ethanporcaro/eric-fulltext-meta huggingface dataset:
Cognitive Relations in Online Learning: Change of Cognitive Presence and Participation in Online Discussions Based on Cognitive Style
Author: Sezgin, Sezan
Date: 2021-01-00
Type: Journal Articles
Subjects: Cognitive Style,Computer Mediated Communication,Group Discussion,Student Participation,Correlation,Inquiry,Cognitive Processes,Group Dynamics,Online Courses,Models,Preservice Teachers,Teacher Education Programs,Communities of Practice,Personality Traits,State Universities,Persuasive Discourse,Phrase Structure,Word Frequency,Language Usage

This study aims at investigating the change of cognitive presence (CP), which is one of the basic variables for effective learning in online discussions, based on the cognitive style. Cognitive styles of the participants were identified based on the group embedded figures test (GEFT). The participants of the study took part in online discussions for seven weeks. Content analysis was used to measure cognitive presence in students' online discussions. The analysis was based on practical inquiry (PI) model which defines four phases of cognitive presence. The data were also analysed using the nonparametric tests, Spearman Rhu correlation, and descriptive statistics. The findings indicate that, in regard to the cognitive presence of the participants, those phases with the highest frequency are found to be exploration and triggering event. It is also found that the CPs of the participants do not vary based on their cognitive styles. In addition, unlike what was reported by previous studies there are no significant differences between the number of words used by the participants and the rate of involvement in online discussions depending on their CPs. On the other hand, there are moderate and strong correlations between the participants' CP phases suggesting that the CP phases may be developed in relation to one another. Based on the findings, some suggestions are developed in regard to the scope of learning analytics and discussion dynamics concerning the discussion environments in online learning.
The Effect of Principals&apos; Competencies on Teachers&apos; Job Satisfaction and Work Commitment
Author: Rachmawati, Yulia
Date: 2021-01-00
Type: Journal Articles
Subjects: Principals,School Administration,Leadership Effectiveness,Interpersonal Competence,Technological Literacy,Junior High School Teachers,Job Satisfaction,Work Attitudes,Teacher Administrator Relationship,Private Schools,Correlation,Foreign Countries

The paper aims to examine the influence of a principal's managerial competence on teachers' job satisfaction and work commitment. The study belongs to a quantitative type with a cross-sectional design. The samples are 77 teachers from private junior high schools in Yogyakarta, all of which were selected using a random sampling technique. The data were collected through a questionnaire, which has been tested for validity and reliability. The data were analyzed using PLS-SEM as the samples used were less than a hundred numberwise. The hypothesis testing using PLS-SEM with path coefficient is accepted if the evaluation of the t-statistic is above 1.96 and p-value less than 0.05. The path coefficient revealed several results. First, work commitment significantly influences teachers' job satisfaction. Second, a principal's conceptual competency does not considerably affect the teachers' work commitment and job satisfaction. Third, the principal's interpersonal competency significantly influences teachers' work commitment and job satisfaction. Fourth, a principal's technical competency significantly affects teachers' work commitment and job satisfaction with respectively. Besides, the hypothesis tested simultaneously to the variables and was evaluated using R-square adjusted value path I resulted in 0.762, which means the conceptual competency, interpersonal competency, and technical competency simultaneously influence job satisfaction up to 76.2%, categorized as substantial (strong). Meanwhile, R-square adjusted path II is 0.363, which means that the three competencies simultaneously influence job satisfaction up to 36.3%, categorized as weak. The findings have important implications for those involved in developing teachers' professionalism in that improving a principal's interpersonal and technical competencies will have a positive influence on teachers' job satisfaction and work commitment.
Development and Initial Validation of Micromanagement Scale for School Principals
Author: Limon, Ibrahim
Date: 2021-01-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Leadership Styles,Principals,Test Reliability,Factor Analysis

The aim of this study is to develop a valid and reliable measurement tool that can be used to measure the level of school principals' micromanagement behavior. After a comprehensive literature review, a candidate item pool with 52 items was created. While writing the items, micro-manager behaviors defined in the literature were adapted to school principals. The items were submitted to the expert opinion and necessary corrections were made in the items in line with the feedback from the experts. Candidate items were applied to two different samples to carry out validity and reliability analysis. Data obtained from the first sample of 304 teachers were used for exploratory factor analysis. The second sample group consisted of 353 teachers and the data obtained from this group was used for confirmatory factor analysis and reliability analysis. The findings support the four-dimensional structure of the scale with 27 items. The first dimension was named as &quot;unable to subordinate self (15 items)&quot;, the second dimension was &quot;time manipulation (5 items)&quot;, the third dimension was &quot;excessive control over methodology (4 items)&quot; and the fourth dimension was &quot;excessive reporting (3 items)&quot;. Findings from reliability analyses were also satisfactory. To determine the reliability of the scale Cronbach's Alpha internal consistency coefficients were calculated. It was .958 for the first factor, 0.831 for the second, 0.776 for the third and 0.743 for the fourth and 0.959 for the total scale. In this context, it can be stated that the scale is valid and reliable. It can be used to determine the level of school principals' micromanagement behavior and to associate this behavior with different organizational variables.
The Effects of the Flipped Classroom on Deep Learning Strategies and Engagement at the Undergraduate Level
Author: Hava, Kevser
Date: 2021-01-00
Type: Journal Articles
Subjects: Flipped Classroom,Learning Strategies,Learner Engagement,College Freshmen,Foreign Countries,Student Attitudes,Student Behavior

The flipped classroom is a popular teaching method where course content is transferred to students through online resources to implement more active learning strategies in-class time. The study aims to investigate the effects of the flipped classroom on deep learning strategies and engagement at the undergraduate level, alongside students' perspectives toward the flipped classroom. The research involved 97 freshmen students in Turkey. During a 7-week application process, the experimental group students learned the course content with the flipped classroom method, whereas the control group students learned the course content through the traditional method. The findings of the study revealed that the flipped classroom was more effective than the traditional method in terms of using deep learning strategies and increasing the levels of cognitive and emotional engagement. However, there was no difference in behavioral engagement levels between the experimental and control groups. The findings also showed that viewing pre-recorded videos before coming to class enabled students to comprehend course content better and easier. Flipped learning enabled students to develop their research and application skills. Technical facilities were the biggest difficulty for students in flipped learning. The implications for flipped learning are also discussed, including several techniques for controlling students' viewing lecture videos and providing alternative course materials to students.
Investigation of Social Studies Curriculum in Regards to Migrant, Refugee, Asylum-Seekers Concepts
Author: Kilcan, Bahadir
Date: 2021-01-00
Type: Journal Articles
Subjects: Social Studies,Refugees,Immigrants,Migration,Concept Teaching,National Curriculum,Curriculum Implementation,Inclusion,Disadvantaged,Equal Education,Evaluation Criteria,Foreign Countries

This study aims to exhibit the current situation of migrant, refugee, asylum-seekers concepts in Social Studies Curriculum (2018) in Turkey in detail. This study, in which qualitative research method was applied, used document review for the detailed examination of the social studies curriculum. It referred to descriptive analysis technique in the analysis of the data obtained. The results of the research show that the concepts of migrant, refugee, asylum-seekers are not included in the social studies curriculum at all. The six criteria discussed (special purposes, basic skills, values, achievements of the social studies curriculum, issues to be considered in the implementation of the curriculum, the structure &amp; learning areas of the curriculum), partially found a place directly or indirectly in the curriculum. However, there is a disproportionate distribution as seen in the findings. While 11 out of 18 values in the values section, 4 out of 7 learning areas can be associated with the concepts of migrant, refugee, asylum-seekers in a direct or indirect fashion, merely 15 out of 27 skills and only 15 out of 131 total achievements are associated with these concepts. Thereupon, the study reveals that the number of items, particularly the number of achievements, is insufficient in terms of concepts discussed whilst schools treat courses subject and achievement centered. In this respect, the researcher suggests that the distribution rates of migrant, refugee, asylum-seekers concepts should be more balanced in the curriculum amongst the criteria discussed in the study. A learning area for inclusive education should be created that includes all disadvantaged individuals directly. Accordingly, special purposes, issues to be considered in the implementation of the program, values, skills and achievements should be updated in the social studies curriculum (2018).
High Schoolers&apos; Usage Intensity of Mobile Social Media and Nomophobia: Investigating the Mediating Role of Flow Experience
Author: Kara, Mehmet
Date: 2021-01-00
Type: Journal Articles
Subjects: High School Students,Anxiety,Telecommunications,Handheld Devices,Predictor Variables,Skills,Social Media,Student Experience,Psychological Patterns,Foreign Countries,Computer Use

This study aimed to investigate the relationship between high schoolers' usage intensity of mobile social media and nomophobia through the mediation of flow experience. By adopting flow as a multidimensional construct; skill, machine interaction, and social interaction were included in the analysis as the conditions while concentration, enjoyment, and playfulness were included as the dimensions. A total of 584 adolescent mobile social media users participated in the study. The proposed model was tested through ordinary least-squares regression analysis and bootstrap methods. The findings showed that the usage intensity of the favorite mobile social media significantly predicts both conditions and dimensions of flow experience and nomophobia. In addition, the dimensions of flow experience together with skill significantly mediate the relationship between the usage intensity and nomophobia while the other conditions do not. These findings imply that as students spend more time on their favorite mobile social media, their nomophobic behaviors increase with the mediation of the dimensions and skill; but not the other conditions. The current study contributes to the relevant literature by associating nomophobia with flow experience on multiple mobile social media platforms. It also has implications for parents, school counselors, and educators of high school students.
&quot;Let&apos;s Talk about It&quot;--Explicit Discussions as a Way to Reduce the Resistance of Religious Jewish Science Teachers to Learning and Teaching about Evolution: A Case Study
Author: Alkaher, Iris
Date: 2020-00-00
Type: Journal Articles
Subjects: Judaism,Science Teachers,Teacher Attitudes,Cultural Awareness,Evolution,Zoology,Course Descriptions,Religious Factors,Inservice Teacher Education,Pedagogical Content Knowledge,Science Instruction,Student Attitudes,Teaching Methods,Barriers,Learning Processes,Biology,Elementary School Teachers,Conflict,Beliefs,Foreign Countries

Acknowledging the diverse perceptions about science-religion relationships among learners who come from various religious environments may increase learners' willingness to learn about evolution. This study is based on a zoology course designed for in-service teachers, which aimed to provide basic scientific knowledge about evolution using the Religious Cultural Competence in Evolution Education framework. The study explores whether learners who were resistant to evolution modify their attitudes and willingness to learn about it, and whether they develop respect toward learners who hold contradicting views. Using qualitative methods, the findings indicate that using the Religious Cultural Competence in Evolution Education framework increased some formerly &quot;resistant&quot; learners' willingness to learn about evolution and include it in their own teaching, albeit in varying degrees and with various reservations. The learners appreciated the freedom to express their challenges concerning evolution learning or teaching and became more willing to respect opposing perspectives, even though not all the religious learners accepted evolution as an explanation for the development of organisms. This study has international implications for bridging the gap between science and religion, thus reducing resistance to learning and teaching about evolution.
The Effects of Multilinguality on the Development of Causal Speech Acts in the Geography Classroom
Author: Heuzeroth, Johannes
Date: 2020-00-00
Type: Journal Articles
Subjects: Geography Instruction,Multilingualism,Content Analysis,Cooperative Learning,Oral Language,Lesson Plans,Speech Acts,Classroom Communication,Second Languages,Foreign Countries,Teaching Methods,Immigrants,Metalinguistics,Metacognition,Language Variation,Attribution Theory,German,Second Language Learning,Academic Language,Secondary School Students,Russian,Code Switching (Language),Language Usage,Grade 10,Grade 11

This explorative, qualitative study examines the use and effectiveness of resources of multilinguality, with particular regard to the development of causal links in geography classes. Contentual and linguistic strategies of multilingual pupils in creating causal links were collected and evaluated systematically. This was done by means of a qualitative content analysis of oral, cooperative lesson sequences. A model on how to deal with multilingual, systemic learning settings is presented as a resulting hypothesis.
Secondary School Students&apos; Basic STEM Skill Levels According to Their Self-Perceptions: A Scale Adaptation
Author: Korkmaz, Özgen
Date: 2021-01-00
Type: Journal Articles
Subjects: Middle School Students,STEM Education,Skill Development,Self Efficacy,21st Century Skills,Test Construction,Construct Validity,Test Reliability,Gender Differences,Instructional Program Divisions,Foreign Countries

In addition to the studies on what the 21st century skills are, how these skills will be gained by the students, that is, after completing the K-12 and university education, the problem of how the students will graduate with these skills has become one of the most important questions waiting for an answer all over the world and it has been an issue for the world of education. STEM (Science, Technology, Engineering and Mathematics) education approach has the potential to respond to these questions to some extent. The purpose of this study is to adapt 'the basic STEM skills level self-perception' scale which was formerly designed to measure the STEM skills levels of the university students within their self- perception, to the secondary school level and define secondary school students' basic STEM skills levels within their self-perception. This study was conducted in a descriptive survey model. The participants were 501 middle school students. Data of this study were collected using the &quot;Basic STEM Skill Levels Perception Scale&quot;. Exploratory factor analysis was run to figure out the construct validity of the instrument. Item discrimination was tested by observing the differentiation between groups of 27% and top 27%. As a result: 'Basic STEM Skill Levels Scale' was adapted to the level of secondary school. The scale is a 7- point Likert-type scale containing of 23 items that can be categorized three factors. Within their self-perceptions, students' basic STEM skills in science and mathematics are at intermediate level. However, it is seen that the basic STEM skills related to the field of engineering and technology are relatively low. There is a similarity between students' genders in science and engineering-technology factors.
The Broaden-and-Built Theory of Gratitude: Testing a Model of Wellbeing and Resilience on Turkish College Students
Author: Kardas, Ferhat
Date: 2021-01-00
Type: Journal Articles
Subjects: Psychological Patterns,Well Being,Resilience (Psychology),Foreign Countries,College Students,Positive Attitudes,Psychology,Social Support Groups,Psychological Needs,Predictor Variables

The use of the positive psychology approach is increasing and this approach emerges as one of the sources that can effectively be used for the field of counseling. One of the main works of the positive psychology approach is the issue of positive emotions, development process of these emotions and benefits of positive emotions. The aim of the study was to test a hypothetical model developed to explain the effect mechanism of positive feelings on individuals' well-being and resilience. The sample consisted of 471 college students from three universities in Turkey. For data collection, Gratitude Scale, Life Orientation Test, Two-Dimensional Self-Esteem Scale, Multidimensional Perceived Social Support Scale, Balanced Measure of Psychological Needs Resilience Scale and Risk Factor Determining List were used. It was found that all the variables discussed in the model have significant positive relationships with each other. It was found that the proposed model was confirmed and the fit indices were found as at good level. Accordingly, gratitude as a positive emotion and a general life orientation, was found to contribute to the psychological needs satisfaction through the perceived social support and self esteem and need satisfaction enhances the individual's well-being and resilience levels. The research revealed that main proposals of Positive Activity Model and Broaden-and-Build Theory of Positive Emotions were validated. This validated model may be implemented with experimental researches. Besides, the proposed model may be tested among different samples.
Analysing Stereotypes and Prejudices about Immigrant Students in European Secondary Education
Author: Moreno-Fernández, Olga
Date: 2021-01-00
Type: Journal Articles
Subjects: Ethnic Stereotypes,Social Bias,Immigrants,Online Courses,Secondary School Teachers,Secondary School Students,Racial Bias,Teacher Attitudes,Immigration,Foreign Countries,Minority Group Students,Faculty Development,Student Attitudes

This study is part of the QuamMELOT Erasmus+ Project, whose objective is to improve the educational and social inclusion of immigrant minors in general and unaccompanied foreign minors (UFM), through an online course for secondary school teachers with this type of students. This paper aims to analyse the stereotypes and prejudices about immigrant students in secondary education in three European countries: Spain, Greece and Italy. For this purpose, a content analysis of the products generated during the course by teachers has been carried out with a cross-sectional and structured methodology, focused on a descriptive-interpretative analysis according to the qualitative paradigm. The results show an increase in xenophobic statements as perceived by teachers. They believe that this is due to the impact of the global phenomenon of migration on the media, which affects everyday conversations, and a climate of fear exacerbated by populist voices in the political sphere. Moreover, through the analysis of the exercises proposed in the real class through the online course, it is interesting to observe the diversity of the students' reactions to a literary exercise that proposes a controversy about the &quot;colonial difference&quot; that still persists today. There is likewise awareness among teachers of a lack of methodological strategies to break down the prejudices and stereotypes that exist in their classrooms. It also highlights the need to raise awareness in the classroom about this danger, which is at the root of the principles of acceptance and multiculturalism on which Europe is founded.
The Relationship between Cultural Intelligence and the Attitudes towards Refugee Students: A Study on Primary School Teacher
Author: Alev, Sedat
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Awareness,Elementary School Teachers,Teacher Attitudes,Refugees,Correlation,Predictor Variables,Metacognition,Cultural Differences,Teacher Behavior,Teacher Motivation

This study aimed to examine the relationship between the cultural intelligence levels of primary school teachers and their attitudes towards refugee students. The sample of the study, which was designed using the correlational survey model among the quantitative research methods, consisted of 386 teachers working at primary schools in Nizip district of Gaziantep in the academic year 2019-2020. The data were collected through the &quot;Cultural Intelligence Scale&quot; and &quot;Refugee Student Attitude Scale&quot;. During the analysis procedure, mean scores and standard deviation for the variables were estimated, and the correlation and stepwise multiple regression analyses were performed. Based on the research findings, the cultural intelligence levels of teachers and their attitudes towards refugee students were relatively high. Moreover, there was a positive and significant relationship between the cultural intelligence levels of teachers and their attitudes towards refugee students. As a result of the stepwise multiple regression analysis, it was determined that the cultural intelligence level of teachers was a significant predictor of their attitudes towards refugee students. The second model yielded that the rise in the metacognitive, cognitive and motivational subdimensions of cultural intelligence significantly predicted teachers' attitudes towards refugee students. It is advisable to create an atmosphere that may improve the cultural intelligence level of teachers at schools and to contribute to their development of positive attitudes towards students. The present study was carried out through the quantitative research methodology, and it has been recommended to examine the relationship between the variables in detail with the studies to be designed with qualitative or mixed methods in future research.