ethanporcaro/eric-fulltext-meta huggingface dataset:
A Systematic Review of Postgraduate Theses on Curriculum Evaluation
Author: Tas, Ilkay Dogan
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Evaluation,Curriculum Research,Masters Theses,Doctoral Dissertations,Foreign Countries,Research Methodology,Data Collection,Universities,Departments,Research Design,Evaluation Methods

Curriculum evaluation is a process carried out to decide the effectiveness of training programs. In this process, the strengths and aspects of the training programs that are open to improvement are emphasized. Therefore, curriculum evaluation studies are an important part of curriculum development. In this respect, it is important to consider the research studies on curriculum evaluation studies together in order to develop curriculum. This study aims to review the postgraduate theses completed on the evaluation of curricula in Turkey between 2007 and 2019 according to several variables and to determine the research trend in this field. The method of the research was formed by systematic review. In this context, 586 postgraduate theses written on curriculum evaluation were reviewed. It was determined that the theses showed a balanced distribution according to years and were generally at master's level. The postgraduate theses were mainly based on quantitative research methods, and in recent years, there has been a tendency towards qualitative and mixed-method studies. Questionnaires and interviews were used in the theses mostly prepared in accordance with the survey model and the data were collected from teachers and students. In the one-fifth of the theses on the evaluation of curricula which were examined within the scope of this research (105 theses), it was determined that curriculum evaluation models were taken into consideration and that the most preferred model was Stufflebeam's CIPP model. Following this model, Erden's &quot;Element-Oriented Curriculum Evaluation Model&quot; and Tyler's &quot;Objective-Centered Evaluation Model&quot; were also preferred frequently. [This article includes an extended summary in Turkish.]
Evaluation of 2013 Preschool Curriculum Objectives and Indicators According to Revised Bloom&apos;s Taxonomy
Author: Yilmaz, Arif
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Curriculum,National Curriculum,Behavioral Objectives,Knowledge Level,Cognitive Processes,Taxonomy,Educational Indicators,Foreign Countries

The purpose of the study is to reveal the types of knowledge level and cognitive processes by evaluating the objectives and indicators of Ministry of National Education 2013 Preschool Curriculum according to the Revised Bloom's Taxonomy. The study is a descriptive research and it was carried out by using case study methodology. The data set of this study consists of 63 goals and 241 indicators in the Preschool Curriculum, which was developed by Ministry of National Education-General Directorate of Basic Education in 2013. The data were collected by using the &quot;Objectives and Indicator Evaluation Form&quot; created by the researchers and the content analysis method was used in the analysis of the data obtained. The whole curriculum was analyzed and according to the cognitive processes and it was revealed that the highest intensity was at the application and understanding processes, and the least intensity at the creativity process. While factual knowledge was mostly used knowledge type in the curriculum, it was revealed that operational and metacognitive knowledge were the least used knowledge types. The curriculum was cognitive dominant, and the distribution of objectives and indicators of the curriculum was not balanced across all developmental domains. The curriculum objectives and indicators may be revised to support whole development of children. [This article includes an extended summary in Turkish.]
The Analysis of Critical Attainments Determined during Pandemic Process in Eighth Grade Curriculum According to 21st Century
Author: Uysal, Funda
Date: 2020-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Grade 8,Curriculum,Mathematics,Turkish,English (Second Language),Sciences,History,Religion,Moral Values,COVID-19,Pandemics,Foreign Countries,Behavioral Objectives

The aim of this research study is to analyze the critical attainments determined by the Board of Education in the curriculum of the eighth-grade basic lessons that is mathematics, Turkish, English, science, Atatürk and Turkish revolution history and religious culture and moral knowledge which are conducted online in this pandemic process according to P21, 21 century skills. Document analysis method was used in the study. Totally 133 critical attainments were examined and P21 was the criterion to analyze the critical attainments according to 21st century skills. Descriptive analysis was used to analyze the data. The distributions of frequencies for skills that are observed most in each lesson are similar. They are as English, mathematics, Turkish, science, religious culture and moral knowledge and Atatürk and Turkish revolution history in order. Taken related critical attainments into consideration, it is seen that each of them is related to life skills, however the distribution of them is not the same in terms of subject areas/skills. In general, and in terms of lesson level mostly learning, and innovation skills are more related to critical attainments. Besides life and career skills both in general and in terms of lesson level is not taken place frequently. Taken lesson and subject areas/skills into consideration mostly critical thinking and problem solving and information literacy skills are observed more. This study can be repeated by considering different life skills and different grades. In addition, a similar study can be carried out in other elements of the curriculum. [This article includes an extended summary in Turkish.]
Adding Reach and Ownership with Paper Airplane Circuits
Author: Shepherd, Craig E.
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Teaching Methods,Paper (Material),Manipulative Materials,Experiential Learning,College School Cooperation,Elementary Education,Academic Libraries,Learning Activities

University faculty members, librarians, and support staff developed hands-on, consumable, science, technology, engineering, and mathematics (STEM) curricular materials that could be inexpensively provided to large audiences. Goals included fostering STEM interest, teaching STEM principles, and encouraging continued exploration in home and school settings. This case describes design processes to realize these goals through basic circuits with paper airplanes and simple origami. Following several design implementations, kits costing ~$0.33 each were created and distributed to learners. Within these kits, learners created a back-lit paper airplane as they explored concepts regarding circuit definitions; open, closed, series, and parallel circuits; shorts; polarity; and current. Additional activities included LED bracelets, cubes, and greeting cards. Within this paper, we document successive design decisions, failures, reflections, and iterations that moved goals to reality. We also describe new design challenges, including waste management, sustained exploration, and advanced concept introductions.
Determining the Factors Affecting the Psychological Distance between Categories in the Rating Scale
Author: Uyumaz, Gizem
Date: 2021-09-00
Type: Journal Articles
Subjects: Rating Scales,Classification,Reliability,Likert Scales

In this study, the assumption of the equality of psychological distance between categories of rating scale was tested based on the number of categories and ability distributions. Category parameters were estimated by using generalized partial credit model. The data sets based on the conditions of categories counts and ability distributions were generated by WinGen3 software. The results show that the assumption of the equality of psychological distance between categories of rating scale was not provided in any different ability distribution and different category counts conditions. However, the number of categories influenced the psychological distance between categories, particularly for the 7-point scale. As the number of categories increases, the deviation amount from the conventional category value also increases. Also, endpoints of scales tend to close to middle point of scale when the number of categories is increased. When the converted scale values of the cases with the different ability distribution characteristics were compared, it was seen that the deviation from the conventional category value slightly varied in all the number of categories. However, these differences did not have a systematic order. The degree of violation of the assumption increases as the number of categories increases.
The Relationship between Social Sciences High School and Science High School Students&apos; Multiple Intelligence Levels and Learning Styles
Author: Keskin, Bülent
Date: 2021-09-00
Type: Journal Articles
Subjects: Social Sciences,High School Students,Multiple Intelligences,Correlation,Cognitive Style,Foreign Countries,Student Characteristics

This study which used survey model aims to examine the relationship between the multiple intelligence and learning styles of the Social Sciences High School and Science High School students. Multiple Intelligence Inventory and Learning Styles Inventory were used as data collection tools, which was conducted on 761 students from Social Sciences High School and Science High School. Mann Whitney-U test and point-biserial correlation analysis were used for data analysis. According to the findings, in the comparison of Social Sciences and Science High School types, it was found that mathematical and naturalist intelligence scores were more dominant in Science High School students. It was found that there is a statistically significant difference between the types of schools in which students attended the study in sensing/intuitive learning style. When the relationship between students' learning styles and their scores on multiple intelligence was examined, there were positive relationships, albeit low, in all four learning style dimensions. In line with these data, it is thought that the dimensions of learning style and multiple intelligence, in which individual differences manifest the most, will be considered, and it is thought that students will bring awareness of their own individual differences and individual success. [Note: The issue number (1) shown in the the suggested citation on the PDF is incorrect. The correct issue number is 3.]
Failing Forward: Educative Curriculum Materials, an English Teaching App, and a Revolution
Author: Darragh, Janine J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Software,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Teaching Methods,Faculty Development,Language Teachers,Teacher Attitudes,Rural Schools,Educational Change,Undergraduate Students,Computer Science Education,College School Cooperation,Instructional Materials,Alignment (Education),Material Development,Computer Assisted Instruction,Learning Activities

Educative Curriculum Materials (ECMs) are teaching materials that have the dual function of providing learning activities to students and providing professional development to the teachers that use them. Answering a call for professional development opportunities, and with input from English teachers in rural Nicaraguan schools, the designers created a set of ECMs aligned with the Nicaraguan Ministry of Education Curriculum. When physically bringing the completed materials to educators in rural Nicaraguan schools became impossible, it was determined that the delivery system had to change. With support from a team of undergraduate computer science students, the ECMs were transferred to a digital delivery system, the new format allowing for even more English teaching and learning support. This paper shares how a revolution in Nicaragua and failed project ultimately led to the creation of the English teaching app Reaching for English.
Investigating Teachers&apos; Perceptions of the Influence of Professional Development on Teachers&apos; Performance and Career Progression
Author: Tantawy, Nesrin
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Teacher Attitudes,English (Second Language),Second Language Instruction,Private Schools,Faculty Development,Program Effectiveness,Teacher Competencies,Teacher Characteristics,Academic Achievement,Teacher Promotion,Teacher Persistence,School Culture,Teacher Influence,Elementary Secondary Education,Individualized Instruction

Understanding a process is the key to maximizing the outcomes of such a process; teachers' professional development (PD) can be further facilitated through fully apprehending the process by which they grow professionally and the factors that contribute to such growth. In this study, the author intends to explore the relationship between a school environment and teachers' readiness for PD as well as how they perceive of the impact of PD on their professional and personal qualities, students' performance, teachers' career progression, and commitment to the job and workplace. The author administered semi-structured interviews with three English as a Second Language (ESL) teachers who are in their mid-career stage and work for private, American curriculum-based schools in Dubai. The results show that all three interviewees admit the positive influence of PD on their professional performance, personal qualities, students' outcomes, career progression and commitment to the profession. How a progressive school culture would impact teachers' inclination towards PD has also been brought to attention by the interviewees as a critical aspect. As potential areas of research on PD, it is recommended that students' academic performance is to be looked into closely through examining their assessment results in order to muster tangible evidence on the significance of teachers' PD. Also, a conversation analysis of classroom discourse following a number of classroom observations of teachers in different career stages would be another informative research method to investigate the impact of PD on teachers' performance and on classroom dynamics.
Learning Styles of Indonesian EFL Students: Culture and Learning
Author: Manipuspika, Yana Shanti
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Cognitive Style,Student Characteristics,College Freshmen,Cultural Influences,Learning Modalities,Measures (Individuals),Preferences

Learners' success in language learning is affected by many factors, including age, aptitude, and intelligence, cognitive style, attitudes, motivation, and personality. Besides, learning strategies and learning styles also help to succeed in language learning. This paper discusses the learning style preferences of the first-year students at English Department Universitas Brawijaya Malang, Indonesia. There were two problems that attempted to be answered; first, what are the learning styles used by the students, and second, how influential is culture to the students' learning. Barsch Learning Styles Inventory (BLSI) was employed as an instrument for 73 respondents. The results showed that more than 50% of respondents prefer visual mode, and the remaining were auditory learners, kinesthetic, and bimodal learners who combine visual and auditory modes in learning English. This might be affected by the culture of Indonesian learners that, in general, are accustomed to listening and reading instead of giving spaces to practice knowledge. Understanding the styles of learning can be very useful for the students to learn in the way they learn best through the activities. It will enable them to understand the course contents more comfortably so it can improve their motivation and language abilities, enjoy the learning process, decrease stress, and eventually get better achievement.
Apprentices&apos; Resources at Work and School in Switzerland: A Person-Centred Approach
Author: Lüthi, Fabienne
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Apprenticeships,Vocational Education,Self Evaluation (Individuals),Student Satisfaction,Profiles

Context: Providing learners with quality resources at work and school is a key element of apprenticeships and is essential for developing vocational competencies and successful vocational careers. Drawing on previous research on situational and personal resources, we first explored work-related and school-related resource profiles of apprentices' learning environments. We further analysed how core self-evaluations are linked to resource profiles and examined whether learners' apprenticeship satisfaction and occupational commitment varied according to the resource profiles. Approach: We used latent profile analysis and multinomial logistic regressions, applying an integrative, person-centred approach. Our data came from the Swiss longitudinal study &quot;Transition from Education to Employment&quot; (TREE). The sample consisted of 1,185 apprentices enrolled in the second year of their apprenticeship. Findings: We found four profiles of situational resources (e.g., instruction quality, climate, learning opportunities, autonomy, and demands) at the two learning locations. The profiles embodied different patterns and levels of situational resources. Two profiles were characterised by overall high or average levels of situational resources at both learning locations; the other two illustrated a stark contrast between the resources provided in the workplace and at school. Learners with higher core self-evaluations were more likely to be in profiles with higher situational resources. Apprentices in more beneficial profiles were more satisfied with their apprenticeships and more committed to their occupations than those in profiles with lower resources. Conclusion: The results confirm the importance of providing apprentices with challenging, empowering, and supportive learning environments in the workplace and at vocational schools. To support learning and positive career development in apprenticeships, educators should strengthen learners' core self-evaluations to empower them to shape their learning according to their needs.
An Experimental Approach to Investigate the Involvement of Cognitive Load in Divergent Thinking
Author: Kleinkorres, Ruben
Date: 2021-00-00
Type: Journal Articles
Subjects: Difficulty Level,Creative Thinking,Creativity,Correlation,Brainstorming,Task Analysis,Experiments,Undergraduate Students,Adults

Up to now, support for the idea that a controlled component exists in creative thought has mainly been supported by correlational studies; to further shed light on this issue, we employed an experimental approach. We used four alternate uses tasks that differed in instruction type (&quot;be fluent&quot; vs. &quot;be creative&quot;) and concurrent secondary workload (load vs. no load). A total of 51 participants (39 female) went through all tasks and generated ideas for a total of 16 different objects; their responses were scored in terms of fluency (number of responses generated), creative quality, and flexibility. We did find, as expected, that the be-creative instruction resulted in fewer and more creative ideas, as well as more flexible idea sets, but neither of the expected interaction effects became significant. Specifically, fluency was not affected more strongly by secondary workload in the be-fluent instruction condition than in the be-creative instruction condition. Further, the performance drop evoked by the secondary workload was not stronger in the be-creative instruction condition compared to the be-fluent instruction condition when creative quality or flexibility were examined as dependent variable. Altogether, our results do not confirm that be-creative instructions involve more cognitive load than be-fluent instructions. Nevertheless, the analysis of the serial order effect and additional correlational examinations revealed some promising results. Methodological limitations which may have influenced the results are discussed in light of the inherent suspense between internal and external validity (i.e., most likely the applied self-paced dual-task approach increased external validity, but undermined internal validity) and potentially guide future research.
Working Memory, Fluid Reasoning, and Complex Problem Solving: Different Results Explained by the Brunswik Symmetry
Author: Kretzschmar, André
Date: 2021-00-00
Type: Journal Articles
Subjects: Short Term Memory,Logical Thinking,Problem Solving,Intelligence,College Students

In order to investigate the nature of complex problem solving (CPS) within the nomological network of cognitive abilities, few studies have simultantiously considered working memory and intelligence, and results are inconsistent. The Brunswik symmetry principle was recently discussed as a possible explanation for the inconsistent findings because the operationalizations differed greatly between the studies. Following this assumption, 16 different combinations of operationalizations of working memory and fluid reasoning were examined in the present study (N = 152). Based on structural equation modeling with single-indicator latent variables (i.e., corrected for measurement error), it was found that working memory incrementally explained CPS variance above and beyond fluid reasoning in only 2 of 16 conditions. However, according to the Brunswik symmetry principle, both conditions can be interpreted as an asymmetrical (unfair) comparison, in which working memory was artificially favored over fluid reasoning. We conclude that there is little evidence that working memory plays a unique role in solving complex problems independent of fluid reasoning. Furthermore, the impact of the Brunswik symmetry principle was clearly demonstrated as the explained variance in CPS varied between 4 and 31%, depending on which operationalizations of working memory and fluid reasoning were considered. We argue that future studies investigating the interplay of cognitive abilities will benefit if the Brunswik principle is taken into account.
Mathematical Creativity in Adults: Its Measurement and Its Relation to Intelligence, Mathematical Competence and General Creativity
Author: Meier, Michaela A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Adults,Mathematics,Creativity,Intelligence,Mathematics Skills,Creativity Tests,Test Reliability,Test Validity,Creative Thinking

Mathematical creativity is perceived as an increasingly important aspect of everyday life and, consequently, research has increased over the past decade. However, mathematical creativity has mainly been investigated in children and adolescents so far. Therefore, the first goal of the current study was to develop a mathematical creativity measure for adults (MathCrea) and to evaluate its reliability and construct validity in a sample of 100 adults. The second goal was to investigate how mathematical creativity is related to intelligence, mathematical competence, and general creativity. The MathCrea showed good reliability, and confirmatory factor analysis confirmed that the data fitted the assumed theoretical model, in which fluency, flexibility, and originality constitute first order factors and mathematical creativity a second order factor. Even though intelligence, mathematical competence, and general creativity were positively related to mathematical creativity, only numerical intelligence and general creativity predicted unique variance of mathematical creativity. Additional analyses separating quantitative and qualitative aspects of mathematical creativity revealed differential relationships to intelligence components and general creativity. This exploratory study provides first evidence that intelligence and general creativity are important predictors for mathematical creativity in adults, whereas mathematical competence seems to be not as important for mathematical creativity in adults as in children.