ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of POW + C-SPACE Strategy on Story Writing Skills of Turkish Students with Specific Learning Disabilities
Author: Ögulmus, Kürsat
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Students with Disabilities,Writing Skills,Skill Development,Program Effectiveness,Middle School Students,Self Management,Student Attitudes,Foreign Countries,Writing Strategies,Writing Instruction

Since specific learning disabilities (SLD) are widely observed among students with special needs, it is considered in the high-incidence disabilities category of special education. Students with SLD experience academic problems in reading, writing and mathematics, and difficulty in written expression is among their prominent characteristics. The aim of this study is to determine the effect of the Pick my idea-Organize my notes-Write and say more + Characters-Setting-Purpose-Action-Conclusion-Emotions (POW + C-SPACE) strategy developed on the basis of self-regulated strategy development (SRSD) on story writing skills of students with SLD in Turkey. In this quantitatively designed study, pretest-posttest experimental design with control group was used, and the participants consisted of 23 students with SLD at middle school level. The results indicated that the change between pretest and posttest story writing skills scores of participants in the experimental group was statistically significant compared to the change in the scores of participants in the control group. In addition, the change between pretest and posttest self-regulation scores and attitude for writing scores were statistically significant compared to the difference in the scores of students in the control group. Findings manifested that the POW + C-SPACE strategy had positive impact on the story writing skills of the students with SLD in Turkey. Teachers of students with SLD need to be trained on POW + C-SPACE strategy and future research is needed with different samples of students with SLD and teachers by using various research methods.
Professional Development and ICT: English Language Teachers&apos; Voices
Author: Kohnke, Lucas
Date: 2021-06-00
Type: Journal Articles
Subjects: Faculty Development,Professional Continuing Education,College Faculty,Language Teachers,English (Second Language),Teacher Attitudes,Value Judgment,Program Effectiveness,Teacher Collaboration,Sharing Behavior,Informal Education,Technological Literacy,Technology Integration,Foreign Countries

While technology use is becoming increasingly common in education, teachers remain reluctant to use technology and hesitant on how best to incorporate it into their teaching and practice. There is a strong demand from institutions for English language teachers to cope with the changing landscape of teaching in the twenty-first century. This explorative study investigated Hong Kong tertiary teachers' beliefs on continuing professional development activities to enhance their teaching. The study had a two-phase research design, with an initial questionnaire (N = 58) followed by semi-structured interviews (N = 12) to unpack the participants' hidden voices. The findings illustrated that most teachers are enthusiastic about professional development activities, though there is a misalignment between what universities value and reward and what teachers see as most beneficial for enhancing their teaching practices. The results suggested that professional development activities should focus on sharing good teaching practices (e.g., informal chats, mentoring) within universities rather than rewarding attending conferences and nonintegrated workshops.
Trends of Articles on Technology-Assisted Turkish Education
Author: Sahin, Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Teaching Methods,Educational Research,Journal Articles,Research Methodology,Citations (References),Intellectual Disciplines,Trend Analysis,Periodicals,Authors

The aim of this research is to determine the tendencies of the articles published on the use of technology in Turkish education from different aspects such as subject fields, methods, data collection tools used in research, data analysis methods, sampling features. The scope of the research consists of articles indexed by Google Scholar in the field of technology-assisted Turkish education between 2000 and 2018. In the study, all articles were reviewed by using &quot;Turkish Education Publication Classification Form (TEYSF)&quot; and descriptive analysis was applied for these studies. According to the research findings in which 100 articles were reviewed, it was determined that there were deficiencies in the method parts of the studies. It has been determined that the researchers prefer using 21 to 30 references per article. Also, the journal of Turkish Studies has been found to publish the most articles in the field of technology-assisted Turkish education. However, it has also been determined that the research questions are not explicitly stated in the articles. It was determined that studies with 1 or 2 authors were performed at a rate of 81% in article studies, however, 79% of the articles were published between 2013 and 2018, and that, when the fields of Turkish education of articles were analyzed, most studies were made in the field of teaching Turkish as a foreign language. While making data analysis of the research, it was concluded that the frequency/percentage/Figure, SPSS, t-test were mostly preferred for the quantitative part, and descriptive analysis for the qualitative part. As a result, articles written in the field of technology assisted Turkish education are discussed in many dimensions and suggestions for researchers are given based on the study.
Children&apos;s Out-of-School Learning in Digital Gaming Communities
Author: Wernholm, Marina
Date: 2021-00-00
Type: Journal Articles
Subjects: Informal Education,Computer Games,Females,Video Technology,Recall (Psychology),Learning Theories,Socialization,Self Concept,Guidelines,Learning Experience,Educational Experience,Situated Learning,Communities of Practice,Children,Adolescents,Foreign Countries

The aim of this study is to investigate children's out-of-school learning in digital gaming communities. This was achieved by exploring girls' participation in Minecraft communities. Data were generated through interviews, video-recorded play sessions and video-stimulated recall. Multimodal interactional analysis was applied in order to analyze children's mediated actions. The components of Wenger's Social Theory of Learning were used as a basis when exploring learning in children's out-of-school digital gaming communities. Five significant themes of what characterizes learning in digital gaming communities were identified: learning through experiencing, learning through belonging, learning through performing, learning through struggling and learning through enacting participatory identities. The main findings are presented in a tentative conceptual framework that can support teachers, school leaders and policymakers who are interested in connecting children's out-of-school learning experiences with their learning in school.
Yunus Emre Institute Students&apos; Views on the Distance Turkish Learning Portal
Author: Basar, Umut
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Second Language Instruction,Distance Education,Educational Technology,Technology Uses in Education,Student Attitudes,Teaching Methods,Barriers,Web Based Instruction,Access to Education,Adult Students,Program Effectiveness

Only a few applications to teach Turkish as a foreign language through remote or distance learning platforms have been developed in recent years in Turkey. Distance Turkish Learning Portal (DTLP), developed by Yunus Emre Institute to teach Turkish remotely, is one of these applications. An unexpected interest in this practice was observed after the outbreak of the Covid-19 pandemic. However, the portal is still in the trial phase. For this reason, although user feedback is vital in order to improve the portal, no academic research on this issue has been conducted yet. In this context, the researcher aims to evaluate the Distance Turkish Learning Portal as regards students' opinions. For this purpose, a qualitative research model, which is frequently used in educational sciences, was used to collect data, and a subsequent case study was carried out for an in-depth evaluation of their beliefs. The methods were employed to effectively and reliably collect data on learners' beliefs on the issue in question. Data was collected through a Google form that was shared with the participants. As a result of the research, it is understood that the participants enjoyed using the portal in that, firstly, it is free; secondly, it provides the opportunity to get to know Turkish culture, and finally, it also supports autonomous and self-learning. On the other hand, the technical infrastructure of the portal is insufficient, and there is no instructional or tutorial support, lack of interactive speaking features, besides the number of videos have been found to be inadequate by the users. At the end of the study, based on the findings, some suggestions were offered by the researchers to improve the Distance Turkish Learning Portal.
Identifying Youths&apos; Spheres of Influence through Participatory Design
Author: Coenraad, Merijke
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Diversity,Culturally Relevant Education,Student Interests,Curriculum Development,Instructional Design,Computer Science Education,Cooperative Planning,Student Participation,Teacher Participation,Parent Participation,Administrator Role,Preadolescents,Influences,Environmental Influences,Family Influence,Identification (Psychology),Peer Influence,Leisure Time,Mass Media Effects

When designing learning environments and curricula for diverse populations, it is beneficial to connect with learners' cultural knowledge, and the related interests, they bring to the learning context. To aid in the design and development of a computing curriculum and identify these areas of personal and cultural connection, we conducted a series of participatory design sessions. The goal of these sessions was to collect ideas around ways to make the instructional materials reflect the interests and voices of the learners. In this paper, we examine how the use of participatory design techniques can advance our understanding of the domains influencing today's youth. Specifically, we examine the ideas generated by youth during these sessions as a means to understand what influences them and their ideas of cultural relevancy. In this work, we identify the resources children draw on across design activities and organize them to extend the &quot;Spheres of Influence&quot; framework (L. Archer et al., 2014). We identify seven spheres to attend to when designing for learning: Home and Family, School and Work, Hobbies and Leisure, Media, Interests, Peers, and Identity.
Lessons from the Training and Support of Teachers in the Development of Digital Skills: A Case Study of @prende 2.0
Author: Franzoni Velázquez, Ana Lidia
Date: 2020-06-00
Type: Journal Articles
Subjects: Teacher Education,Professional Development,Skill Development,Technological Literacy,Pedagogical Content Knowledge,Knowledge Level,Program Effectiveness,Federal Programs,Best Practices,Handheld Devices,Technology Integration,Public Schools,Grade 5,Grade 6,Foreign Countries

Since 1997, Mexico - like many Latin American countries - has seen significant public and private investment aimed at incorporating information technology in the classroom. In-class information technology holds the great promise of revolutionizing the teaching-learning process. The reality is different, often showing negligible impact from such efforts. One common criticism has been the failure to properly train and support teachers before rolling out technology for use in their classrooms. This article looks at a recent effort of the Mexican government to address the issue of teacher training and support. @prende 2.0 was a program of the Mexican federal government that involved 2,700 digital trainers who trained more than 63,000 teachers in the use of technological equipment that they would be provided. Analyzing administration information and hard data from @prende, this article analyzes the program's successes and challenges to fashion a series of recommendations regarding similar training and support efforts.
The &apos;Obvious&apos; Stuff: Exploring the Mundane Realities of Students&apos; Digital Technology Use in School
Author: Selwyn, Neil
Date: 2020-06-00
Type: Journal Articles
Subjects: Technology Uses in Education,Technology Integration,High School Students,Foreign Countries,Student Experience,Student Attitudes

This paper explores the ways in which students perceive digital technology as being helpful and/or useful to their schooling. Drawing upon survey data from students (n=1174) across three Australian high schools, the paper highlights seventeen distinct digital 'benefits' in domains such as information seeking, writing and composition, accessing prescribed work, scheduling and managing study tasks. While these data confirm the centrality of such technologies to students' experiences of school, they also suggest that digital technology is not substantially changing or 'transforming' the nature of schools and schooling per se. Instead, students were most likely to associate digital technologies with managing the logistics of individual study and engaging with school work in distinctly teacher-led linear and passive ways. As such, it is concluded that educationalists need to temper enthusiasms for what &quot;might&quot; be achieved through digital technologies, and instead develop better understandings of the realities of students' instrumentally-driven uses of digital technology.
Learning in the Openness: The Lost Way of the MOOC
Author: Chiappe, Andrés
Date: 2020-12-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Technology Uses in Education,Teaching Methods,Open Educational Resources,Educational History,Networks,Lifelong Learning,Research Methodology,Large Group Instruction

At the end of the 2000's, MOOCs broke into the educational field with the promise of learning with features more suited to the demands of our times. Their connectivist genesis provided a provocative expectation regarding the potential of collaboration, sharing, reuse, and free access, as factors of a possible transformation of the current educational system, which has been characterized by being rigid and reluctant to change. Given the relevance and growing participation of MOOC in education, there is a strong interest in understanding both their functioning and structure so that they can be considered as relevant educational options for a networked society. In this sense, a multi-method, exploratory and mixed study was conducted on 225 MOOCs based on the four categories that make up their denomination: Massive, Open, Online and Course. The study was developed through three stages: enlistment, fieldwork and report. The results of the study show that the contributions of MOOCs as generators of shared and collaborative learning experiences as proposed in their origins are not reflected in the reality of their current offering.
Examining Completer and Employer Satisfaction in Advanced-Level Programs
Author: Riegel, Caitlin
Date: 2021-00-00
Type: Journal Articles
Subjects: Advanced Courses,Employer Attitudes,Satisfaction,Liberal Arts,Universities,Program Evaluation,Small Colleges,Teacher Education Programs,Accreditation (Institutions),College Graduates,Student Attitudes,Education Work Relationship

Advanced-level education programs are held to rigorous accreditation standards that often require evidence of satisfaction from both program completers and their employers. The purpose of this study was to develop a pragmatic method of collecting this evidence for smaller liberal arts institutions. A convergent parallel mixed methods data collection approach was designed to simultaneously gather qualitative and quantitative data. This data collection method was piloted with eight alumni from an advanced-level literacy program at a small private liberal arts university in the American Northeast. Evidence of program completer satisfaction included analysis of self-reported data regarding perceptions of preparation relevant to current job responsibilities and program goals. Evidence of employer satisfaction included analysis of employment milestones and employer evaluations and/or observations. This study provides a model for future research intended on identifying practical ways of collecting evidence toward demonstrating overall satisfaction of program completers and/or their employers for smaller liberal arts institutions.
Including K-12 Students with Disabilities in STEM Education and Planning for Inclusion
Author: Klimaitis, Cindy C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Students with Disabilities,STEM Education,Planning,Inclusion,Teacher Attitudes,Teaching Methods,Public Schools,Barriers,Access to Education,Student Participation,Student Needs,Teacher Competencies,Faculty Development

This study addresses the knowledge gap on instructional practices that enable K-12 students with disabilities (SWD) to access STEM environments and develop 21st-century skills. A related purpose is to examine teachers' planning for inclusion in elementary, middle, and high schools. STEM curriculum integrates two or more of the disciplines for approaching real-world problems. STEM lessons facilitate opportunities for students with special needs to develop their competencies and prepare for college and careers in a global economy. The primary question guiding this qualitative study was, What are teachers' perceptions of instructional practices for STEM lessons for SWD in a suburban Virginia school division? Interviewees were 13 teachers from 12 US public schools. Drawing upon school practitioner responses, key instructional practices involving STEM lessons for SWD are reported. Access and barriers to STEM learning for SWD are also described, in addition to the PD considered desirable by participating teachers and opportunities for collaborating on STEM lessons. It was found that seven practices across the school levels enabled SWD to access STEM lessons. Three barriers for SWD's participation in STEM projects were also identified. The need for PD targeting teacher collaboration and student disability knowledge was another outcome. The information gained should increase awareness of effective instructional practices for supporting SWD in STEM education and planning for inclusion.
The Influence of Active Learning Provided by Distance Education on Academic Achievement, Self-Efficacy and Attitudes in Art Education
Author: Dilmaç, Sehran
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Distance Education,Academic Achievement,Self Efficacy,Student Attitudes,Art Education,Undergraduate Students,Foreign Countries,COVID-19,Pandemics,Instructional Effectiveness

This research was carried out to examine the effects of active learning methods, which take the information away from memorization and make it applicable in daily life, on the achievement, attitude and self-efficacy of the 'Contemporary Art Practices' course taken by the undergraduate students. In the study, single group pretest-posttest experimental design, which is one of the quantitative research approaches, was used. The research was carried out on 15 students studying at the 1st and 2nd Grades of Izmir Katip Çelebi University in the fall semester of 2019-2020 in Turkey on the pandemic process. Contemporary Art Practices course was conducted by using active learning methods 'brainstorming, demonstration, speech ring, story creation and Phillps 66'. In this study, 'Contemporary Art Practices Course Achievement Test', 'Attitude Scale' and 'Self-Efficacy Scale' developed by the researcher were used as data collection tools. In the study, it was examined whether the data obtained had a normal distribution. For this, Shapiro-Wilk test was used. Relationship sample t-test was used to compare the data obtained before and after active learning activities. Analyzes were made using statistical program. The results of the research are that active learning methods have a significant effect on the achievements, attitudes and self-efficacy of the 'Contemporary Art Practices' course that the undergraduate students take via distance education.
Analysis of Manager and Teacher Opinions on the Management of School Risks in the Framework of the Internal Control Risk Management Model
Author: Ak, Ömer Faruk
Date: 2021-00-00
Type: Journal Articles
Subjects: Risk Management,Administrator Attitudes,Teacher Attitudes,High School Teachers,High Schools,Foreign Countries,Planning,Public Schools,Discipline,Student Behavior

In order for the educational processes in schools to be carried out as designed, all internal and external elements of the school should be in harmony and cooperation. In order to achieve this harmony, it is necessary to determine the situation of the school correctly and to manage the risks defined as uncertainty and opportunities for the future. The most important condition for making the right interventions are against risks are to develop measures by taking advantage of the experiences of people who are exposed to risks and who are most affected by these risks. In this way, the effectiveness and efficiency of the school can be increased. In this study conducted in this context, the opinions of school administrators and teachers on the measures that can be taken for risks that are considered to be of high importance in schools were examined. The study groups of the study consist of school administrators and teachers working in public high schools affiliated to the Ministry of National Education in Nigde city center. According to the results of the research carried out in qualitative design, regular inspections and risk analyzes of schools are among the measures that can be taken against risks with high scores, that the administrators appointed on the basis of merit are open to communication, fair, competent and impartial, and school staff create a corporate culture based on love, respect and mutual trust and the recommendations to respect disciplinary rules come to the fore.