ethanporcaro/eric-fulltext-meta huggingface dataset:
The Mediation Role of Responsibility and Benevolence between Eighth Grade Secondary School Students&apos; Empathy Skills and the Value of Justice
Author: Gökalp, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Responsibility,Altruism,Grade 8,Secondary School Students,Empathy,Values,Justice,Predictor Variables

This study aims to test the mediating role of responsibility and benevolence between empathy skills and the justice value of eighth-grade secondary school students. The study group, which was designed in the type of a multifactorial predictive correlation, consisted of 646 eighth-grade secondary school students attending 20 different secondary schools that were randomly selected. The research data were collected with 4 different scales &quot;Empathy Scale, Responsibility Scale, Benevolence Scale, and Justice Scale&quot; developed by the authors. SPSS vol. 22 and AMOS vol. 24 package programs were used to analyze the data, and the data were analyzed using descriptive statistics, linear correlation, and mediation analysis techniques. In line with the analyzes, it was seen that there was a moderately significant positive relationship between the empathy skill and the mentioned values. That empathy predicted the values mentioned above in a positive way. In addition, it has been determined that responsibility and benevolence have a significant partial mediation role between empathy skill and justice value. It has been concluded that empathy and responsibility, and benevolence have an important role in teaching the value of justice in social studies courses.
The Predictive Role of the Primary School Teachers&apos; Educational Beliefs on Their Curriculum Design Orientation Preferences
Author: Aslan, Serkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Curriculum Design,Preferences,Instructional Design,Teaching Methods,Classroom Techniques,Correlation,Measures (Individuals),Educational Philosophy,Factor Analysis,Student Centered Learning

Educational beliefs influence teachers' designing teaching environment, teaching methods and techniques they apply in the classroom, the strategies they use in classroom management and the measurement-evaluation tools they prefer. In this regard, teachers' educational beliefs can be said to affect their curriculum design orientations. Curricula play a significant role in raising individuals within a country. Hence, teachers' educational beliefs also have an impact on raising students. This study sheds light on whether there is a relationship between primary school teachers' educational beliefs and their curriculum design orientation preferences and whether their education beliefs predict curriculum design orientation preferences. One of the survey models used in this study was the correlational survey model. The stratified sampling approach was used to select 515 primary school teachers for the study. The &quot;Educational Beliefs Scale&quot; and the &quot;Curriculum Design Orientation Preference Scale&quot; were used to collect data for the study. Correlation analysis and multiple linear regression analysis were used during data analysis. The findings revealed a medium and low level relationship between the primary school teachers' education beliefs and their curriculum design orientation preferences. Also, the results showed that the modern education philosophies that primary school teachers adopted, such as progressivism, reconstructionism, and existentialism, could be used to predict their preferences for designing curricula around students and problems. In contrast, traditional education philosophies, perennialism and essentialism, were identified to predict the subject-centered curriculum design orientation preferences. Based on the research findings, various recommendations were provided.
Decoding Fact Fluency and Strategy Flexibility in Solving One-Step Algebra Problems: An Individual Differences Analysis
Author: Bye, Jeffrey K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Algebra,Problem Solving,Mathematics Instruction,Arithmetic,Task Analysis,Thinking Skills,Undergraduate Students,Reaction Time,Cognitive Processes,Individual Differences,Decision Making,Prediction,Correlation,Mathematics Achievement,Mathematical Concepts,Concept Formation,College Entrance Examinations

Algebraic thinking and strategy flexibility are essential to advanced mathematical thinking. Early algebra instruction uses 'missing-operand' problems (e.g., x - 7 = 2) solvable via two typical strategies: (1) direct retrieval of arithmetic facts (e.g., 9 - 7 = 2) and (2) performance of the inverse operation (e.g., 2 + 7 = 9). The current study investigated the strategies people choose when solving these problems, and whether some people are more flexible in their choices than others. U.S. undergraduates (n = 59) solved missing-operand problems and made speeded verifications of arithmetic sentences corresponding to the direct- and inverse-matched facts. To 'decode' their strategy as direct or inverse, each participant's response times (RTs) for missing-operand problems were regressed on their RTs for the corresponding direct and inverse facts. Our findings replicated the problem size effect for the arithmetic verification task and extended this effect to missing-operand (i.e., one-step) algebra problems, suggesting that the two tasks draw on common representations and processes in the addition (but not subtraction) context. We found individual differences in strategy choice and flexibility such that participants varied both in terms of fluency for retrieving the direct fact and sensitivity to the potential benefit of switching to the inverse fact, which was validated by self-report. We did not find a predicted relation between strategy flexibility and standardized mathematical achievement. These findings inform our understanding of the cognitive processes involved in strategy flexibility in algebra and establish an RT-decoding paradigm for future examination of individual differences in students' learning of early algebra concepts.
The Relationship between Teachers&apos; Perceived Power Distance and Organizational Silence in School Management
Author: Aslan, Hüseyin
Date: 2022-00-00
Type: Journal Articles
Subjects: Power Structure,Teacher Attitudes,Measures (Individuals),Organizational Culture,Teacher Administrator Relationship,Trust (Psychology),Correlation,Elementary School Teachers,Secondary School Teachers,High School Teachers,School Districts,Turkish,Translation,Predictor Variables,Administrator Behavior,Foreign Countries,Rating Scales,Marital Status,Teaching Experience,Gender Differences

Within an organizational structure, there are many sources of power that feed and run the influence action of the manager. The source and use of power in the hands of the manager has significant effects on employees' attitudes and behaviors such as morale, motivation, loyalty, trust, organizational citizenship, job satisfaction, job stress, alienation from work and organization and organizational silence. Organizational silence behaviors are considered to be one of the employee behaviors in which the effects of power use and power distance will be felt the most. In this study, it is aimed to determine the perceptions of teachers about the relationship between power distance and organizational silence behaviors. The research was carried out by using the correlational survey model. The sample of this research was determined by simple random sampling method and it consisted of 552 teachers working in primary, secondary and high schools in central districts of Samsun during the 2019-2020 academic year. As data collection tools, &quot;Power Distance Scale&quot; developed by Dorfman and Howell (1988) and adapted to Turkish by Akyol (2009), and the &quot;Organizational Silence Scale&quot; developed by Dyne, Ang and Botero (2003) were used. As a result of the research, it was determined that there is a significant relationship between the general power distance total score variable and the teachers' organizational silence scores. And power distance variable is a significant predictor on the organizational silence variable. In that regard, it can be argued that one of the reasons for silence in the organization is the perceived power distance perception of the behavior of the manager.
Turkish Version of the Silencing the Self in School Scale: Validity and Reliability Study for Emerging Adults
Author: Demir Kaya, Meva
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Young Adults,Student Behavior,Self Concept,Self Expression,Inner Speech (Subvocal),Psychological Patterns,Self Management

The purpose of this study is to adapt the STSIS Scale to Turkish and to investigate its psychometric qualities. The scale comprises 22 items and three variables (self-silencing, divided self, and putting the teacher first).The study participants comprised 298 young adults with a mean age of 21.09 years. Utrecht Work Engagement Scale-Student Form, Negative Affect Schedule, and Perception Form for Life Skills were used to evaluate the scale's criterion validity. The construct validity was investigated using confirmatory factor analysis. In addition, test-retest and internal consistency coefficients were examined to evaluate the scale's reliability. The Turkish version of the scale consisted of three subdimensions related to the Negative Affect Schedule and Perception Form for Life Skills. In addition, reliability values for the scale were satisfactory. The internal consistency coefficient was 0.89, the composite reliability was 0.97, and the test-retest validity coefficient was 0.86. According to these findings, the Turkish version of the STSIS Scale is a valid and reliable tool for use with young adults.
Underlying Dimensions of Lifestyle and Their Relation with Creative Ideation among Undergraduate Students
Author: Tep, Puthyrom
Date: 2022-00-00
Type: Journal Articles
Subjects: Life Style,Creativity,Undergraduate Students,Correlation,Factor Analysis,State Universities,Programming Languages,Collectivism,Gender Differences,Age Differences,Family Relationship,Social Values,Student Attitudes,Creative Thinking,Foreign Countries,Social Attitudes,Student Interests

In higher education, a limited number of studies have been conducted on the relationship between lifestyle and creativity and dating back to more than 50 years ago. This study investigates the up-to-date results of the relationship between university students' lifestyles and their creative ideation. The data was collected two times in order to perform Exploratory Factor Analysis (EFA) and Hierarchical Regression Analysis. The participants consisted of 233 students for EFA, whereas regression analysis consisted of 239 students from five public universities across Thailand. The data was analyzed using 'R Programing Language' to obtain the results. The study revealed that in a collectivist culture society like Thailand, student lifestyles consist of five dimensions, i.e., family-oriented, community consciousness, modern, family concern, and traditional lifestyle. The correlation results showed that community consciousness and a modern lifestyle were significantly associated with creative ideation after controlling for gender and age variables. In contrast, family concern, family-oriented, and a traditional lifestyle were not. These findings suggest that undergraduate students who endorse modern and community consciousness lifestyles were likely to perform better in generating creative ideas.
No Clear Support for Differential Influences of Visuospatial and Phonological Resources on Mental Arithmetic: A Registered Report
Author: Chen, Edward H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Arithmetic,Mental Computation,Learning Processes,Short Term Memory,Phonology,Visual Perception,Spatial Ability,Subtraction,Multiplication,Problem Solving,Accuracy

Several working memory processes have been hypothesized to influence different arithmetic operations. Working memory has been compartmentalized into a number of different sub-processes, such as phonological memory and visuospatial memory that are believed to have unique contributions to the performance of two distinct arithmetic operations: multiplication and subtraction. A previous dual task experiment produced these effects, but subsequent experiments have yielded inconsistent results. Because the reasons for these inconsistencies are not immediately apparent, the current study systematically reviewed these subsequent attempts and attempted to replicate this effect in a within-subjects dual task experiment using tasks developed from prior work across a number of different subsamples. In contrast to the original finding, we observed no differential impact of specific working memory secondary tasks by arithmetic operation in any of our analyses. However, our analyses do not entirely rule out the possibility of differential effects of working memory tasks. Our findings suggest that the working memory facet by arithmetic operation interactions observed in previous work may be idiosyncratic in nature and difficult to predict a priori in subsequent experiments.
The Effect of Competition on Moral Development: A Phenomenological Study
Author: Yayla, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Moral Values,Moral Development,Phenomenology,Competition,Emotional Disturbances,Teacher Attitudes,Content Analysis,Talent Development,Skill Development,Peer Relationship,Foreign Countries,Educational Environment,Learning Experience

The purpose of the study is to determine teachers' perspectives on school competition and its effects on moral development. The research is qualitative and employs the phenomenological methodology. Personal interviews using a semi-structured interview form were utilized to collect the data for the study. The research's study group consists of 12 teachers with advanced degrees who work in Van. Content analysis was used to analyze the research data. In accordance with the findings of the study, the participants equated Competition with the type of Competition with another and emphasized the negative aspects of Competition in the study. According to the findings of the study, Competition prevents students from realizing their full potential, skills, and talents. In addition, it disrupts friendships and causes students to experience emotional difficulties, which negatively impacts moral development. Although Competition in schools is viewed as a useful motivator, it causes students to experience stress.
The Problem of Student Absenteeism, Its Impact on Educational Environments, and the Evaluation of Current Policies
Author: Akkus, Murat
Date: 2022-00-00
Type: Journal Articles
Subjects: Attendance Patterns,Educational Environment,Educational Policy,Foreign Countries,Educational Administration,Intervention,Elementary Secondary Education

Student absenteeism continues to be one of the most significant impediments preventing educational institutions from reaching their objectives.. This study aimed to evaluate the present status of student absenteeism, its impacts on educational environments, and the relevant policies available. The study group of the research, which was conducted in 2019, and used the basic qualitative research design, consisted of 22 participants who were teachers, administrators, experts, and inspectors working in different parts of Turkey. The data were collected through a semi-structured interview form developed by the researchers. According to the participants, absenteeism negatively affects students' academic and social development. It damages the relationships between the student and teacher and the relationship between the school and the parents. Teachers face difficulties in classroom management due to deficiencies in learning, and schools deviate from their goals. School administrators lose time dealing with absenteeism procedures instead of engaging in educational subjects, and thus, their resources become wasted. To prevent absenteeism, intervention should be considered primarily about students at risk through an early warning system, precautions that are appropriate to the region should be taken, and collaborations with stakeholders are recommended. In addition, implementations such as scholarships, boarding schools, and Conditional Cash Transfer for Education (CCTE) should be sustained to reduce the impact of socio-economic disadvantages.
Examining the Relationship between Meaningful Work and Job Engagement
Author: Karatas, Erdem
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Preschool Education,Teachers,Work Attitudes,Employee Attitudes,Job Satisfaction,Need Gratification,Gender Differences,Status,Educational Attainment,World Views,Self Concept

Ensuring teachers' job engagement is critical in achieving educational goals. This study examined the relationship between meaningful work and job engagement using the data collected from 452 teachers in Turkey. The data collected by using Meaningful Work Scale and Job Engagement Scale Turkish Form were analyzed by descriptive statistics, confirmatory factor analysis, multivariate regression analysis, and moderation analyses. We found a positive, moderate, and significant relationship between meaningful work and job engagement. We tested the predictive effects of meaningful work and demographic variables (gender, seniority, and educational status). Meaningful work explained 47% of the variance in teachers' job engagement in the first model. All subdimensions of meaningful work except for the search for meaning at work and work relations were found to be significant predictors of job engagement. With the inclusion of demographic variables, the second model again explained 47% of the variance in teachers' job engagement. Furthermore, we found that seniority was a significant and positive predictor of job engagement. Moderation analyses indicated gender and educational status did not have a moderator role in the relationship between meaningful work and job engagement. We found that seniority had a moderator effect on the relationship between work relationships and job engagement. This study contributes to meaningful work and job engagement literature in the context of teachers.
In-Service Teachers&apos; Opinions about the Use of Video-Based Self-Reflective Thinking for Pedagogical Development
Author: Er, Sühendan
Date: 2022-07-00
Type: Journal Articles
Subjects: Teacher Attitudes,Opinions,Technology Uses in Education,Video Technology,Reflection,Faculty Development,Reflective Teaching,Attitude Change,Early Childhood Teachers,Elementary School Teachers,Mathematics Teachers,Foreign Countries,Teacher Improvement

Classrooms are a learning environment for teachers as well as students. Teachers can improve their teaching practices by monitoring and reviewing their practices. An important tool of this development is the reflective thinking of teachers. For teachers, reflection is an opportunity to look into the classroom from the outside, to examine the learning process, and to make inferences for pedagogical development. Video recordings of teachers' lessons can be used to stimulate self-reflection by capturing the details of the teaching process and by examining the classroom atmosphere. This study aims to investigate teachers' opinions about using video-based self-reflection for their pedagogical development. Seven teachers participated in the research. Data were collected through a Pre-interview Protocol, Teachers' Reflection Reports written for twelve weeks about one recorded lesson per week, and a Post-interview Protocol after the 12-week video-based self-reflection period. The main findings show that the teachers' video-based self-reflections constitute nine categories and two weeks video-based self-reflection process resulted in changes in teachers' opinions in terms of reflection on video recording, professional development and teaching and learning process.
Virtual Class Management Experiences of Teachers
Author: Uçar, Rezzan
Date: 2022-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Distance Education,Teacher Attitudes,Teacher Education,Lesson Plans,Management Development,COVID-19,Pandemics,Phenomenology,Teaching Experience,Classroom Communication,Student Participation

This study aims to investigate the virtual class management experiences of teachers. The research was designed by adopting a qualitative research approach. The maximum variation sampling method, one of the purposive sampling methods, was used while determining the study group of the research. In this context, interviews were conducted with 18 teachers working in different years of seniority, different branches, and different school types. Semi-structured interview form was used as a data collecting tool. Research data were analyzed by using the descriptive analysis method. As a result of the research, it is seen that teachers plan in advance in virtual classrooms, they include preparation, method, technique, and equipment determination activities in this context, and they prefer EBA, zoom, WhatsApp, and Skype while doing their lessons. To ensure communication and interaction, the participants included activities such as asking questions to the students, informing them before the lesson, monitoring their participation in the lesson, and opening the microphone. Participants have seen things like more than one student talking at the same time, students not looking at the screen, students talking to each other, noise from the environment during the class, etc. The participants observed multiple students talking at once, a student looking away from the screen, students discussing among themselves, background noise during class, and other undesirable behaviors. Teachers take precautions such as turning off student microphones, activating students, determining rules, turning on all microphones, and informing students and parents in advance of undesirable behaviors. It has been concluded that the participants attach importance to planning and preparation studies to manage time effectively, and that they motivate students sometimes by using internal factors and sometimes by external factors. Based on the study's findings, it has been suggested that virtual classrooms differ from physical classrooms, so teachers should be given virtual classroom management training. Various programs that allow for more interaction with virtual classrooms should be introduced to teachers.
Virtual Museums from the Perspective of Social Studies Pre-Service Teachers
Author: Utkugün, Ceren
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Studies,Museums,Web Based Instruction,Computer Uses in Education,Educational Technology,Phenomenology,Curriculum Enrichment,Student Teacher Attitudes,Barriers

This study aims to investigate the perspectives of pre-service social studies teachers on virtual museums. The research employed a case study, one of the qualitative research designs. The study group consists of thirty pre-service teachers enrolled in a state university's Department of Social Studies Education, Faculty of Education. Individual online interviews were conducted with each participant using a semi-structured interview form. The method of content analysis was used to analyze the research data, and the data gathered from the research were presented with their frequencies using diagrams incorporating themes, sub-themes- themes, and codes. As a result of the research, Social Studies pre-service teachers who stated that they may encounter technical, virtual environment-related, teacher or student-related problems while using virtual museums suggested that virtual museum applications should be adapted to the level of students in terms of the effective use of virtual museums and technical impossibilities in schools should be eliminated.