ethanporcaro/eric-fulltext-meta huggingface dataset:
Education for Sustainable Development: Investigation of Preschool Children&apos;s Metaphorical Perceptions and Views Regarding &quot;Global Problem&quot; Concept
Author: Çetingoz, Duygu
Date: 2023-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Preschool Education,Figurative Language,Childrens Attitudes,Social Problems,Sustainable Development,Student Attitudes,World Problems,Conservation (Environment),Economic Factors

This research will explore preschool children's metaphorical perceptions and views about the concept of &quot;global problem&quot; in the context of education for sustainable development. The study will involve 20 preschool children, who are aged between 60 and 70 months and are attending a public kindergarten in Izmir, Turkey, during the Spring of 2021-2022 academic year. The data collection process involved semistructured interviews. Interviews were carried out with 20 preschool children on their perspectives and perceptions of &quot;global problem,&quot; which was interpreted via content analysis. The findings of the qualitative analysis provided participants' perceptions and views related to global problems. The sample group was formed via convenient and criterion sampling method. The data were collected through a demographic information form and a semi-structured interview form which includes a metaphor sentence and open-ended interview questions. The results suggest that the preschool participants created themes (pillars), sub-themes and eighteen metaphors regarding the concept of &quot;global problem&quot; during the metaphor formation process. It was found that children's metaphors and views regarding the global problem were placed under the themes named &quot;social-cultural,&quot; &quot;environmental&quot; and &quot;economic.&quot; It was also found that the participants placed their metaphors and views regarding the &quot;global problem&quot; under the &quot;social-cultural&quot; theme most frequently.
&quot;One Man&apos;s Trash Is Another Man&apos;s Treasure&quot;: Graffiti and Civic Education among Youths in Nigeria
Author: Okon, Patrick Edem
Date: 2023-07-00
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Artists,Art Expression,Visual Arts,Popular Culture,Art Education,Young Adults,Crime,Social Attitudes,Secondary School Students,Student Attitudes

This paper explored the relationship between graffiti arts and civic education among young people in Nigeria. A mixed methods approach was employed to generate and synthesize empirical data. The study was guided by Barbara Rogoff's social constructivism theory. Findings indicated that graffiti arts and artists were present in Nigeria, driven by desires for self-expression, financial gain, and training opportunities sponsored by NGOs for up-and-coming artists. Writing styles varied, but drawing, mural painting, and styles uniquely African remained dominant. Despite the difficulty of acceptance of graffiti as an art form due to its earlier association with transgressive activities, its engagement as a method for emancipatory, participatory, cultural literacy, dialectical relations, and creative learning tools in both formal and informal settings demonstrated its educational-supportive capacity for young adults. The values that graffiti express can help reorient young adults in their thinking and social agency. To this end, this paper recommends rethinking the way we view and relate to graffiti arts and writers; incorporating graffiti art education into school curriculum reforms in Nigeria; and using an interactive approach, including new media, to understanding graffiti art produced and displayed by young adults.
A Structural Equation Model of Teachers&apos; Attitudes towards Constructivist Curriculum Change
Author: Akin-Sabuncu, Sibel
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Change,Curriculum Development,Elementary School Teachers,Middle School Teachers,High School Teachers,Self Efficacy,Constructivism (Learning),Predictor Variables,Correlation,Faculty Development,Teaching Methods,Foreign Countries

This study explores the relationships between teachers' beliefs about teaching, self-efficacy beliefs for teaching and their attitude towards the implementation of curriculum change through the mediating role of their readiness for change. In so doing, the study seeks to suggest an advanced approach to manifest the complex relations among the investigated variables. Designed as correlational research, the study included 422 teachers selected through cluster random sampling from elementary, middle, and high schools. The data were collected through four scales and a demographic information form. Structural equation modeling was performed to investigate the relationships between latent variables. The findings indicated that teachers' beliefs about teaching, self-efficacy beliefs, and readiness for change are significant predictors of teachers' attitudes towards the constructivist curriculum change. However, the contribution of each component differed on the two sub-dimensions: getting information about and implementation of constructivist curriculum. In addition, a mediation effect of teachers' emotional and intentional readiness was found for constructivist teaching beliefs. The findings imply that teachers' self-efficacy and general beliefs about teaching are critical in acknowledging the curriculum reform and thereby, teachers should be given a voice in curriculum development. This might encourage them to be the agents of change rather than the deliverers of the curriculum, which, in turn, might strengthen their beliefs and attitudes regarding the curriculum change. Given the significant role of teachers' emotional and intentional readiness for change, the findings further offer insights to policymakers to provide teachers with professional development opportunities for the success and sustainability of curriculum reforms. [This article includes an extended summary in Turkish.]
Relationship between Chinese College Students&apos; Perceived Transformational Leadership by Physical Education Teachers and Their Exercise Adherence: The Mediating Role of Physical Self-Efficacy
Author: Ke, Wei
Date: 2023-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Physical Education Teachers,Transformational Leadership,Exercise,Health Behavior,Self Efficacy,Correlation,Physical Activity Level

The interruption of regular physical exercise among Chinese college students is a key cause of the lack of motivation to exercise. Therefore, on the basis of self-efficacy theory, this study analysed the interrelationships between the perception of transformational leadership in physical education (PE) by teachers, physical self-efficacy, and exercise adherence among Chinese college students. A questionnaire survey was conducted using a convenience sample of 448 students from five universities in Hebei Province, China. They perceived transformational leadership by PE teachers to significantly positively influence exercise adherence. In addition, physical self-efficacy partially mediated the relationship between college students' perceptions of transformational leadership by PE teachers and exercise adherence. These findings suggest that university administrators could encourage PE teachers to make greater use of transformational leadership and improve education and guidance regarding physical self-efficacy for college students to promote exercise adherence.
Evaluation of Preparatory Class Mathematics Curriculum of Social Sciences High School
Author: Gögebakan Yildiz, Derya
Date: 2023-00-00
Type: Journal Articles
Subjects: Curriculum Evaluation,Mathematics Curriculum,Social Sciences,High School Students,Secondary School Curriculum,Curriculum Development,Foreign Countries,Achievement Tests

This study aims to evaluate mathematics curriculum used in social sciences high schools' preparatory classes based on Stufflebeam (CIPP) evaluation model in terms of context, input, process and product dimensions. With this aim, this study seeks to answer &quot;How is preparatory class mathematics curriculum (PCMC) evaluated in terms of its context, input, process and products?&quot; from the viewpoint of teachers and students. Case study method which is one of qualitative research methods is used in this study. The study is carried out in the first term of 2021-2022 academic year in a social sciences high school which uses National Ministry of Education's curriculum. Participants of the study are 65 students and four mathematics teachers. Mathematics achievement test and interview forms are used as data gathering tools. The results of the study revealed that both teachers and students have critical views of context, input, process and product dimensions of the curriculum; however, the criticisms intensify in process and product dimensions of the curriculum. Another finding of the study is that specific conditions of schools and characteristics of students and teachers have a major impact on commitment to curriculum, teaching-learning processes and learning outcomes. Some recommendations are made for implementers and researchers based on the findings of the study. [This article includes an extended summary in Turkish.]
Examination of Pre-Service Teachers&apos; Attitudes towards Teachers&apos; Lounge
Author: Çetin, Filiz
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Gender Differences,Teaching (Occupation),Intellectual Disciplines,Educational Facilities,Interior Space,School Space,Time,Foreign Countries

This study aims to determine the attitudes of pre-service teachers towards the teachers' lounge. Differences between the attitudes of pre-service teachers towards the teachers' lounge in terms of gender, program, perception of the teaching profession, and the time spent in the teachers' lounge during the internship were examined. The research has the characteristics of a descriptive research model and a survey research design. 634 pre-service teachers studying at the faculty of education and pedagogical formation program at a state university are the study group of this research. As a data collection tool in the research, the &quot;Attitude Scale Towards the Teachers' Lounge&quot; was used. The results of the research show that pre-service teachers' beliefs about the useful and versatile teachers' lounge and their beliefs about the relaxing aspect are at a moderate level, and their attitudes towards the are generally positive. Attitudes of female pre-service teachers towards the teachers' lounge are more positive than those of male teachers. Attitudes of the pre-service teachers studying in the pedagogical formation program towards the teachers' lounge are more positive than those of the pre-service teachers studying at the faculty of education. Attitudes of pre-service teachers who like the teaching profession towards the teachers' lounge are more positive than those of those who do not. The other results are that the attitudes of the teacher candidates who spend time in the teachers' lounge towards the teachers' lounge are more positive than the teacher candidates who do not spend time at all. [This article includes an extended summary in Turkish.]
Examining the Pandemic Process from the Educational Perspective: What Are Scientific Studies Telling Us?
Author: Durak, Hatice Yildiz
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Outcomes of Education,Educational Research,Scientific Research,Distance Education,Foreign Countries,Responses,Global Approach

Due to COVID-19 pandemic, one of the biggest crises occurred in the field of education. The number of students whose educational activities were interrupted because of the pandemic is an indicator of the effects of the pandemic on education. However, when the studies in the literature are examined, they mostly focus on the field of health. Studies in the field of education are relatively limited and the studies or data are unstructured. As a matter of fact, it is important to structure the data in the world created by data; to understand how the process works, to discover opportunities and the patterns that make up the world, to predict what will happen in new situations. In this context, the purpose of this study is to determine which issues are examined in the field of education in Turkey and around the world in the COVID-19 pandemic. In accordance with this purpose, analyzes were made using text mining techniques on text-based data. As a result of the research, in the international literature, more in-depth and theoretical research is included in the context of education, while in the national literature, situation determination and superficial distance education studies have been carried out.
Investigating Technology Integration into English Language Coursebooks: A Systematic Evaluation
Author: Özkan, Tutku
Date: 2023-00-00
Type: Journal Articles
Subjects: Technology Integration,Textbook Preparation,Foreign Countries,Second Language Learning,Second Language Instruction,Secondary School Students,English (Second Language),Grade 9,Grade 10,Content Analysis,Teaching Methods,Learning Processes,Information Technology,Educational Technology

Among a variety of language learning materials, the crucial role that coursebooks have on learning and teaching processes takes a great deal of attention in the scholarly literature. English language coursebooks have been thought of as one of the most pivotal instruments for effective and systematic language learning experiences. Therefore, it is of paramount importance to address the issue of developing English language coursebooks that meet current requirements of the 21st century. This study aims to explore the extent of technological affordances in English coursebooks used in upper secondary schools in Türkiye. To achieve this aim, a qualitative methodology based on content analysis has been taken as a methodological approach. In this regard, an evaluation checklist for technology integration has been developed and used in the study. Data were collected investigating the content of the two coursebooks from the 9th grade and 10th grade used in Türkiye. Overall, the findings substantiate that despite some notable attempts to integrate technology into current coursebooks, further work is required to develop a well-designed and systematic standard for technological affordances in the content of current coursebooks. The findings provide several insights and implications for developing technology-integrated coursebooks, thus promoting technology-enhanced teaching and learning practices.
Development of Self-Concept in Multi-Grade 3rd and 4th Classes
Author: Munser-Kiefer, Meike
Date: 2023-03-00
Type: Journal Articles
Subjects: Grade 3,Grade 4,Multigraded Classes,Self Concept,Elementary School Students,Reading Skills,Classroom Environment,Reading Achievement,Student Characteristics

The assumption that multi-grade learning enhances and sustains positive self-concept is widespread, although neither theory nor empirics have yet allowed for firm conclusions. This paper reports on a representative longitudinal study of multi-grade learning in grades 3 and 4 comparing the development of students' self-concept in reading in multi-grade and single-grade classes, also providing a differentiated analysis of the development at varying performance levels. The results show that self-concept is less stable in multi-grade classes. At the end of grade 3, students' self-concept in multi-grade classes is lower than in single-grade classes, although the average achievement level is higher. This effect is mainly ascribed to low-achieving children; however, all students' self-concept recovers by the end of grade 4. Regarding students with a very low self-concept, they are found to a comparable extent in both multi-grade and single-grade classes, but the number of these students is low and the affected students change. The data indicates that pedagogical support is needed, especially in grade 3, to mitigate the effects of social comparison. Further analysis should include the quality of multi-grade teaching implemented in the classroom and its effects.
Elementary Teachers&apos; Experiences with Trauma-Informed Practice
Author: Puchner, Laurel D.
Date: 2023-03-00
Type: Journal Articles
Subjects: Elementary School Teachers,Trauma Informed Approach,Teacher Attitudes,Principals,Administrator Attitudes,Interpersonal Communication,Resistance to Change,Program Implementation,Barriers,COVID-19,Pandemics,Interpersonal Relationship

This qualitative study used in-depth interviews to understand teacher experiences implementing trauma informed practice (TIP) at an elementary school in the Midwestern U.S. School leaders had implemented a largescale TIP effort a few years prior to the study. The study found that the interviewees supported and implemented TIP and perceived that most other teachers in the school did too. Interviewees also believed that although it was diminishing, resistance to TIP still existed among staff. Study findings indicate that social interaction among staff around TIP was important for its spread. Finally, because many of the instructional practices that make up TIP are not new, but rather practices already known in the field to be effective, our findings shed light on how repackaging and reframing instructional practices may help in instructional reform.
Perceived Parenting Styles and Emotional Control as Predictors of Peer Bullying Involvement
Author: Pirc, Tina
Date: 2023-03-00
Type: Journal Articles
Subjects: Parenting Styles,Student Attitudes,Self Control,Emotional Response,Bullying,Peer Relationship,Student Behavior,Family Characteristics,Grade 7,Grade 8,Secondary School Students,Predictor Variables,Early Adolescents,Foreign Countries

In our study we tested a model of the relationships among students' perceived parenting styles, their emotional control and peer bullying involvement, since family characteristics are understudied and unclear in comparison with individual and school factors of peer bullying. Our sample included 202 students from 7th and 8th grade from 14 lower secondary schools. The resulting model showed that the authoritative parenting style positively predicted emotional regulation and observation of bullying. The authoritarian parenting style positively predicted relational and physical bullying with teasing and observation of bullying, and negatively emotional control. Emotional control as a mediating variable negatively predicted all forms of involvement in peer bullying. The results indicate the importance of promoting self-regulation skills in adolescents. Some practical implications for parents and school staff are discussed.
Faculty Experiences of HyFlex: An Exploratory Study
Author: Boehm, Melissa
Date: 2023-00-00
Type: Journal Articles
Subjects: Blended Learning,Instructional Innovation,Teacher Attitudes,Teaching Experience,Self Efficacy,Stress Variables,Faculty Workload,Technology Uses in Education

Innovations in teaching and learning led to HyFlex, a new type of hybrid teaching modality that incorporates in-person learning options along with online learning (Beatty, 2019). In May and June 2022, faculty at a regional comprehensive university were invited to participate in in-depth interviews or open-ended surveys regarding their experiences teaching HyFlex. Based on six in-depth interviews and six open-ended survey responses, this study's three main findings related to themes of interaction, technological challenges, and increased workload. We conclude that teaching innovations like HyFlex can both enrich a faculty member's sense of self-efficacy and contribute to additional stressors of work responsibilities (Leijon &amp; Lundgren, 2019; McNaughton et al., 2014; Malczyk, 2019). These challenges will need to be addressed by institutions and faculty.
How Academic Support Affects Sense of Belonging among LGBTQ+ Students
Author: Contos, Leilani
Date: 2023-00-00
Type: Journal Articles
Subjects: Student School Relationship,Minority Group Students,LGBTQ People,Interpersonal Relationship,Sexual Identity,School Personnel,Role,Majors (Students),Undergraduate Students,Social Support Groups

Sense of belonging improves educational outcomes for students, especially for minoritized students, like lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, and sense of belonging is experienced through students' relationships with people on whom they rely for academic support. This study examined the relationship between sense of belonging, gender and sexual identities, and the role that key providers of academic support played for students in college. Students reported a high sense of belonging in their majors, and this experience did not vary much by LGBTQ status or role of academic support provider. LGBTQ students do rely on different people for support, however, which holds implications for how students should cultivate relationships to support their academic success.
Attitudes of Students towards Violations of Academic Integrity in Online English Courses
Author: Bozok, Demet
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,English Instruction,Online Courses,Integrity,Cheating,Ethics,Plagiarism,Student Attitudes,Student Behavior,Vocational Schools,College Faculty,Compliance (Legal),Compliance (Psychology)

Online education became widespread during the COVID pandemic and is likely to continue to have an important role in our education into the future. A notable aspect of the shift from traditional classroom to virtual teaching has been the collegiate challenge of extending a learning environment founded on mutual trust and academic endeavor, remotely. This study examines the attitudes of students towards violations of academic integrity in online English courses, as attitude can be a trigger for behavior. Student attitudes concerning cheating were assessed for exams, assignments and online sessions. To this end, a questionnaire was implemented with faculty and vocational school students located in the west of Turkey. The participants were two groups of students who attended online English courses and delivered online assignments. One of the groups was comprised of faculty students who attended traditional exams while the other group was tested online. The attitudes of both groups were compared and the results indicated similarity in the most and the least frequently preferred behaviors in general. The most frequently acknowledged violations were using a dictionary during online exams, getting help from translation websites for online assignments and pretending to attend online courses with the camera or microphone turned off. On the other hand, students didn't show willingness to use remote connection software or give account details to a friend to get help in online courses. Although, students in both groups had similar attitudes towards academic misconduct, some item-based differences were revealed that may influence the delivery of language courses in the online setting.
Impacts of a Global Pandemic on Student Engagement in Business Education
Author: Grotrian, Sheri
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Business Education,Learner Engagement,COVID-19,Pandemics,School Closing,Emergency Programs,College Faculty,Student Attitudes,Educational Change,In Person Learning

It is no secret when COVID-19 surfaced, students found themselves learning online as well as tending to other life disruptions simultaneously. Due to the pandemic stressors, it seems reasonable to believe that the COVID-19 lockdown has negatively impacted student engagement in higher education. Knowing student engagement has positive implications for students, the authors sought to examine this phenomenon regarding the negative impact, specifically in business education.