ethanporcaro/eric-fulltext-meta huggingface dataset:
Parents&apos; Knowledge and Skills about the Risks of the Digital World
Author: Tomczyk, Lukasz
Date: 2021-02-00
Type: Journal Articles
Subjects: Parents,Parent Influence,Individual Characteristics,Children,Elementary School Students,Knowledge Level,Skill Development,Technological Literacy,Information Literacy,Self Evaluation (Individuals),Risk,Interaction,Information Security,Credibility,Advertising,Human Factors Engineering,Prevention,Consumer Economics,Foreign Countries,Child Safety,Child Health,Internet

In this article we present the level of knowledge and literacy held by the parents of primary school students regarding internet safety (online safety, digital safety) in the context of digital literacy (DL) in terms of both technical skills and knowledge. The study reported on here was conducted in Poland, and was commissioned by the Ministry of National Education. The research involved measuring the knowledge and skills regarding the prevention of electronic threats (e-threats) which are defined as problematic situations and behaviour mediated by digital media and the internet. E-threats are related to mental and physical health, social aspects and technical matters related to the use of information and communication technologies (ICTs). In order to narrow down the research area, 6 components related to e-threats were selected, namely: the ergonomics of using digital media; the evaluation of the reliability of online information; the influence of advertising on consumers' choices; risky online relationships; understanding the mechanisms of secure logging-in; and protection against malware. The DL level was measured using a competence test. An analysis of 514 tests revealed that the most neglected areas were the protection of children against unwanted communication with other users, and secure logging in. The strongest component was the ergonomics of using ICT. We also noted that more than one fifth of parents showed a satisfactory level of DL related to online safety. Another observation was that DL is a complex and heterogeneous concept. The DL components are related with one another to different extents. Some DL elements are determined by the level of education, place of living, subjective sense of own well-being or intuitive perception (self-evaluation).
Using Open-Ended Problem-Solving Tests to Identify Students&apos; Mathematical Creative Thinking Ability
Author: Rahayuningsih, Sri
Date: 2021-08-00
Type: Journal Articles
Subjects: Problem Solving,Creativity,Mathematics Instruction,Guidelines,Student Attitudes,Cognitive Ability,Accuracy,Profiles,Mathematics Skills,Undergraduate Students,Foreign Countries,Mathematics Tests

This study aimed to examine an open-ended problem-solving assessment tool that can be used to measure the profile of students' mathematical creativity based on the type of mathematical creativity. The open-ended problem-solving assessment consists of open-ended problem-solving sheets and interview guidelines to measure the profile of students' mathematical creativity. One hundred and five students were asked to solve open-ended problems. From each group, one student was selected to be interviewed with the aim of obtaining a more detailed explanation of each of these types. The two types can be explained as follows. The &quot;very creative&quot; students were those who could perform cognitive flexibility and cognitive fluency in solving open-ended problems. The other type of students was creative students who were able to think flexibly (cognitive flexibility) when solving open-ended problems. Cognitive flexibility includes the ability to describe various solutions and provide more than one answer to a problem. Cognitive fluency includes the ability to interpret the answer smoothly and accurately without any constraints. It may also refer to the ability to correct a wrong answer even though there was a mistake during the operating process. The analysis results showed that the open-ended problem-solving assessment was an effective tool to measure students' mathematical creativity in terms of results (products) and processes. In terms of results (products), it was able to determine the type of students' mathematical creative ability, namely very creative and creative, while in terms of processes, it was able to describe the differences in the cognitive profile of the two types.
The Effect of Layered Flipped Learning Model on Academic Success
Author: Ökmen, Burcu
Date: 2021-08-00
Type: Journal Articles
Subjects: Flipped Classroom,Academic Achievement,English (Second Language),Second Language Instruction,Teaching Methods,Student Attitudes,Secondary School Students,Instructional Effectiveness,Achievement Gains,Language Skills,Listening Skills,Reading Skills,Speech Skills,Foreign Countries,Females,Blended Learning,Homework,Class Activities,Educational Technology,Technology Uses in Education

The purpose of this study is to determine how students' academic achievement in English lessons improved when the layered flipped learning model is used in these lessons and what the students' views about the tasks chosen and performed within the scope of this model are. One of the qualitative research methods, the 'action research' method was used in this research. The research was conducted with the fifth grade of a secondary school in the West Black Sea region of Turkey in the 2017/2018 academic year. In the research process, readiness test, achievement test, focus group interview, task evaluation form, reflective daily form-course video recordings were used as data collection tools. The data obtained from the focus group interview at the end of the action plans were analyzed using the content analysis method. The readiness test and the achievement tests were tabulated separately to show the development of each student in the process and the class averages. According to the results of the research, it was seen that the layered flipped learning model had a positive effect on students' academic achievement and that their academic achievement increased gradually in all of their reading, listening and speaking skills. According to the results of the research, a number of suggestions were made.
Examining the Digital Learning Material Preparation Competencies of Pre-Service Mathematics Teachers
Author: Simsek, Mertkan
Date: 2021-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Instructional Materials,Mathematics Teachers,Computer Software,Computer Assisted Instruction,Elementary School Teachers,Teacher Education Programs,Mathematics Instruction,Student Attitudes,Material Development,Fractions,Teaching Methods,Scoring Rubrics,Scores,Instructional Material Evaluation,Foreign Countries,Educational Technology

The aim of this research is to examine digital learning materials designed by pre-service mathematics teachers with GeoGebra software through rubrics. This research was conducted using the integrative mixed method design, which allows the use of qualitative and quantitative methods together or sequentially. The study group of the research consists of 46 pre-service teachers studying in elementary mathematics education programme and attending the Computer-Assisted Mathematics Instruction course in a university. The pre-service teachers designed the materials in groups of two (23 participant per group). Semi-structured interviews were conducted with six groups determined according to the purposeful sampling selection. The data of this research were obtained using digital learning materials and semi-structured interview form used to interview pre-service teachers. Pre-service teachers were asked to prepare a material that can be used in teaching simple fractions addition with GeoGebra software. In line with the purpose of the study, the Digital Learning Material Evaluation Rubric has been developed by the researchers. When the Digital Learning Material Evaluation Rubric scores of the pre-service teachers who participated in the study were examined, it was found that there were deficiencies in the digital learning material design skills of the pre-service teachers. Pre-service teachers were less successful in terms of teaching appropriateness than structural appropriateness and programming appropriateness aspects of the digital learning materials produced.
Boys and Bullying in Primary School: Young Masculinities and the Negotiation of Power
Author: Mayeza, Emmanuel
Date: 2021-02-00
Type: Journal Articles
Subjects: Foreign Countries,Bullying,Males,Masculinity,Elementary School Students,Violence,Victims,Females,Gender Issues,Power Structure,Blacks,Poverty,Student Behavior,Student Attitudes,Teacher Role,Gender Bias,Disclosure,Age Differences,Discipline

In this article, we draw on data from focus group discussions to examine the ways in which some young boys in a South African township primary school construct and negotiate hegemonic masculinity through bullying, and other forms of violence, within the school. Deviating from the simplistic victim-bully binary, we draw from critical masculinity studies to show how younger boys exert power over girls through violence but are, themselves, also victims of violence which, they say, is perpetrated by girls. Boys are often identified as bullies at school, but when we gave them the opportunity to talk about what it meant to be a bully, we gained a far more complex picture of how bullying behaviour manifests between learners at school. Indeed, our participants' accounts of violence at school gave us great insights into the complexities of gender violence and highlighted the broader socio-cultural and economic conditions that produce it. We conclude that it is vital to understand the mechanisms of gender power relations among primary school learners, if primary school violence prevention interventions are to be effective.
Opinions of Pre-Service Pre-School Teachers on the Use of Mathematics Activities
Author: Kesicioglu, Oguz Serdar
Date: 2021-02-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Student Attitudes,Mathematics Instruction,Mathematics Activities,Mathematical Concepts,Concept Formation,Educational Games,Art Activities,Foreign Countries,Learning Activities,Manipulative Materials,Teaching Methods

The research reported on here was designed in a qualitative approach to present the opinions of pre-service pre-school teachers on the use of mathematics activities. The sample consisted of 10 pre-service teachers, who in their fourth year of pre-school education in the teaching department in 2017 to 2018. The pre-service teachers in the study group were selected from those with a grade point average (GPA) of above 3 and who completed the teaching practice course. In the research, the data were collected from the pre-service teachers through interviews. A semi-structured form, developed by the researcher, was used as a data collection tool in order to reveal the opinions of pre-service pre-school teachers on the application of mathematics activities. The results of the research show that the participating pre-service pre-school teachers used more than one-to-one correspondence in mathematics activities of which the most difficult concepts were classification and geometrical figures -- difficult situations in which to attract the attention of children and a crowded class of 36 to 48 month old children. Most of the mathematics activities were integrated into games and art through the narration and gamification method. The participants mostly used prepared mathematics activities in practice.
Principals&apos; Difficulties at Female Saudi Secondary Schools
Author: Alzamil, Jwahir
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Role,Teacher Supervision,Teacher Evaluation,Barriers,Females,Women Administrators,Secondary Schools,Teacher Attitudes,Teacher Competencies,Classroom Environment,Class Size,Student Behavior,Administrator Responsibility,Administrator Attitudes

Teaching supervision is carried out by principals, and its purpose is to evaluate teachers' teaching practices in the classroom. This study addresses a gap in the teaching supervision literature, which relates to the fact that studies in the teaching supervision literature have overlooked the obstacles principals face when supervising teachers in Saudi Arabia. The study was conducted over 10 days. Using semi-structured interviews, the data was collected from seven female principals in secondary schools. The results showed that the obstacles faced by principals fall into the following two categories: (a) obstacles to supervision caused by some teachers' unhappiness about being observed in the classroom; and because some of them fail to admit to having faults; and (b) obstacles that centre on the classroom environment itself, including noisy students, boring classes, a large number of students, small classrooms, the large number of teachers in a single school, and having to supervise all the subjects. These findings indicate that: (a) principals encounter certain obstacles to supervising teachers which affect the quality of the supervision itself; and (b) supervision planners may be motivated to consider the obstacles faced by principals in their supervision of teachers, so having this information can be crucial for improving principals' performance of supervision in Saudi Arabia.
States, Institutions, and Literacy Rates in Early-Modern Western Europe
Author: Eskelson, Tyrel C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Educational History,Educational Development,Trend Analysis,Literacy,Social Change,Industrialization,Social Systems,Ownership,Incentives,Numeracy,Middle Class,Labor,Foreign Countries,Literacy Education,Educational Attainment

The purpose of the paper is to develop the theory that structural or procedural changes in institutions precede changes in education in a society. It examines the development of pre-modern institutions in Western Europe in the 16th and 17th centuries and the influences this had on growth in literacy rates within these states. Literacy rates in Western European countries during the Middle Ages were below twenty percent of the population. For most countries, literacy rates did not experience significant increases until the Enlightenment and industrialization. Two early exceptions to this broad trend were the Netherlands and England, which had achieved literacy rates above fifty percent of their populations by the mid-seventeenth century. The explanations for these divergent trends are the structural changes in formal institutions that embodied capital markets, protected private property, and overall established the initial steps in developing modern political institutions. This created incentives to invest more in schools per capita as well as incentives for a middle class to invest more in literacy and numeracy skills for a market-exchange economy that was becoming more specialized in division of labor.
The Effect of Class-Wide Enrichment Applied to Gifted and Normal Children in Early Childhood
Author: Darga, Hatice
Date: 2021-08-00
Type: Journal Articles
Subjects: Enrichment Activities,Gifted,Talent Identification,Young Children,Grade 1,Elementary School Students,Multiple Intelligences,Test Reliability,Test Validity,Private Schools,Public Schools,Screening Tests,Cognitive Tests,Projective Measures,Personality Measures,Freehand Drawing,Foreign Countries

The purpose of the study was two-fold: The first purpose of the research was to conduct the &quot;adaptation study of Brigance K &amp; 1 screen II to Turkish,&quot; while the second was to &quot;investigate the effect of the enrichment program applied to gifted children and their classmates in the 1st grade of primary education on their performance in multiple intelligence fields&quot;. The research was conducted in the screening model and experimental design. The study group consisted of 477 primary schools first grade students (6 years old). Data collection tools are as follows, Brigance K &amp; 1 Screen II scale, Goodenough-Harris draw-a-person test, Teele Multiple Intelligence Preference Inventory (TIMI), Enrichment Program Pre-test -Post-test, and &quot;Project Evaluation Criteria List.&quot; After the screening process, a class-wide enrichment program based on multiple intelligence was applied to gifted and talented children and their classmates. Statistical Package for the Social Sciences (SPSS) was used to analyze the data at hand. The findings of the study revealed that Brigance K &amp; 1 Screen II scale was effective in determining gifted children attending the first grade of primary school with a rough evaluation. The enrichment program results were different from the existing school program in favor of enrichment. The class-wide enrichment program has improved all children, with a more potential for gifted children. As a part of the program, a total of 163 students were given project assignments. At the end of the evaluation, it was determined that the students improved in multiple intelligence areas.
Pre-Service Elementary Teachers&apos; Reasoning Types of Generalization and Justification on a Figural Pattern Task
Author: Dogan Coskun, Sumeyra
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Abstract Reasoning,Generalization,Logical Thinking,Mathematical Logic

The purpose of this study is to examine how pre-service elementary teachers generalize a non-linear figural pattern task and justify their generalizations. More specifically, this study focuses on strategies and reasoning types employed by pre-service elementary teachers throughout generalization and justification processes. Data were collected from 32 pre-service elementary teachers who were enrolled in the Elementary Teacher Education program of a university, Turkey. During the data collection process, these pre-service teachers were first asked to generalize a non-linear figural pattern task and were then asked to justify their generalizations. To analyze the pre-service elementary teachers' written answers for the task considering reasoning types for both generalization and justification, data reduction and constant comparative methodologies were used (Miles, Huberman, &amp; Saldana, 2014). The findings indicated that the pre-service teachers were better able to find a rule for the pattern using the explicit strategy. It was also found that although these pre-service teachers used different types of reasoning which were numerical reasoning, figural reasoning, and pragmatic reasoning, figural reasoning was the most frequent one throughout the generalization process. Reasoning types for justification by the preservice teachers fell into two categories: inductive and deductive. Most pre-service teachers resorted to inductive reasoning; however, there were a few pre-service teachers who referred to deductive reasoning. In addition, the pre-service teachers who articulated figural reasoning to generalize appeared to be more successful in justifying their developed rules deductively.
English Language Skills for Disciplinary Purposes: What Practices Are Used to Prepare Student Teachers?
Author: Mpofu, Nhlanhla
Date: 2021-02-00
Type: Journal Articles
Subjects: Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Interdisciplinary Approach,Student Teachers,Academic Language,Preservice Teacher Education,Constructivism (Learning),Institutional Characteristics,English for Academic Purposes,Foreign Countries,Microteaching,Language of Instruction,Indo European Languages,Racial Segregation,Social Change,Black Colleges,Whites,Teacher Education Programs,Intellectual Disciplines

In the study reported on in this article, we explored the preparation practices used to prepare student teachers to use English language skills in disciplinary content teaching. Despite studies which emphasise generic academic literacy where language is a subset of this field discourse, there is a dearth of research studies on the use of English in the specific context of disciplines in initial teacher education (ITE), which is addressed here. Guided by social constructivism, we collected data from 102 purposively selected student teachers from 3 universities. A qualitative multiple case study design was used as the methodological tool, and data from focus group discussions and document analysis were collected, documented and analysed. The results of the analysis show that the student teachers were prepared using structured and unstructured English Across the Curriculum (EAC) pedagogical activities. Structured activities are content-oriented learning processes that are largely rigid and prescriptive, while unstructured activities are rooted in the academic values and identity that are held in the institution. Although drawn from a relatively small sample, these findings may assist ITE institutions to develop a curriculum that attends to multiple strategies for developing student teachers' strategic competence in EAC.
Exploring Omani EFL Students&apos; Perceptions of the Newly Adopted Online Learning Platforms at the University of Technology and Applied Sciences-Salalah
Author: Kashoob, Muna
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Student Attitudes,Online Courses,College Students,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Integrated Learning Systems,Teaching Methods,Interaction,Teacher Student Relationship,Peer Relationship,Educational Environment

Due to the rapid advancement of the relevant technology and the COVID-19 health pandemic, educational institutions have had to adapt to ongoing and ever-changing circumstances at a very rapid rate. Thus, the Moodle and Microsoft Teams platforms are being used by teachers to more directly teach students, as well as fulfilling its initial role in providing a supplementary tool to maintain, the convention of independent learning. The current study explores the perceptions of a group of Omani students who are currently enrolled in the English Language Center of the University of Sciences and Applied Technology, Salalah campus, (hereafter referred to as UTAS) regarding the new online learning platforms, i.e. Moodle and Microsoft Teams. To this end, a questionnaire was adopted from Rojabi's (2020) study to measure the perceptions of the students towards both Moodle and Microsoft Teams platforms. A sample of 100 students was randomly selected from the population. The findings of the study have offered some important suggestions on how to improve the existing online platforms and pave the way for further research to be conducted in the same area.