ethanporcaro/eric-fulltext-meta huggingface dataset:
A Participatory and Democratic Education Administration Model: Local Education Boards
Author: Turhan, Suphi
Date: 2022-00-00
Type: Journal Articles
Subjects: Democracy,Educational Administration,School Districts,Foreign Countries,Governance,Boards of Education,Teacher Attitudes,Administrator Attitudes,Accountability,Efficiency,Sustainability,Models,Higher Education,Elementary Secondary Education,Informal Education,Achievement Tests,International Assessment,Secondary School Students,Participative Decision Making,Administrative Organization

This article presents a mixed method study on how to develop a participatory education management model as an alternative to the Turkish education administration system. Consisting of qualitative and quantitative methods, the mixed research method has been adopted to acquire the required data. Qualitative phase the education administration systems applied in OECD member countries, documents and reports available in the literature were evaluated. To reach wider masses, an online survey aiming at collecting the views of teachers and administrators was carried out by using the quantitative phase of the mixed method. This study has laid it bare that the principles of good governance, common sense, transparency, accountability, participation, democracy, effectiveness, efficiency, and sustainability stand forefront in educational systems that adopt the participatory education boards model. Eventually, a board/commission oriented local education administration model has been designed and developed as an alternative for the Turkish educational administration system.
Determining the Changes in the Cognitive Structures of Ecology-Based Natural Education Participants through the Word Association
Author: Güngör, Sema Nur
Date: 2022-00-00
Type: Journal Articles
Subjects: Ecology,Environmental Education,Parks,Comparative Analysis,Associative Learning,Vocabulary,Biodiversity,Environmental Influences,Cognitive Structures,Scientific Concepts,Concept Formation,Conservation (Environment),Teaching Methods,Holistic Approach,Outdoor Education,Science Education,Foreign Countries,Language Tests,Cutting Scores,Outcomes of Education

This study aims to determine the changes in the cognitive structures of the 35 participants after ecology-based nature education in Bursa Uludag and its vicinity. This study used a single group pretest-posttest experimental mode where the data was collected by a word association test. It included the key concepts of nature, national parks, biodiversity, ecosystem, and environmental problems. The analyzed data determined that ecology-based nature education strengthened the cognitive structures of the participants regarding the key concepts. It was also concluded that the participant's awareness of the destruction of nature and the importance of nature protection had increased. The research results show that such education programs, providing one-to-one interaction with nature, help participants to understand nature and natural holistic cycles correctly, thus encouraging its protection.
Socialization: The Process of Learning to Be Human
Author: Tatar, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Socialization,Foreign Countries,Interaction,Social Isolation,Behavior Standards,Individual Development,Needs,Nature Nurture Controversy,Biological Influences,Genetics,Child Development,Child Neglect,Behavior Patterns

Socialization is the process of learning to be a human being that is born with the potential to be human. In this process, the person learns the basic values and norms of the society in which he lives, as well as the skills necessary to sustain his life. This learning takes place through parents, siblings, relatives, neighbors, peers, teachers, and other people with whom the person interacts, although their levels of influence may differ. The transformation of a baby into a human depends on being given the opportunity to live in a human community and learn to be human. As a result of research on children like Victor, Kamala, Shamdev who were abandoned in the forest and isolated at home like Isabella, Anna, Genie and Danielle, it has been observed that individuals who were deprived of the opportunity to learn to be human could not speak, make strange sounds, lack human feelings, and could not fully perform even simple physical activities such as sitting, standing and walking on two legs. More interestingly, efforts to humanize these people have not been successful enough, with the exception of Isabella. Similar results have emerged in studies conducted on children living in orphanages in different countries of the world, especially in Romania, in case the interaction is not humane, it has been seen that it is not enough to meet the basic needs of children such as food, drink and shelter.
Examination of Pre-Service Teachers&apos; Academic Perfectionism and Research Anxiety
Author: Topoglu, Evin Erden
Date: 2022-00-00
Type: Journal Articles
Subjects: Personality Traits,Anxiety,Goal Orientation,Self Efficacy,Preservice Teachers,Undergraduate Students,Academic Achievement,Student Behavior,Foreign Countries

Perfectionism is defined as the tendency to have high goals and standards for one's self (Flett et al., 1989). Setting high and even unrealistic goals in education can be negative for students as this can cause anxiety, procrastination, and low self-efficacy. The present study aims to determine the relationship between academic perfectionism and research anxiety levels for preservice teachers and to compare both of these with variables such as gender, year of study, department, primary department preference on the university exam, and career plan, to demonstrate the links between these variables. The participants are 469 undergraduate students who study at the Aydin Adnan Menderes University Faculty of Education. The Academic Perfectionism Scale (Odaci et al., 2017), Research Anxiety Scale (Büyüköztürk, 1997), and a Personal Information Form were used as data collecting tools. The results have shown that female participants have significantly higher idealization scores than male participants. Early childhood education and art education students have significantly higher comparison scores than music education students. Fourth-year students have significantly higher scores on research anxiety than first-year students. Participants whose primary department preferences on their university entrance exams were not their present departments have significantly higher research anxiety scores than the participants whose first choice was the department where they study. Participants who plan to become academics have significantly higher idealization scores than participants who want to do a job outside of their fields of study. Participants who want to be academics have significantly lower research anxiety scores than those who want to be teachers and those who want to do a job outside of their fields of study. In addition, there is a significant medium relationship between the participants' self-doubt subscale scores and their research anxieties. Moreover, there is a significant but weak relationship between participants' comparison subscale scores, academic perfectionism total scores, and their research anxieties. The results were discussed in the light of the literature.
Using Game-Based Learning in Place Value Teaching in Primary School: A Mixed-Method Study
Author: Ergül, Ebru
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Elementary School Students,Grade 2,Mathematics Instruction,Student Motivation,Student Interests,Mathematics Achievement,Foreign Countries,Mathematical Concepts,Cognitive Processes,Psychomotor Skills,Student Attitudes,Elementary School Teachers,Teacher Attitudes

This article seeks to determine how game-based mathematics teaching affects students' success when compared with conventional instruction for the place value concept in primary school. The study was carried out with a convergent/parallel mixed-method research design. The study group consisted of 51 second-grade primary school students and their teacher. All research data were collected over a period of four weeks. In the quantitative part of the research, a quasi-experimental design with pretest and posttest control groups was carried out. Quantitative data were obtained with an achievement test specifically prepared for the research. All quantitative data were statistically analyzed using t-test. The qualitative part of the data involved audio and video recordings of students' interactions, teacher's diaries, and semi-structured interview forms collected from 26 second-grade primary school students in the experimental group. Quantitative data were analyzed using content analysis. The results showed that the game-based learning method was more effective than the conventional method. Students better understood the place value concept with gamification. Moreover, they increased their interest and motivation toward mathematics courses. Despite all these findings and the fact that many students declared that they had fun in the process, some students still preferred more traditional methods of teaching. This study was carried out on a new mathematical concept on which the effect of game-based teaching had not been tested before. The highlight of this study is the effectiveness of game-based mathematics teaching on the place value concept.
Students at Risk with the Implementation of Pandemic Lockdown Practices
Author: Duncan, Andrea
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Public Health,Mental Health,Well Being,College Students,Anxiety,Quality of Life,Low Income Students,Special Needs Students,At Risk Students,Gender Differences,School Closing

The evidence overwhelming suggests that the COVID-19 pandemic, its associated public health measures, and the consequences of these measures negatively affected the mental health and well-being of postsecondary students; however, few studies have examined which subsects of this population were most adversely affected on a global scale. This study sought to identify which subsets of post-secondary student populations were most impacted by COVID-19-related public health measures. Data from a large global survey were used to identify levels of stress and quality of life. These data were assessed against demographic variables to identify correlational relationships and odds-ratios. Results highlighted that student who identified as being from a low-income family, having special needs or living with non-COVID health issues, and/or self-reported as female or other gender, reported higher increases in stress and greater decreases in quality of life. The implications of these findings suggest that post-secondary institutions can proactively identify at-risk students and support them through these challenges. Such practices may reduce the negative impacts that adversities have on stress levels and quality of life of these populations, and mitigate the negative consequences associated with decreased mental health and well-being.
Difficulties Classroom Teachers Encounter in Teaching Mathematics: A Phenomenological Study
Author: Karali, Yalçin
Date: 2022-00-00
Type: Journal Articles
Subjects: Barriers,Mathematics Instruction,Teaching Methods,Reading Comprehension,Distance Education,Elementary School Teachers,Difficulty Level,Phenomenology,Teacher Attitudes,Time Management,Instructional Materials,Fear,Peer Relationship,Teacher Motivation,Time Factors (Learning),Parent Teacher Cooperation,COVID-19,Pandemics,Foreign Countries

The aim of this research is to identify the difficulties that are faced by classroom teachers in teaching mathematics and to put a current perspective. In the research, phenomenological design from the qualitative research method was applied. Participants were determined by criterion sampling, which is one of the purposive sampling methods. Semi-structured focus group interviews were conducted to determine the opinions of the classroom teachers about the problems they have in teaching mathematics. The participants of the interview are a total of 7 primary school teachers, 4 female and 3 male. Content analysis was used in the analysis of the data. As a result, primary school teachers expressed many problem areas related to gain density, insufficient lesson hours, central exam-program incompatibility, reading comprehension, associating with daily life, readiness, inadequacy of economy, lack of material, distance education, fear of mathematics, peer pressure and lack of motivation.
Strategies Used by Turkish Teachers in Teaching Comprehension (Reading) in Turkish Lesson Teaching Process
Author: Köroglu, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 8,Turkish,Reading Comprehension,Language Arts,Language Teachers,Teaching Methods,Questioning Techniques,Reading Instruction,Secondary School Teachers,Reading Strategies,Prior Learning,Prediction,Inferences

The aim of this research is to determine the strategies used by the 8th grade Turkish teachers in the teaching-learning process of the Turkish lesson for teaching comprehension (reading). The model of the research is the case study model, which is one of the qualitative research methods. The participants of the research are five Turkish teachers who gave eighth grade Turkish lessons in the 2019-2020 academic year and participated in the study voluntarily. &quot;Observation form&quot; and &quot;Semi-structured interview form&quot; developed by the researcher were used as data collection tools in the research. In the development of measurement tools, literature review was used, expert opinion was taken and the level of agreement between coders was checked. Descriptive statistical techniques (frequency, percentage, mean, etc.) were used in the analysis of the data. As a result, it has been determined that the most used strategy by the teachers participating in the study for teaching comprehension in the Turkish lesson learning-teaching process is the question-answer strategy.
The Effect of Argumentation on Seventh Grade Students&apos; Scientific Epistemological Beliefs and 21st Century Skills
Author: Korkmaz, Haydar
Date: 2022-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,21st Century Skills,Beliefs,Epistemology,Middle School Students,Grade 7,Teaching Methods,Urban Schools,Science Education,Scientific Concepts

The aim of this study is to examine the effect of argumentation over current teaching approach on scientific epistemological beliefs and 21st century skills of seventh grade students. This is a quasi-experimental design with pre-test and post-test control group. The sample of the study was composed of 79 seventh grade students (38 experimental; 41 control group) from two intact classes of an urban middle school instructed with the same teacher. The teaching methods were randomly assigned to the classes. The experimental group treated with argumentation, the control group treated with the current teaching approach without argumentation. As data collection tools; Scientific Epistemological Beliefs Scale and 21st century skills scale were used. Multivariance Analysis of Variance (MANOVA) was used for data analysis. The results showed that argumentation and the current teaching approach had a similar effect on students' scientific epistemological beliefs and 21st century skills.
The Use of Canvas, a Learning Management System, to Reduce EFL Learners&apos; Public Speaking Anxiety
Author: Yaprak, Zeynep
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Management Systems,Educational Technology,English (Second Language),Second Language Learning,Anxiety,Public Speaking,Program Effectiveness,Language Skills

As traditional education has evolved with the Internet and technology, e-learning has shown rapid and significant growth. Many studies have emphasized the positive effects of technology and online resources in foreign and second language education. Because of its role in reducing foreign language anxiety, the use of digital technology has an important role in learners' emotional healing Therefore, the use of a digital platform, Canvas, and the exploration of its effects on learners' public speaking anxiety and performance in L2 are the main research foci in this study. With this point of departure, in order to measure the effect of intervention related to the use of online speaking tasks and podcasts through Canvas, a one-group pretest-posttest was employed. Data regarding participants' public speaking anxiety before and after the treatment were collected through the PRPSA (Personal Report of Public Speaking Anxiety) scale. Additionally, speaking rubrics were used as assessment tools for scoring learners' pre and post oral performances. For more detailed information related to the participants' learning experiences and changes in their emotional states, participants were encouraged to join online forums on Canvas. The results showed that the use of digital platforms and podcasts had a significant role in boosting learners' confidence and public speaking performances through alleviating their anxiety.
The Correlation between the Empathy Levels and Interpersonal Communication Skills of Social Studies Teacher Candidates
Author: Kafadar, Tugba
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Empathy,Preservice Teachers,Social Studies,Interpersonal Communication,Communication Skills,Measures (Individuals),Scores,Teacher Education Programs,Listening Skills,Foreign Countries,Emotional Response,Interpersonal Competence

The present study aimed to determine the correlation between the empathy levels and interpersonal communication skills of social studies teacher candidates. The study adapted quantitative research design and the participants were composed of 114 (68 females, 46 males) social studies teachers candidates who were selected via convenience sampling, a purposive sampling method. The data were collected using the &quot;Empathy level determination scale&quot; adapted to Turkish language by Kaya &amp; Çolakoglu (2015) developed by Lawrence, et al. (2004) and the &quot;Interpersonal communication skills scale&quot; adapted to Turkish language by Cikrikçi &amp; Çinpolat (2021) developed by Huang &amp; Lin (2018). The obtained data were analyzed via the IBM SPSS 25 statistics software using such test as; arithmetic means, standard deviation the KolmogorovSmirnov test, and the non-parametric Spearman's rho test. In the study, the correlation between the empathy levels and interpersonal communication skills of social studies teacher candidates was analyzed via correlation analysis. The results revealed that based on the empathy levels scores the social studies teacher candidates had high emotional reaction levels, low social skills. In addition, based on interpersonal communication skills levels scores, it was understood that their listening skill levels were the highest, followed by empathy and expression skill levels, and their social comfort skills were the lowest. To sum up, it was found out that there was a positive medium-level and significant correlation between the empathy levels and interpersonal communication skills of the social studies teacher candidates.
The Effect of Animations Involving Role Models Taking Intellectual Risks on Fourth Grade Gifted Students&apos; Intellectual Risk-Taking Behaviors and Science Learning
Author: Akkaya, Gamze
Date: 2022-00-00
Type: Journal Articles
Subjects: Role Models,Animation,Grade 4,Elementary School Students,Academically Gifted,Risk,Student Behavior,Science Education,Gifted Education,Skill Development,Student Attitudes

The purpose of this study is to investigate effect of animations involving role models taking intellectual risks on fourth grade gifted students' intellectual risk-taking behaviors and learning in science course. The study is a quasi-experimental study with two experimental groups, and a control group. Science achievement test, intellectual risk-taking observation form and reflections of students were used to collect data. The first experimental group involved just gifted students, while experimental group two and control group involved non-gifted students. Experimental applications of the study lasted for eight weeks; two independent observers made observations for intellectual risk-taking behaviors of the participants during the applications in science course. In data analysis, ANOVA and t-test for dependent groups were used to analyze achievement and gain scores. Also, frequencies of the behaviors were represented, and content of reflections form was analyzed by identifying examples of intellectual risk-taking. The result showed that not only the animations including role models provided a positive effect on increasing the frequency of intellectual risk-taking behaviors, but also, they contributed to the learning of gifted and non-gifted fourth-grade students in science.
The Effect of Eyes Closed Tennis Service Trainings on the Target Service in Volleyball
Author: Isik Afacan, Meltem
Date: 2022-00-00
Type: Journal Articles
Subjects: Team Sports,Skill Development,Training,Athletes,Males,Success,Perceptual Development,Young Adults,Foreign Countries

The study aimed to examine the effect of service trainings performed with eyes closed on the target service success percentage in volleyball players. The study was carried out with 22 volunteer male volleyball players. The volleyball half court was divided into six zones, each zone with a distance of 3 meters. In the trainings, the athletes were asked to serve 10 to each predetermined target zone with their eyes tied with a black eye patch. In the pre-test and post-test application, following the appropriate warm-up process, the athletes were asked to serve 20 to each zone with their eyes open. For the statistical analysis of the data obtained, SPSS 21.0 package program was used. In the evaluation of the data; descriptive statistics, non-parametric Wilcoxon signed-rank test and Friedman test were used. P&lt;0.05 was accepted for statistical significance. As a result of the applications performed, it was found that the difference between the pre-test and post-test service success percentages in the zones 1, 2, 3, 4 and 6 was significant. In the post-test values, the percentages of the total serve into the zones were higher than the pre-test serve percentages. In the applications, the percentage distribution of the serve with eyes closed was found to be higher according to the days. The service percentage values in the first and last training sessions increased significantly. As a result, it was determined that the service trainings performed with eyes closed affected the success percentage in the service.