ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Learning Communities in COVID-19 Days: Mining Twitter Data
Author: Bozkurt, Mahmut
Date: 2021-12-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Communities of Practice,Networks,Social Media,Telecommunications,Educational Technology,Information Retrieval,Web Sites,Vocabulary,Teachers

As a teacher educator who provides online education during the pandemic process, I wanted to examine what is needed and what is shared in online learning communities. The aim of this research is to reveal the most shared concepts and sentiments in online learning networks using the data obtained from Twitter. In this context, the #edtech hashtag, one of the most shared hashtags, was chosen and a total of 134,101 unique tweets were analyzed in the specified time period with some data mining and sentiment analysis techniques. As a result of these analyzes, the most shared websites, words and bigrams were extracted. In addition, sentiment analysis based on NRC and Bing lexicons was also performed. According to the findings about the most shared websites, it has been seen that, in addition to current learning approaches such as digital learning designs, STEAM, coding, robotics, artificial intelligence and augmented reality, various mathematical calculation applications and websites based on fun math activities are shared. The words learning, student, school, education, online, free, classroom, teacher, join and check are the most used words. The most used bigrams are activity pack, remote learning, pupil activity, online learning and google classroom. Considering the sentiment analysis, it was seen that the most prominent sentiment based on the NRC lexicon was positive, followed by the sentiments of trust, anticipation and joy. According to Bing, positive sentiments were dominant.
Research on the Evaluation of Online Teaching Quality for International Students from Universities in China under the Epidemic
Author: Diping, Zhang
Date: 2021-12-00
Type: Journal Articles
Subjects: Educational Research,Web Based Instruction,Instructional Effectiveness,Foreign Students,College Students,Foreign Countries,COVID-19,Pandemics

The teaching of foreign students in China has become an important part of online teaching and one of the implementation problems during the epidemic. In order to better understand the online teaching situation and quality of foreign students in China, and to better carry out the online teaching of foreign students in China, this article firstly constructs the online teaching quality evaluation index system based on the investigation and analysis of the current situation of online teaching for foreign students in China. Secondly, further uses the analytic hierarchy process to determine the weight of each index, and finally uses the fuzzy comprehensive evaluation method to comprehensively evaluate the online teaching quality of foreign students in China. The research results show that the quality of online teaching for foreign students from Zhejiang Province is good. This research provides a model that can be used for reference for the follow-up online teaching of international students in China.
How Teachers Interpret Displays of Students&apos; Gaze in Reading Comprehension Assignments
Author: Knoop-van Campen, Carolien A. N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Eye Movements,Reading Comprehension,Reading Assignments,Secondary School Teachers,Reading Strategies,Foreign Countries

Reading comprehension is a central skill in secondary education. To be able to provide adaptive instruction, teachers need to be able to accurately estimate students' reading comprehension. However, they tend to experience difficulties doing so. Eye tracking can uncover these reading processes by visualizing what a student looked at, in what order, and for how long, in a gaze display. The question is, however, whether teachers could interpret such displays. We, therefore, examined how teachers interpret gaze displays and perceived their potential use in education to foster tailored support for reading comprehension. Sixty teachers in secondary education were presented with three static gaze displays of students performing a reading comprehension task. Teachers were asked to report how they interpreted these gaze displays and what they considered to be the promises and pitfalls of gaze displays for education. Teachers interpreted in particular reading strategies in the gaze displays quite well, and also interpreted the displays as reflecting other concepts, such as motivation and concentration. Results showed that teachers' interpretations of the gaze displays were generally consistent across teachers and that teachers discriminated well between displays of different strategies. Teachers were generally positive about potential applications in educational practice. This study provides first insights into how teachers experience the utility of gaze displays as an innovative tool to support reading instruction, which is timely as rapid technological developments already enable eye tracking through webcams on regular laptops. Thus, using gaze displays in an educational setting seems to be an increasingly feasible scenario.
Stereotyped Thoughts of Teacher Candidates towards Science Courses: Sample of Turkey
Author: Demirci Guler, Mutlu Pinar
Date: 2021-12-00
Type: Journal Articles
Subjects: Stereotypes,Preservice Teachers,Student Attitudes,Scientific Attitudes,Foreign Countries,Gender Differences,Academic Achievement

Thoughts that direct individuals' feelings and behaviors within certain non-functional patterns are called stereotyped thoughts. Stereotypes can be positive or negative and it is thought that individuals' stereotyped thoughts towards a phenomenon would affect the other individuals with whom they interact. Based on the idea that student and teacher interaction has a critical importance on academic achievement, the study aims to examine the stereotyped thoughts of teacher candidates' towards science courses on the basis of their gender, academic achievements and the department they are studying. The study group consists of 1627 teacher candidates from seven universities in Turkey. As a data collection tool, the &quot;Stereotypical Thought Scale for Science Lessons&quot; developed by Demirci Güler and Irmak (2020) was used. It is seen that the qualitative value range of teacher candidates' stereotyped thoughts towards science is &quot;indecisive&quot; with 3.18. It has been found that teacher candidates' stereotyped thoughts about science courses differ according to their gender and department they study at, but not according to their academic achievement scores.
Students in Sight: Using Mobile Eye-Tracking to Investigate Mathematics Teachers&apos; Gaze Behaviour during Task Instruction-Giving
Author: Maatta, Olli
Date: 2021-00-00
Type: Journal Articles
Subjects: Eye Movements,Mathematics Instruction,Problem Solving,Attention Control,Teacher Student Relationship,Video Technology,Teaching Methods,Task Analysis,Social Structure,Geometry

Mobile eye-tracking research has provided evidence both on teachers' visual attention in relation to their intentions and on teachers' student-centred gaze patterns. However, the importance of a teacher's eye-movements when giving instructions is unexplored. In this study we used mobile eye-tracking to investigate six teachers' gaze patterns when they are giving task instructions for a geometry problem in four different phases of a mathematical problem-solving lesson. We analysed the teachers' eye-tracking data, their verbal data, and classroom video recordings. Our paper brings forth a novel interpretative lens for teacher's pedagogical intentions communicated by gaze during teacher-led moments such as when introducing new tasks, reorganizing the social structures of students for collaboration, and lesson wrap-ups. A change in the students' task changes teachers' gaze patterns, which may indicate a change in teacher's pedagogical intention. We found that teachers gazed at students throughout the lesson, whereas teachers' focus was at task-related targets during collaborative instruction-giving more than during the introductory and reflective task instructions. Hence, we suggest two previously not detected gaze types: contextualizing gaze for task readiness and collaborative gaze for task focus to contribute to the present discussion on teacher gaze.
The Opinions of Classroom Teachers on Remedial Training of Students Who Have Been out of Education Process during the COVID-19 Pandemics
Author: Yazicioglu, Aylin
Date: 2021-12-00
Type: Journal Articles
Subjects: Teacher Attitudes,Remedial Instruction,Out of School Youth,COVID-19,Pandemics,Reentry Students,Attendance Patterns,Distance Education,Videoconferencing,Laptop Computers,Handheld Devices,Homework,Assignments,Barriers,Student Motivation,Family Problems,Financial Problems,Private Education,Courses,Repetition,Web 2.0 Technologies,Educational Television

This study aims to examine the opinions of classroom teachers about the remedial education of students who were out of education process during the covid-19 pandemics. The holistic single case pattern was adopted in the study. Personal information form and semi-structured interview form were used as the tools for data collection. The work group of this study consists of 11 teachers assigned as classroom teachers. Descriptive and content analysis techniques were applied for the analysis of the data, and the data were analysed and examined in the MAXQDA program. When the results obtained from the study are examined, teachers stated that the attendance rates for the classes were low and that there were students who could not attend the lesson constantly and frequently in the distance education process. In order to increase attendance to class, teachers stated that they used methods such as utilization of the zoom application, making efforts for the provision of donations of the PCs and tablets, and ensuring communication and giving homework assignments via whatsapp. Regarding students who cannot attend the class, problems such as lack of technological equipment, low level of motivation, parents going to work at the same time period, financial difficulties, family problems and irresponsibility of parents were stated besides the literacy problems for the foreign students. Regarding the practices applied, teachers stated that they carried out practices such as sending videos, sharing homework on WhatsApp, trying to provide motivation, making family visits, informing parents about the condition, providing private lessons for free, and offering gifts. Regarding the remedial education, the teachers presented solutions such as repetition of the course, conducting study sessions, offering copies of the texts, face-to-face education and offering rewards, etc. Regarding the possible suggestions, they state that there is a need to strengthen the technological infrastructure, to provide teachers training on web 2 tools, on the effective use of EBA, to develop cooperation with the parents/families, and to take the views of the students and the school administration regarding the pandemic process.
Teaching Practices under the Shadow of COVID-19
Author: Kelesoglu, Serkan
Date: 2022-07-00
Type: Journal Articles
Subjects: Teaching Methods,COVID-19,Pandemics,Educational Change,Distance Education,Teacher Education,Cooperating Teachers,Student Teachers,Student Attitudes,Teacher Attitudes,Foreign Countries

The COVID-19 pandemic, which started to be seen around the world at the beginning of 2020 and affected all the countries of the world in a short time, has severely affected all social systems, health being in the first place, and forced change. In this period, transformations that can be called reforms took place in education. The effect of distance education in formal education necessitated changes in teacher training processes, as well. This study aimed to evaluate the action plan designed to minimize the adverse effects of teaching practices, an essential pillar of the teacher training system. The participants of the study intended as action research, are mentor teachers and student teachers taking part in teaching practices in the 2020-2021 Academic Year. At the end of the research, three themes were reached from the views of the participants: the effects of the action on professional life, the obstacles encountered and suggestions for improvement. In light of the data obtained, it is suggested that teaching practices should be supported with tasks suitable for distance education, innovative technological material development should be given importance among these tasks, and student teachers should go through the teaching processes in which they can prepare these materials. [Paper presented at the International Congress on Curriculum and Instruction (8th, Burdur, Turkey, March 25-27, 2021).]
Teacher Anxiety Scale for Organizing Trips to Out-of-School Learning Environments: Development and Validity of the Scale
Author: Arik, Selçuk
Date: 2022-07-00
Type: Journal Articles
Subjects: Anxiety,Learner Engagement,Field Trips,Test Construction,Test Validity,Test Reliability,Foreign Countries,Public School Teachers,Private Schools,Factor Analysis

This study aims to develop a valid and reliable &quot;Teacher Anxiety Scale for Organizing Trips to Out of School Learning Environments&quot; to measure teachers' anxiety about out-of-school learning environments. This research focuses on the methodological validity and reliability of the scale. The study group of the research consisted of 394 teachers working in public and private schools affiliated to the Ministry of National Education in different cities of Turkey. In the development of the scale, the processes of literature review, creating an item pool, obtaining expert opinion, pilot test, creating the trial form, data collection, data analysis (exploratory factor analysis, repeated exploratory factor analysis, confirmatory factor analysis, item analysis, and reliability analysis), and creating the final form were followed. As a result of the analysis, a valid and reliable scale consisting of 28 items and four factors was created. The factors of the scale were named &quot;Bureaucracy-Related (BR) Anxiety&quot;, &quot;Safety Risks-Related (SRR) Anxiety&quot;, &quot;Harm-Related (HR) Anxiety&quot; and &quot;Pedagogy-Related (PR) Anxiety&quot;, respectively. While the Cronbach's Alpha reliability coefficient for the total scale was determined as 0.944; the reliability coefficients for the factors were determined as BR Anxiety Cr [alpha]=0.868, SRR Anxiety Cr [alpha]=0.922, HR Anxiety Cr [alpha]=0.903, and PR Anxiety Cr [alpha]=0.952, respectively. The results indicate that the scale is quite reliable.
The Contribution of Knowing Practice to the Theory-Practice &apos;Divide&apos; in Global Learning
Author: Bullivant, Andrea
Date: 2022-06-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Educational Development,Research and Development Centers,Educational Research,Foreign Countries,Grounded Theory,Epistemology,Global Approach,Praxis

This article draws on research exploring how practitioners in development education centres (DECs) in England conceptualise global learning and understand the relationship between theory and practice. It responds to ongoing critique that when it comes to practice, there is a lack of clarity and reflection on conceptual and theoretical issues, and their implications for what practitioners know and do. Informed by critical grounded theory, the research analysed data obtained through focus groups which were designed to engage practitioners in a process of reflecting on their work collaboratively and critically. While findings from an early analysis of responses appeared to support arguments about a weak theory-practice relationship, revisiting participants' emphasis on what they do as &quot;practice&quot; prompted exploration of the literature on similar debates in wider professional contexts. This introduced insights centred on concepts of embodied and 'knowing practice'. Applying these concepts back to the data supported evidence of a more complex and symbiotic relationship between theory and practice in some participants' responses. This was significant in reframing the theory-practice divide assumed by the research aims, shifting the emphasis from knowledge to practice, and opening up questions about what knowledge and practice means in the context of DECs. It also empowered practitioners by alerting them to possibilities for engaging more actively with knowledge and transforming their practice collectively.
A Descriptive Analysis of Good Teaching and Good Teachers from the Perspective of Preservice Teachers
Author: Rüzgar, M. Emir
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teacher Effectiveness,Student Attitudes,Preservice Teachers,Teacher Characteristics,Teacher Evaluation,Teaching Methods

The primary purpose of the present study was to examine what good teaching is and what characteristics good teachers carry for preservice teachers who were registered in an introductory teaching class at a land-grant university in Midwest, USA. Participants included 18 teacher candidates. I collected the data by conducting semi-structured interviews with the participants. The findings of the study indicate that good teaching is (1) creative, (2) student-centered, (3) stimulative, (4) relevant, (5) adaptable, and (6) challenging. Similarly, the findings also reveal that good teachers (1) build personal relationships with their students, (2) mentor their students, (3) are enthusiastic, (4) respect their students, and (5) are experts in their field. Based on the findings of the study, I argue that the conception of good teaching and good teachers that emerged from this study is congruent with other teaching frameworks such as culturally relevant teaching.
Creating Digital Stories: A Case Study of Turkish Preschool Environmental Education
Author: Aksüt, Pelin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Environmental Education,Preservice Teachers,Preservice Teacher Education,Educational Technology,Technology Uses in Education,Technological Literacy,Pedagogical Content Knowledge,Preschool Teachers,Story Telling,Student Attitudes,Program Effectiveness

This study examined an integration of digital stories in teaching environmental concepts to preschool children aged 3-6 in Turkey. The participants were the forth-grade preservice teachers who used a variety of activities to implement environmental education plans. Structured questionnaires were employed as the main data collection tool. The Technological Pedagogical Content Knowledge (TPACK) framework served as a springboard to analyze the data. The findings of this study demonstrate that creating and implementing digital stories in the preschool curriculum can enhance students' learning outcomes. Also the digital stories can be handled as a teaching method in the preschool period. As a result, the integration of technology with pedagogy and content in preschool education has demonstrated the importance of TPACK.
&quot;I Am Not Alone&quot;: The Impact of Participating in a Group-Level Assessment for Undergraduate Women Engineering Students
Author: Guy, Batsheva R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Females,Engineering Education,Participatory Research,Action Research,Research Methodology,Student Attitudes,Educational Change,Student Empowerment

Group level assessment (GLA) allows participants or co-researchers the opportunity to voice their opinions on a specific topic while also developing action strategies for change. The purpose of the method is to empower participants and provide them an outlet for sharing their experiences in addition to developing a salient action plan. In this article, we describe how the process of participating in a GLA impacted the undergraduate women engineering students who participated. We conclude that merely facilitating a GLA positively impacted participants, aside from the action steps. Women who participated in the GLA felt supported, thought that their voice was heard, and developed a heightened awareness of other women's experiences.
Future Expectations of Syrian Secondary School Students Living in Turkey: A Phenomenological Study
Author: Aslan, Hayrunnisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Refugees,Secondary School Students,Foreign Countries,Experience,Expectation,Student Attitudes,Living Standards,Futures (of Society),Grade 8

This study aims to analyze the future expectations of Syrian secondary school students living in Turkey. Considering the fact that these students, who constitute the study group in this research, will be teenaged adults in the next ten years, they will significantly affect the future of Syria, if they return to their home country, or of Turkey, if they stay here. Therefore, it is of crucial importance to identify the future expectations of these students. The issues that are investigated in this study are the migration experiences of Syrian secondary school students, the education they will receive within the scope of their expectations for the next year and for the next ten years, their vocational preferences, the places where they are planning to live, the support and barriers they face while they try to reach their expectations, and the changes that they want to make about their life. The study findings put forward important results that should be considered during the process of planning the education and psycho-social support to be rendered to Syrian secondary school students.
Factors Affecting the General Academic Achievement of University Students: Gender, Study Hours, Academic Motivation, Metacognition and Self-Regulated Learning
Author: Çetin, Baris
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Undergraduate Students,Foreign Countries,Gender Differences,Study Habits,Time,Student Motivation,Metacognition,Self Management,Predictor Variables,Grade Point Average,Measures (Individuals),Learning Motivation,Self Determination

This study aimed to determine the effects of university students' gender, weekly study hours, academic motivation, metacognition, and self-regulated learning levels on their overall academic achievement and to examine whether academic motivation, metacognition and self-regulated learning total scores predicted their GPAs. This study utilized a survey and prediction research design to analyze the research questions posed. The participants of the study consisted of 86 undergraduate students attending various programs of a university in Western Canada. The research data were collected using the &quot;Metacognitive Awareness Inventory (MAI)&quot; developed by Schraw and Dennison (1994), the &quot;Survey of Academic Self-Regulation (SASR)&quot; developed by Andrade and Dugan (2011), the &quot;Academic Motivation Scale (AMS-C 28) College Version&quot; developed by Vallerand, Pelletier, Blais, Brière, Senécal and Vallières (1992), and the &quot;demographic form&quot;. A significant relationship between the university students' self-regulated learning, metacognition and academic motivation scores, and their grade point averages (GPAs) was found. It was also determined that the total scores related to the university students' self-regulated learning, metacognition and academic motivation significantly predicted their GPAs, and that the gender and weekly study hours of the university students did not have a significant effect on their self-regulated learning, metacognition, academic motivation and academic GPA.