ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of the Building Blocks Education Program on Turkish Preschool Children&apos;s Recognition of Geometrical Shapes
Author: Orcan Kacan, Maide
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Geometric Concepts,Recognition (Psychology),Mathematics Education,Mathematics Instruction,Early Childhood Education,Mathematics Skills

This study examined the effect of the Building Blocks mathematical education program on 4-year-old Turkish preschool children's recognition level of geometrical shapes. A pretest-posttest control group experimental design was employed. The sample group was composed of randomly selected 39 preschool children (of whom 21 were in the experimental group, and 18 in the control group). A geometric shapes recognition test was used for data collection. Results indicated meaningful differences in the mean scores of the triangle and rectangle shapes in favor of the experimental group. When the children's responses to the geometric shapes recognition test were examined in detail, it was observed that in the post-test the children in the experimental group, as compared to the ones in the control group, were more inclined to define geometrical shapes with their qualitative features rather than visual features.
The Evolution of Students&apos; Mental Models and Metaphors towards the Atomic Concept
Author: Kiriktas, Halit
Date: 2023-03-00
Type: Journal Articles
Subjects: Schemata (Cognition),Figurative Language,Foreign Countries,Student Attitudes,Scientific Concepts,Nuclear Physics,Age Differences,Secondary School Students,Preservice Teachers,High School Students

It could be argued that the main goal of the teaching process is to create accurate projections of scientific models in the minds of individuals. In this context, it could be argued that it is important to determine the change and development of the mental models that individuals create for events/phenomena and related metaphors in this process. This paper seeks to reveal how the mental models and metaphors of students with similar sociodemographic characteristics have evolved throughout the teaching process from secondary school to the undergraduate level. In the present study, the cross-sectional survey model, which is one of the descriptive research methods, was used. While the population of the study consists of students and pre-service teachers who receive formal education in public schools located in the South East Anatolia region in the 2019-2020 academic year, the sample consists of 720 students in total selected in equal numbers from every grade level with similar socio-demographic characteristics (60 students selected from the 5th -grade to the 4th -year students of the undergraduate degree). The data collection tool used in the study was a four-tier conceptual understanding test created by the researcher, who also tested its validity and reliability. The data were subjected to descriptive statistics, content analysis, and the Chi-square test. The results reveal that the students have highly different definitions and metaphors for the concept of the atom with their mental models generally evolving up to the Rutherford atomic model and failing to reach a higher model. It is recommended in future studies that researchers follow the process longitudinally and investigate the reasons why students' mental models fail to evolve into higher atomic models. [This study was presented as an oral presentation at the &quot;International Conference on Education in Mathematics, Science &amp; Technology&quot; (ICEMST 2017).]
Protocol-Guided Teaching in Junior-Secondary Physics Education: An Analysis of the Learning Protocol for the Velocity Instruction Based on Real-World Circumstances
Author: Tang, Qianghong
Date: 2023-00-00
Type: Journal Articles
Subjects: Physics,Secondary School Students,Science Instruction,Teaching Methods,Student Centered Learning,Learning Processes,Independent Study,Outcomes of Education,Learning Activities,Educational Objectives,Laboratory Experiments,Assignments,Foreign Countries,Learner Engagement

Protocol-guided teaching is a student-centered instructional model in which the teacher creates the learning protocol prior to the lesson in order to direct students toward active and autonomous learning. A well-structured learning protocol is essential for the effective application of this instructional paradigm. This article evaluates the significance of protocol-guided instruction in junior secondary physics education by analyzing the learning protocol for velocity instruction. Protocol emphasizes situation-based learning and the inquiry chain method.
Undesirable Student Behaviours and the Proposed Solutions within the Context of Discipline Model Based on Reality Therapy in Classroom Management: A Case Study in Turkey
Author: Uredi, Pelin
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,Student Behavior,Behavior Problems,Classroom Techniques,Middle School Students,Models,Discipline,Middle School Teachers,Teacher Attitudes

This paper focuses on investigating undesirable student behaviours in classroom management at the stage of middle schools of Turkey and proposed solutions within the context of Reality Therapy. The specific objectives of the research focuses on identifying the application of Reality Therapy Discipline Model to solve problems in the class, according to teachers' points of views and the researcher's observations. The study relies on the method of case study and the phenomenological approach, which centers on the noted phenomenon, as well as the in-depth information that is not yet known (Yildirim &amp; Simsek, 2013). The study group of the research consisted of 20 branch teachers who were voluntarily chosen and had worked in the middle schools of Ministry of National Education in Turkey, within the school year of 2019-2020. Before the data were collected, the participants were informed about the content of the research and data confidentiality and voluntary consent forms were signed. In this research, the teacher information form was joined to the interview form, the teacher interview form, the observation form, and the research diary, which were used as the instruments to collect the data. Content analysis method was used to analyse the data collected by means of the interviews with teachers, the research diary, and the observations made in two teachers' classroom environment. Expert opinions guided the transition from the draft to the final version of the interview form used in the study. A pilot interview was made with two teachers, who were not in the study group. The findings obtained indicated that the teachers did not accurately use all the steps of Reality Therapy Model to solve the discipline problems. It was determined that they used some steps of the model. The teachers first used the solution that should be applied in the end according to Reality Therapy Model, and those who chose to talk to the students at first initiated other steps before they developed a plan to solve serious problems, whose solutions needed to be made outside the class. In accordance with findings, to contribute to the field, some suggestions have been made.
&quot;I Alone Can&apos;t Stop the Spread&quot;: Mid-Level Conduct Professionals Sensemaking through COVID-19
Author: Selznick, Benjamin S.
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Student Personnel Workers,Leadership,Well Being,Employee Attitudes,Higher Education,Middle Management,Public Colleges,Private Colleges

The purpose of this qualitative study is to explore how mid-level student conduct professionals (SCPs) made meaning of their professional and mid-level leadership experiences during their institutions' immediate responses to the COVID-19 pandemic. This study draws on sensemaking as a theoretical lens and literature related to mid-level professionals and student conduct practice to ground its inquiry. Interview data was collected and analyzed from four senior-level student conduct professionals within a single State within the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) accreditation region. Findings center on three key themes voiced by the participants: the importance of maintaining operational processes, feelings of middleness, and reflections on student and personal wellbeing. Discussion and implications for professionals and postsecondary organizations confronting the short- and long-term effects of the COVID-19 pandemic are offered. Here, we highlight the valuable roles student conduct professionals play within postsecondary organizational life and the need for greater attention to these practitioners in both research and practice.
Exploring the College Enrollment of Students from Rural Areas: Considerations for Scholarly Practitioners
Author: Cain, Elise J.
Date: 2023-00-00
Type: Journal Articles
Subjects: College Enrollment,Rural Areas,Educational Attainment,Postsecondary Education,Attendance Patterns,Institutional Characteristics,Rural Population,Individual Characteristics,Family Characteristics,Family Influence

Rural students graduate high school at a rate comparable to their urban and suburban peers; however, people from rural areas attend college at the lowest rate. Due to this discrepancy and the ever-growing importance of postsecondary education, this article summarizes and synthesizes works on the college enrollment of students from rural areas. The article begins with background information on the benefits of postsecondary education, definitions of rurality, the educational attainment of rural people, as well as institutional type and attendance patterns of rural students. Next, using Bronfenbrenner's ecological model of human development as a guiding framework, literature about the individual, family, and school factors associated with the college enrollment of rural people is reviewed. Based upon these discussions, recommendations for educational practices are explored, providing ways to promote the postsecondary enrollment of people from rural areas. These sections are then summarized within one table as a quick guide and resource for student affairs and higher education scholarly practitioners. Recommendations for educational research are also included towards the end of the article.
Intertextuality as Semiotic Mediation for Youth&apos;s Enactment of Agency and Identity in Everyday Digital Literacy Practices
Author: Budairi, Ahmad
Date: 2022-12-00
Type: Journal Articles
Subjects: Self Concept,Semiotics,Digital Literacy,English (Second Language),Second Language Learning,Second Language Instruction,Social Media,Females,Undergraduate Students,Cultural Influences,Personal Autonomy,Literacy,Case Studies,Computer Mediated Communication,Photography,Freehand Drawing,Computer Software,Sociocultural Patterns,Indonesian,Code Switching (Language),Native Language,Creativity,Religious Factors,Cultural Background,Foreign Countries

The purpose of this research is to investigate the practice of intertextuality of Farah (pseudonym) a 20-year-old female university student who engaged in a variety of culturally shaped digital literacy practices. In particular, it seeks to elucidate how Farah's practice of intertextuality serves as a semiotic mediation for her exercise and enactment of agency and identity during her everyday literacy practice on Instagram. This research was framed as a case study design with a connective ethnography approach specifically suited to the online environment and digital communication where the researcher's physical presence as an observer is no longer required. Data were collected by means of digital media and technology such as WhatsApp Message Service, informal phone interviews, and online observation. The collected data comprised online snapshots of quote bots, pictures, drawings and comments that Farah produced and shared as part of her everyday digital literacy practice. The data analysis entailed examination of Farah's practice of intertextuality through the lens of sociocultural perspective on text production and interpretation. The findings revealed that Farah's use of quote bots and doodles posted on Instagram involved the act of borrowing texts from other sources as well as mixing English with Indonesian language. Farah's practice of intertextuality was pre-mediated, calculated and purposeful, allowing her to engage in digital authorship involving creativity, improvisation and consciousness as ingredients of agency. In the same vein, Farah's practice of intertextuality allowed her to author the self as a contemplative religious individual. The research concluded with an appeal to policy makers and educational practitioners to respond to the learners' changing learning landscape by re-defining the way we view learners/students, from merely a recipient of knowledge to an individual who has agency, identity and funds of knowledge that have to be acknowledged and appreciated in any process of curriculum design and its implementation on a daily basis.
Investing in Education: Impact of Student Financial Stress on Self-Reported Health
Author: Poplaski, Stephen
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Financial Aid,Anxiety,Financial Problems,Financial Literacy,Health,Debt (Financial),Undergraduate Students,Student Attitudes,Well Being,Federal Aid,Student Loan Programs,Public Colleges

Through the lens of Human Capital theory, the role of financial aid (both amount and type) is explored in the context of student financial stress, and ultimately general student health. Data are taken from a sample of 232 students from a major Midwestern university who were surveyed about their financial attitudes, behavior and knowledge. The presence and amount of federal loans was associated with self-reported financial stress, and the validated stress measure was further associated with students' self-reported health. A number of personal life events (i.e. job loss) were also associated with higher stress levels. Implications are discussed.
Achieving the Promise of Educational Opportunity: Graduate Student Debt for STEM vs. Non-STEM Students, 2012
Author: Burns, Rachel
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Majors (Students),Nonmajors,Debt (Financial),Graduate Students,Doctoral Programs,Masters Programs,Individual Characteristics,Institutional Characteristics,Student Financial Aid

Using NPSAS 2012 data, this study examines graduate student debt for STEM versus non-STEM students who were enrolled in a master's or doctoral degree program in 2012. Findings showed significantly higher debt for those in non-STEM programs as well as differences by amount of undergraduate debt, race, and full- or part-time enrollment status. These differences may encourage more STEM participation, but may restrict some students from enrolling in graduate-level programs, particularly in non-STEM fields. The loss of a new generation of citizens with graduate level training may affect our national economy and productivity, and urges institution officials to consider means to offer financial aid to a larger number of graduate students.
Investigating the Perceptions of Preservice Teachers on Collaborative In-Situ Microteaching
Author: Özcan, Emrah
Date: 2022-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Microteaching,Cooperation,Instructional Effectiveness,English (Second Language),Second Language Instruction,Feedback (Response),Self Evaluation (Individuals),Reflective Teaching,Teacher Competencies,Teaching Skills,Foreign Countries

Micro-teaching has been criticized for its artificial nature, limited practice period, and inadequate feedback. Giving preservice teachers in-situ opportunities that they can collaborate on lesson planning, teach, and receive peer feedback can assist in addressing these drawbacks. To that end, an intervention study was devised to provide in-situ microteaching for preservice English teachers (PT). Following the intervention, we solicited PTs' feedback on the impact of the collaborative in-situ microteaching experience on their pedagogical knowledge development. A total of 41 PTs participated in the 14-week intervention program offered as part of the Teaching English to Young Learners (TEYL) course. Both quantitative and qualitative data were collected during this intervention study. A survey created by the researchers was used to gather quantitative data, and the reflection papers submitted by the participating PTs served as a source of qualitative data. The results revealed that participants rated the experience as having a moderate overall contribution to their pedagogical knowledge development. Collaborative in-situ microteaching (CiM) had a slightly higher influence on student teachers' lesson delivery skills than on their lesson planning skills. As per the qualitative data, the most frequently mentioned benefits were acquiring expertise in classroom management, material development and lesson planning, and getting to know young learners.
School Administration through the School&apos;s Electronic Management System
Author: Orhani, Senad
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,School Administration,Elementary Secondary Education,Technology Integration,Program Effectiveness,Teacher Attitudes,Expectation,Automation,Databases,Usability

In recent years, our schools have faced the necessity of creating a new school administration system, which would provide a good basis for electronic management. In this article, we will show how an electronic school management system works, and we will track the teachers' opinions from our school regarding the use of the electronic school management system. Our research method is survey research, with quantitative and qualitative data. The selected sample is a total of 25 teachers from the primary and lower secondary school &quot;Heronjtë e Lumës&quot; in the village of Vërmicë, municipality of Prizren, Republic of Kosovo. Data were collected using a questionnaire. In conclusion, the findings from this study showed that the participants have a positive opinion of the school's electronic management system and it met the teachers' expectations, and they think that this system should be continued in the future. The entire school and our pedagogical staff have benefited from the use of this system.
The Relationship between School Administrators&apos; Paternalistic Leadership Behaviours and Teachers&apos; Work Alienation Levels
Author: Çevik, Mehmet Nezir
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Administrators,Leadership Styles,Administrator Behavior,Teacher Administrator Relationship,High School Teachers,Teacher Attitudes,Work Attitudes,Alienation,Teacher Characteristics,Work Environment,Correlation,Predictor Variables,Teacher Morale

The study aims to determine the relationship between school administrators' paternalistic leadership behaviours and teachers' work alienation levels. The research sample group involves 205 teachers working in the Anatolian high schools in the central district of Siirt. Research data was collected through the &quot;Paternalistic Leadership Behaviours Scale of School Principals&quot; and the &quot;Work Alienation Scale&quot;. According to the descriptive and Pearson correlation analysis results of the research, it was determined that the paternalistic leadership behaviours of the school administrators are at a &quot;strongly agree&quot; level while the work alienation of the teachers is at a &quot;somewhat agree&quot; level, and a negative moderate significant relationship was found between the paternalistic leadership behaviours and the teachers' work alienation levels. The path analysis revealed that benevolent leadership predicts the powerlessness and meaninglessness dimension negatively significantly; authoritarian leadership predicts the powerlessness dimension positively significantly, and moral leadership predicts meaninglessness and self-estrangement negatively significantly. Moreover, it was also established that, in general, paternalistic leadership behaviours predict the teachers' work alienation negatively significantly as a whole. As a result of the research, school administrators were suggested to display helpful and ethical behaviours by watching over the teachers in various matters.
Dark Triad Personality and Online Trolling: The Mediating Role of Empathy
Author: Hamarta, Erdal
Date: 2023-00-00
Type: Journal Articles
Subjects: Personality Traits,Personality Problems,Internet,Computer Mediated Communication,Social Media,Social Networks,Antisocial Behavior,Empathy,Undergraduate Students,Behavior Problems,Predictor Variables,Foreign Countries,Relationship

Online trolling is online behavior in which the troll provokes, harms, and pretends to be someone else to achieve their goals. The purpose of trolls may be to harm the other person, but they can also be for entertainment purposes. Online trolling, for whatever purpose, can have significant psychological effects on individuals and people who are socially exposed. In addition, online trolling is becoming more common every day. However, there are very few studies on trolling. Therefore, the study aims to examine the mediating role of empathy in the relationship between dark triad personality traits and levels of online trolling. For this purpose, structural equation modeling and bootstrapping method was used. The participants comprised 516 (%71.6 females; %28.4 males) undergraduates. The ages of the participants ranged from 18 to 31 ([X-bar]= 21.09). The measures used included the Online Trolling Scale, Dirty Dozen Scale, and Toronto Empathy Questionnaire. In the study, it was found that there were significant relationships between the dark triad, online trolling, and empathy. Also, the results of the structural equation model showed that the effect of the dark triad on online trolling was mediated by empathy. This result was found to be significant with bootstrapping.
Quiet Time--A School Program Based on Meditation for Promoting Wellbeing in Children: Results from a Controlled Investigation
Author: Ruini, Chiara
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Well Being,Health Promotion,Metacognition,School Activities,Program Implementation,Program Effectiveness,Resilience (Psychology),Behavior Problems,Child Behavior,Intervention,Emotional Problems,Control Groups,Student Characteristics,Foreign Countries,Grade 4,Grade 5,Student Attitudes

Various investigations have applied meditation protocols in the school context, with beneficial effects. Transcendental meditation, however, received little attention in primary school settings and few controlled studies are available. The present study is aimed: 1) to investigate the implementation of a school protocol (Quiet Time-QT) based on Transcendental Meditation ™ in a primary school setting 2) to test its efficacy in promoting strengths and resilience in children, using a controlled research, with a cross over design. 92 students attending fourth and fifth class of a primary school were assigned to either the QT intervention, or to a waiting list condition. Children assigned to the waiting list received the QT protocol after few months. Before and after the intervention children were evaluated by their teachers using the Strengths and Difficulties Questionnaire (SDQ) and the Devereux Student Strengths Assessment (DESSA). A Repeated Measures MANOVA was applied to compare the two groups. After the QT intervention children in the experimental condition showed fewer emotional and behavioral difficulties (SDQ) compared to children in the waiting list. An overall positive effect of QT was observed in the total sample in improving children's strengths and emotional well-being. Participants enjoyed the practice of meditation in the school setting. Conclusions: the results of this controlled investigation showed that the QT school protocol is feasible in the school setting, and it yielded improvements in children's strengths and well-being. Meditation programs could be easily included in the educational system to sustain children positive development.