxiety Disorders,Interpersonal Relationship,Depression (Psychology),Fear,Psychosis

The aim of this study is to examine the meaning of life, forgiveness flexibility, cognitive flexibility and psychological symptoms in individuals who do sports and those who do not. The research was carried out using the &quot;relational scanning model&quot;. The universe of the study was formed by the students studying at Sakarya Applied Sciences University Faculty of Sport Sciences and Sakarya University. The sample consists of 686 students, 306 females and 380 males, selected by simple random method from this population. The data collected in the study were analyzed using descriptive statistics, independent groups t-test, one-way analysis of variance and Pearson correlation analysis. As a result of the research, it was found that the total score of psychological symptoms differed significantly in the faculties of education according to the state of doing sports and the sports year. On the other hand, no significant difference was found in the sub-dimensions of flexibility for forgiveness and meaning of life. Finally, it was concluded that cognitive flexibility scores differ significantly in the faculties of education according to the state of doing sports and the sports year.
Teacher Candidates&apos; Experiences with the Flipped Classroom Model: A Phenomenological Approach
Author: Aslan, Serkan
Date: 2020-12-00
Type: Journal Articles
Subjects: Flipped Classroom,Teaching Methods,Elementary School Teachers,Preservice Teachers,Student Attitudes,Foreign Countries,Constructivism (Learning),Learning Processes,Technology Integration,Teaching Experience,Phenomenology,Content Analysis,Universities,Teacher Education Programs

Today, technology integration has become an important issue in the teaching-learning environment. Developed countries integrate technology into schools from pre-school education to higher education, adopting a student-centred approach in their curriculums. Turkey has embraced a constructivist approach to its curriculum since the academic year 2005, in which studies of the teaching-learning environment ushered in the integration of new technology. Despite this, few studies have been conducted on technology integration in higher education. One approach to this research explores the integration of technology in Turkey into the flipped classroom model by the higher education institution, a subject upon which there has not been a sufficient amount of qualitative research. For this reason, in this study, the opinions of elementary teacher candidates regarding their experiences with the flipped classroom model were examined. The research was designed according to phenomenological research design, one of the foremost qualitative research patterns. The participants of the research are teacher candidates studying at Süleyman Demirel University as classroom teachers. The research sample was determined according to the criterion sampling method. An opinion questionnaire about the flipped classroom was used as a data collection tool in the research. Content analysis, a qualitative analysis method, was used to analyse the data. From the research, it was concluded that teacher candidates have experience with the flipped classroom model, believe this model provides many contributions to them and have encountered various problems with the model, for which they have suggestions on how these can be fixed.
The Adaptation of Professional Learning Activities Scale to Turkish: The Validity and Reliability Study
Author: Polatcan, Mahmut
Date: 2020-12-00
Type: Journal Articles
Subjects: Faculty Development,Learning Activities,Test Construction,Test Validity,Test Reliability,Turkish,Factor Analysis,Elementary School Teachers,Secondary School Teachers

The purpose of this study is to adapt the Professional Learning Activities Scale (PLAS) developed by Geijsel, Sleegers, Stoel, and Krüger (2009) into Turkish through conducting the relevant validity and reliability analyses. This study followed the pathway recommended by Hambleton and Patsula (1999) for the adaptation process. The data we used came from a total of 256 teachers working in 16 pre-schools, primary and secondary schools located in the Karabuk and Istanbul provinces of Turkey. We performed Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) to test the construct validity of the Turkish-adapted form of the scale. In addition, Cronbach's Alpha coefficient was calculated for the reliability of the scale. The results of the study demonstrated that The Turkish Form of PLA is a reliable and valid instrument to evaluate the extent to which teachers are engaged in professional learning activities.
Preschool Teachers&apos; Promotion of Self-Regulated Learning in the Classroom and Role of Contextual and Teacher-Level Factors
Author: Saraç, Seda
Date: 2020-12-00
Type: Journal Articles
Subjects: Self Management,Metacognition,Skill Development,Preschool Children,Preschool Teachers,Beginning Teachers,Experienced Teachers,Context Effect,Class Size,Classroom Techniques,Age Differences,Self Efficacy,Time on Task,Predictor Variables,Teacher Role,Foreign Countries

Throughout preschool years, young children achieve important gains in terms of self-regulated learning (SRL) development. Recent research highlights the importance of the role preschool teachers in promoting SRL skills. However, several factors affect teachers' level of support in the classroom. The aim of this study was to investigate the frequency of preschool teachers' practices to promote SRL. Also, contextual (class size and children's age) and teacher-level (year of experience and teaching self-efficacy) factors affecting their practices were investigated. The study sample consisted of 210 Turkish preschool teachers. Data were obtained via self-report measures. The participants reported that they frequently implement practices that support self-regulated learning. However, they allocated the least time on children's retrospective task reflections. Novice teachers reported more frequent SRL promotion than experienced teachers. The amount of SRL practices was affected by the class size. Teachers with more than 15 children reported less frequent SRL promotion. Also, more SRL promotion reported by teachers of older children (61-72 month olds) compared to younger children (48-60 month olds). Teacher self-efficacy was a strong predictor of teachers' SRL promotion.
School Students&apos; Depictions of Mathematics Teaching and Learning Practices
Author: Hatisaru, Vesife
Date: 2020-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Middle School Students,Foreign Countries,Mathematics Achievement,Mathematics Activities,Freehand Drawing,Student Attitudes,Learning Strategies

The current study examined pictorial and written descriptions of mathematics teaching and learning among a cohort of 120 students (aged 11 to 14 years) in three different lower secondary schools in Ankara, Turkey. A classroom environment with students working in groups or pairs and engaging in open-ended questions or tasks was unavailable. The students viewed teaching of mathematics only as instruction and practicing, and that learning occurs when students sit at desks and passively listen to the teacher who stands in front of the class and explains and demonstrates the subject and/or solves routine questions. Implications for policy makers include the need to determine the contributors to students' current perceptions of mathematics teaching and learning experiences. Building positive perceptions relating to mathematics and mathematics learning experiences in students is a prerequisite to enabling students to develop mathematical proficiency.
Shared Reading Implementation during the Literacy Period of a Child with Hearing Loss
Author: Karasu, H. Pelin
Date: 2020-12-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Strategies,Grade 1,Hearing Impairments,Literacy Education,Foreign Countries,Special Schools,Reading Aloud to Others,Questioning Techniques,Writing (Composition)

Shared reading, which enables children to acquire new experiences in the field of language, is one of several fundamental instructional practices that facilitate the development of literacy skills in children from an early age. This descriptive and holistic case study aims to investigate the shared reading practices carried out in the Primary 1st Grade literacy studies. The subject of the study is a child with hearing loss who receives auditory-oral education. The data in this study have been collected through the syllabus, classroom observations, documents, the records of the validity and reliability committee, process products and the researcher's log. In the analysis of the data, the educational program and the process products have been examined, observation sessions of shared reading practices have been documented, and prominent findings have been identified. It could be safely claimed, per the findings of this study, that the features of the storybook, the literacy strategies applied during shared reading practices, and the follow-up activities contribute significantly to the benefits of shared reading practices.
Preparing Learning Community Peer Mentors to Support Students&apos; Transitions
Author: Benjamin, Mimi
Date: 2020-00-00
Type: Journal Articles
Subjects: Communities of Practice,Peer Relationship,Mentors,Student Adjustment,Transitional Programs,College Freshmen,Late Adolescents,Females,Majors (Students),College Science,Research Universities,Student Behavior,Disability Identification,Behavior Disorders,Observation,Training

Peer mentors in learning communities for first-year students aid new students in their transition to college. However, little is known about how these peer mentors address concerning student behaviors, particularly those that may suggest a psychiatric/psychological disability. This research addressed the issue by asking peer mentors how they were trained and how they attended to concerning behaviors in their learning community groups. Findings from this qualitative study, based on individual interviews with 11 peer mentors in one learning community, centered around the impact of peer mentor training on the mentors, their role in observing and addressing behaviors, and their observations about the ways learning community students responded to peers demonstrating concerning behaviors. Recommendations for the use and training of peer mentors are identified.
Schools and Emergency Remote Education during the COVID-19 Pandemic: A Living Rapid Systematic Review
Author: Bond, Melissa
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,School Closing,COVID-19,Pandemics,Literature Reviews,Faculty Development,Elementary Secondary Education,Educational Change,Foreign Countries,Learner Engagement,Educational Technology,Electronic Learning,Educational Research,Bibliometrics,Research Methodology,Technology Uses in Education,Teacher Influence,Family Influence,Educational Environment,Peer Influence

The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research was conducted in Europe and Asia, predominantly focused on teachers, with more studies undertaken in high schools. Online surveys were the most used method, although future research must include all study design information. Recommendations from the literature include providing further funding for professional development and equipment, prioritising equity, designing collaborative activities, and using a combination of synchronous and asynchronous technology. Gaps in the literature are highlighted and practical tips for teachers are provided.
In Search of Leadership: Practical Perspectives on Leading Distance Education Organisations
Author: Olcott, Don, Jr.
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership,Distance Education,Barriers,Case Studies,Educational Change,Leadership Qualities,Leadership Responsibility,Leadership Effectiveness,COVID-19,Pandemics

A major leader shift is needed in open and distance learning. Leaders must think differently about their approaches to leadership. This paper discussed five major leadership challenges, provided mini-cases for each challenge and targeted key strategies and lessons from these cases. They are based on actual situations; identification of the institution and leader is anonymous in all cases. Do you have the right staff around you and do they create the optimum fit? Is your vision viable for growth and agility? Are you willing to accept the leadership deal -- all successes to your followers; the leader takes responsibility for all failures? Can you change the way you think about leadership, the organisation and the world? This aligns with Maxwell's (2019) leadershift framework as well as one of Peter Senge's (1992) disciplines -- mental models. Finally, with all your talents and abilities can you operationalise your vision? Can you design, lead and implement change? More succinctly, can you go the distance and stay the course for your vision and your organisation? The author suggests that intangible value-added attributes of effective leadership may need more focus in the future. The paper concludes with a summary discussion of a few observations about leadership in open and distance learning organisations post-pandemic and future research. The author argues that leaders that display empathy, common sense, sound judgment, calm under fire, cultural agility and the capacity to lead and implement effective change can use these value-added attributes to assist in executing and leading effective organisational transformation.
Student Attitudes towards Learning Mathematics through Challenging, Problem Solving Tasks: &quot;It&apos;s so Hard--In a Good Way&quot;
Author: Russo, James
Date: 2020-12-00
Type: Journal Articles
Subjects: Student Attitudes,Mathematics Education,Problem Solving,Mathematics Activities,Foreign Countries,Elementary School Students,Age Differences,Gender Differences,Positive Attitudes,Negative Attitudes

Despite a focus on teaching mathematics through challenging, problem solving tasks, there has been limited research into student attitudes towards these learning experiences. To address this gap in the literature, we asked 52 Australian primary students who had recently experienced mathematics taught in this manner to convey their feelings about learning through problem solving. Adopting a qualitative, exploratory, research design, student participants completed a brief questionnaire, and a sub-set also contributed to follow-up focus groups. Thematic analysis of the questionnaire data revealed that three-quarters of students reported unambiguously positive attitudes towards problem solving, most others were ambivalent, and no students expressed negative attitudes. Younger students (Year 3/4) were more likely to express positive attitudes than older students (Year 5/6) and boys more likely to express positive attitudes than girls. Positive attitudes arose from students enjoying learning through problem solving, the perception that it supported their learning, and students thriving on challenge. Follow-up focus groups also reinforced the power of working collaboratively, particularly the importance of learning through discussions with peers, and opportunities to explore authentic and purposeful tasks. The findings help explain why students frequently have positive reactions to learning mathematics through problem solving.
Two Years vs. One: The Relationship between Dosage of Programming and Kindergarten Readiness
Author: Infurna, Charles J.
Date: 2020-12-00
Type: Journal Articles
Subjects: Programming,Kindergarten,School Readiness,Intervention,Urban Schools,Early Childhood Education,Multiple Regression Analysis,Racial Differences,School Schedules

This research study investigated the effects of preschool dosage on kindergarten readiness in an urban school district (n= 1,464). This study was guided by one research question: do children who attend two years of structured early childhood education programming (3-year-old and 4-year-old pre-k) demonstrate stronger academic skills than their peers who only attend one year of pre-k programming (4-year-old pre-k only)? Implementing univariate and multivariate logistic regression models, we found that children who attend two years of programming were 34% more likely to make a successful transition to kindergarten compared to their peers who only attended pre-k as 4-year-olds. Black students who attended two years experienced a greater benefit, with a 53% increased likelihood of being kindergarten-ready.
The Relationship between Motivational Constructs and Self-Regulated Learning: A Review of Literature
Author: Lim, Sook Ling
Date: 2021-03-00
Type: Journal Articles
Subjects: Motivation,Learning Strategies,Self Control,Literature Reviews,Self Efficacy,Goal Orientation,Educational Attitudes,Predictor Variables

The aim of this review was to identify the motivational constructs which were mostly associated with self-regulated learning and how these motivational constructs were related to self-regulated learning. There were 20 studies (N=8,759) met inclusion criteria for this review. In overall, the evidence of the included studies showed that motivational constructs such as self-efficacy, intrinsic goal orientation, task value, and control of learning beliefs were positively and significantly related to and in predicting self-regulated learning; test anxiety was negatively and insignificantly related to and in predicting self-regulated learning; inconsistent results were observed for extrinsic goal orientation as it could be positively or negatively related to and in predicting self-regulated learning.
The Use of Reflective Practice towards Achieving Effective English Language Teaching at Primary Schools
Author: Hashim, Siti Noor Aneeis
Date: 2021-03-00
Type: Journal Articles
Subjects: Reflective Teaching,Teaching Methods,Language Teachers,Teacher Attitudes,Second Language Learning,Second Language Instruction,English (Second Language),Learning Processes,Case Studies,Diaries,Guidelines,Educational Change,Educational Quality,Student Motivation,Correlation,Elementary School Students,Foreign Countries,Time Management,Classroom Techniques,Teacher Effectiveness

The purpose of this study was to explore the use of reflective practice by English language teachers in providing effective English language teaching in primary school classrooms. This qualitative case study involving six inservice English language teachers who were selected based on purposive sampling. The data in this study were collected using teachers' reflection logs and a series of semi-structured interviews with the English language teachers. Thematic analysis was used to identify emerging themes based on the codes gathered from the interviews and teachers' reflections logs. The results showed that the English language teachers used reflective practice while in preparing and providing effective English language teaching for the students. They reviewed what has been accomplished and identify constructive guidelines to follow to succeed in the future teaching. They have also been doing variations of changes in teaching based on reflecting on the quality of instruction, levels of instruction, using incentive to motivate the students and managing time equally in teaching and learning process to help the children in learning English language. Since there is no clear guideline for teachers who use reflective practice in their classes, this study provided some insights on the preparations and the use of reflective practice as part of their teaching and learning process.
The Value of Economic and Cultural Capital to College Readiness among Filipino Senior High School Graduates
Author: Pagulayan, Editha S.
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Capital,College Readiness,High School Graduates,Economic Factors,Equal Education,Family Income,Socioeconomic Status,Parent Background,Educational Attainment,Citizen Participation

Guided by the lens of Bourdieu, this study examined the relationship of the students' economic capital (parents' monthly income and students' weekly allowance) and cultural capital (parents' highest educational attainment and students' community involvement) to their college readiness. The study utilized a descriptive-correlational design, and data were collected from 6,626 K-12 graduates enrolled in one state-university in Cagayan Valley Region, Philippines. The results reveal that the respondents have parents who have income below the Philippine poverty threshold level and have obtained a secondary level of education. They, too, are college-unready, implying that the competencies they obtained from their basic education need further enhancement. Moreover, economic and cultural capital becomes significant resources that are valuable in explaining the college readiness of Filipino Senior High School (SHS) graduates. Those who come from families with higher economic and cultural capital tend to have higher college readiness. Remarkably, the low economic and cultural capital of the students possibly explains their lack of college readiness. As they have less economic and cultural capital, they tend to have fewer competencies to capacitate them in hurdling tertiary education. Hence, these disadvantaged students generally struggle to achieve more and to be successful in life.