ethanporcaro/eric-fulltext-meta huggingface dataset:
Fine Arts Education with Distance Education in Pandemic Period
Author: Ergin, Demirali Yasar
Date: 2021-07-00
Type: Journal Articles
Subjects: Fine Arts,Art Education,COVID-19,Pandemics,College Faculty,Teaching Methods,Problems,Sculpture,Painting (Visual Arts),Teacher Attitudes,Teacher Surveys,Distance Education,Educational Change,Foreign Countries,Art Teachers

The study had a descriptive survey model. The purpose of the study was to determine the problems faced in art education by academicians in fine arts education under the conditions of COVID-19 pandemic, and to help take measures for the solution of these problems. The population of the study consisted of higher education institutions/branches that provide fine arts education. The sampling was the academicians of the Fine Arts Education Department, Faculty of Fine Arts, and Painting/Sculpture and Conservatory Departments. After the pandemic was detected in Turkey in mid-March 2020, an attempt was made to contact the sampling between April and June 2020. The study was conducted with 196 academicians who had different academic titles. An online survey was used as the data collection tool in this study. The survey included 37 questions in 6 problem fields on demographic data, distance education backgrounds, and problems that could be experienced in distance education and art education, was applied to those who wanted to participate voluntarily in the study from academicians. Frequency and percentage distributions were used in statistical analysis of the data in the present study. The participants stated that they experienced problems mostly due to the contents/achievements of the courses, student-related problems, and measurement and evaluation-related problems during the distance education process. However, they also stated that they experienced fewer problems that stemmed from internet and computer, distance education program, and teacher-related problems.
Electronic Conceptual Change Texts Prepared about Fractions
Author: Güveli, Ebru
Date: 2021-10-00
Type: Journal Articles
Subjects: Fractions,Mathematics Instruction,Concept Formation,Mathematical Concepts,Misconceptions,Teaching Methods,Instructional Effectiveness,Teacher Attitudes,Positive Attitudes,Secondary School Teachers,Mathematics Teachers,Computer Assisted Instruction

Fraction is one of the important mathematics topics, and it has been determined that students at every grade have misconceptions about fractions. Regarding the fact that technology has been developing rapidly, it is actively used in educational institutions. It has a great number of benefits. It has become inevitable to associate conceptual change texts (CCT) with technology. In this study, electronic conceptual change texts (ECCT), were designed in order to eliminate misconceptions on fractions and to strengthen the effective teaching by creating a different point of view. These texts were presented to 12 teachers, who work at different secondary schools and interviews were carried out with them. As a result of these interviews, teachers expressed positive opinions about these texts and said that it would be effective to develop them.
Dependent Rational Activists: Disability, Student Activism, and Special Education
Author: Dhingra, Neil
Date: 2021-00-00
Type: Journal Articles
Subjects: Activism,Students with Disabilities,Inclusion,Parent Child Relationship,Meetings,Individualized Education Programs,Educational History,Educational Policy,Special Education,Parent Attitudes,Student Attitudes

Historians of student activism have rarely focused on students with disabilities, while educational historians who study students with disabilities have focused on legal reforms, not activism. We present a philosophical argument for an inclusive definition of student activism that can take place within legal and bureaucratic processes in which students act collaboratively with parents or guardians. Drawing on the new disability history and critical disability studies, we first argue that such activism is necessary because those processes routinely involve the conceptual objectification, silencing, and invisibilization of disabled people. Further, we argue that activism is necessary to shift individualized education plan (IEP) meetings from bargaining to collective deliberations for the common good. Finally, following Alasdair MacIntyre, we argue that activism, legal and otherwise, may involve families acting collaboratively, because parents and others can become attentive to the rational reflections of those with disabilities.
Disabling Intervention: Intellectual Disability and the Justification of Paternalism in Education
Author: McDonough, Kevin
Date: 2021-00-00
Type: Journal Articles
Subjects: Labeling (of Persons),Intellectual Disability,Social Bias,Children,Inclusion

This paper criticizes mainstream philosophical justifications for paternalism in children's education, highlighting their exclusion of students labelled with intellectual disability. Most philosophical justifications of paternalism presume &quot;able-mindedness&quot; -- that is, they presume that learners possess the potential to develop capacities of rationality and autonomy considered normal -- and normatively superior -- for adults. Prioritizing these able-minded norms obscures educationally worthwhile communicative, reasoning, and behavioural capacities that diverge from able-minded norms, but which nevertheless express forms of rational and epistemic agency that are educationally beneficial. The paper argues that able-mindedness therefore constitutes a conceptually impoverished basis for educational paternalism. A number of harmful educational implications of able-minded educational paternalism are explored and a more promising and inclusive avenue for justifying educational paternalism is briefly outlined.
DAD: Some Historical-Epistemological Considerations on Its Judicious Use
Author: Morganti, Silvio
Date: 2021-07-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Interdisciplinary Approach,Teaching Methods,Distance Education,School Closing,Educational Technology,Electronic Learning,Barriers,Foreign Countries,Access to Computers,Educational Quality

This paper deals with the pros and cons in relation to the teaching strategy imposed specifically in Italy by the COVID-19 pandemic, which has involved and continues to involve significant changes in the setting in which students and teachers interact. The approach is multidisciplinary, in that the perspective advanced is both historical and epistemological in nature. Particular attention is paid to the possibility of erecting an argumentative framework within the operational educational context as it takes place in the temporal and spatial dimensions of the school. Suggestions are provided regarding the set of &quot;tools&quot; useful for the constructive and creative management of didactic-pedagogical modalities inherent to &quot;DAD&quot; (acronym for the Italian &quot;Didattica A Distanza&quot;, i.e., distance/remote teaching and learning), including combining the quantitative facets with the necessary qualitative facets, which are expressed in the category of the &quot;bello&quot; (beautiful), thus introducing the aesthetic value. Therefore, the concept of &quot;benessere&quot; (well-being) and that of &quot;malessere&quot; (malaise) are associated with the concept of &quot;bellessere&quot; (beautiful-being).
Technology Addiction in Physical Education and Sports Teacher Candidates
Author: Yaman, M. Sibel
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Athletics,Preservice Teachers,Addictive Behavior,College Students,Academic Achievement,Incidence,Gender Differences,Instructional Program Divisions,Information Technology

In this research, the level of technology addiction in physical education and sports teacher candidates and whether this level differs according to some demographic variables is aimed. The research was carried out using the screening model. 213 female and 279 male of total 492 people studying in teaching programs of physical education and sport from 4 different states universities in Turkey participated to the research. The data in the research were collected by &quot;Technology Addiction Scale&quot; and &quot;Personal Information Form&quot;. Data were analyzed using independent groups t-test, one-way variance and Pearson correlation analysis. According to the research findings, while technology addiction scores of teacher candidates differ significantly according to gender and grade level (p &lt;0.05), it did not differ significantly according to the academic achievement perception and weekly sports frequency variable (p&gt; 0.05). Besides, no significant relationship was found between technology addiction and sports years. As a result, technology addiction levels of teacher candidates were found to be moderate.
Deaf Individuals and English Language Teaching
Author: Atar, Cihat
Date: 2021-10-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Student Characteristics,English (Second Language),Second Language Instruction,Students with Disabilities,Educational Technology,Technology Uses in Education,Special Education,Educational Games,Telecommunications,Handheld Devices

This paper aims to analyze the characteristics of deaf students from a pedagogic perspective and identify potential issues in the process of teaching English to them. English is the world language now, and knowing it provides many opportunities to its users ranging from following academic issues to trading internationally. There are so many different methods and applications for learning English. Learning English has become relatively easier via the widespread use of the internet, smartphones, and applications. However, few studies specifically discuss how to teach English to deaf students, and pre- and in-service English teacher training regarding this issue is still in its infancy. Hence, deaf students cannot sufficiently make use of the opportunity to learn and benefit from learning a lingua franca. In this paper, the current situation will be discussed, and some suggestions will be made regarding what can be done to improve teaching English to deaf students.
Transcultural Elements in Connectivist Massive Open Online Courses
Author: Ersoy, Nazife Sen
Date: 2021-10-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Learning Theories,Social Networks,Educational Technology,Technology Uses in Education,Cultural Influences,Social Media,Cultural Differences,Interpersonal Relationship,Diversity,Student Attitudes,Teacher Attitudes,Cooperation

This study was conducted to explore the transcultural elements in connectivist massive open online courses (cMOOC). It was designed as a holistic single-case study that consists of a cMOOC which took place in the Summer term of 2016 and it was the 4th cycle of the course up to that year. It was completely online utilizing solely open and distributed environments including course website, Twitter, Google+, Blogs, and Facebook. Data of the study were obtained via different methods and tools such as observation, semi-structured interviews, open-ended questionnaires, and document analysis. Four of the course tutors/facilitators and 10 of the active learners in the course were the primary participants of the study. Data were analyzed using the content analysis technique by means of Nvivo qualitative analysis software. Results reveal that there is some sort of transculture formed in this course. Accordingly, there is an authentic community with a participatory culture based on acceptance, sharing, openness, collaboration, kindness, and trust. However, the course itself lacks structure unlike traditional online courses, and in turn, didn't support teaching and cognitive presence for certain learners. It was challenging and confusing for some learners who were not self-regulated and didn't have enough digital literacies to learn effectively in a connectivist course since it adopted and encouraged a distributed learning approach.
An Integrative Mixed Method Approach to Investigate the Types of Video Devices Used by Secondary School Teachers: A Jordanian Context
Author: Ajloni, Mosah
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Secondary School Teachers,Teaching Methods,Telecommunications,Handheld Devices,Computers,Educational Technology,Technology Uses in Education,Incidence,Correlation,Gender Differences,Instructional Program Divisions,Grade 11,Grade 12,Institutional Characteristics

Teaching pedagogy is constantly shaped by the environment and the socio-demographic background of teachers and students. Continuing technological developments enabled videos to be accessed more easily, faster, and across multiple platforms and devices. There has been a growing use of video technology for teaching in the Middle Eastern region, particularly in Jordan, which is one of the growing technological hubs in the region. However, there is very limited research on its use by teachers and students in Jordan. To fill this knowledge gap in relation to Jordan, the present study aims to investigate what kinds of devices, and how frequent, instructional videos are used for teaching in secondary school teachers in Amman city, Jordan. To address these questions, a survey was devised and 378 secondary school teachers in Amman participated. An Integrative Mixed Method study was conducted where both quantitative and qualitative methods were used. In the quantitative phase, descriptive statistics were calculated for frequency and percentage on the kinds of devices used by the teachers in relation to their gender, teaching grade and type of schools. Cross-tabulation chi-square statistical tests were then undertaken to assess whether there is a link between the frequency of video technology use and percentage of class time it occupies, time of day it is being used and the number for video titles used per academic year. In the qualitative phase, interviews with teachers were conducted and the data was analysed to investigate how the experiences of the teachers compliment quantitative data. The results of this study were then viewed through the lens of the Technology Acceptance Model framework. It was found that smartphones, laptops, and desktop computers were the most popular devices used in teaching. Most of the teachers who participated in this study, particularly female, those who teach Grade 11 and 12 and those in public schools, used these popular devices in their teaching. In relation to the frequency of use, and it was found that the teachers mostly used video technology in the morning classes for teaching but rarely used videos on a daily basis. Cross-tabulation chi-squared tests showed that there is a statistically significant relationship between the number of videos used in an academic year and the frequency of video usage.
An Analysis of the Intention of Students Studying at Physical Education and Sports School to Use Synchronous Virtual Classroom Environments during the COVID-19 Pandemic Period
Author: Isikgoz, Mustafa Enes
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education,Athletics,Intention,College Students,COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Synchronous Communication,Gender Differences,Intellectual Disciplines,Ownership,Computers,Telecommunications,Handheld Devices,Internet,Self Efficacy,Usability

This study aims to analyze the intention of students studying at physical education and sports school to use synchronous virtual classroom environments during the Covid-19 pandemic period. The research was designed in a descriptive survey model with a quantitative approach. The study group of the research consists of 193 voluntary students studying at School of Physical Education and Sports in a State University in the spring semester of the 2020-2021 academic year. The data of the research were collected with the &quot;Personal Information Form&quot; and the &quot;Synchronous Virtual Classroom Acceptance Scale&quot; in order to determine the students' intention to use synchronous virtual classroom environments. It has been determined following the study that the intention of students to use synchronous virtual classroom environments is generally positive and these intentions are at higher level in the &quot;Subjective Norm&quot; and &quot;Self-efficacy&quot; sub-dimensions, and lower in the &quot;Perceived Ease of Use&quot; subdimension. We have found that the students' intention to use synchronous virtual classroom environments does not change significantly according to the variables of gender and the department they study, but changed significantly according to the variable of the class they studied while the students studying in the first year have more positive intentions to use the synchronous virtual classroom environments than the students studying in other classes. In addition, it has been concluded that the intention of using the synchronous virtual classroom environments of the students who have a personal computer and an internet-connected smart phone and the students who access the lessons from their home with a laptop computer is more positive than the other groups.
A Study of the Relationship between Secondary School Students&apos; Computational Thinking Skills and Creative Problem-Solving Skills
Author: Paf, Muhammed
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Computation,Thinking Skills,Creative Thinking,Problem Solving,Secondary School Students,Grade 5,Grade 6,Grade 7,Grade 8,Gender Differences,Correlation,Instructional Program Divisions,Age Differences,Information Technology

The primary goal of this research is to investigate the relation between computational thinking skills and creative problem-solving skills in secondary school students over the 2018-2019 academic year (5th, 6th, 7th, and 8th grades). The study's sample size is made up of 1098 secondary school pupils. The T-test, one-way ANOVA, and multiple linear regression analysis were used. As can be observed from the research findings, the students' numerical thinking abilities and creative problem-solving skills average scores were strong in terms of total scores and sub-dimensions. According to the results, the mean scores of students' numerical thinking skills and creative problem-solving skills differed considerably in favour of girls. As the pupils' grade level progressed, statistically significant disparities in their computational thinking abilities scores appeared. Another major conclusion from the study is that there is a substantial link between students' thinking skills, creative problem-solving skills, and their capacity to keep up with technological advances. Furthermore, a somewhat favourable and substantial connection between students' computational thinking skills and creative problem-solving skills was discovered. Due to the findings of multiple linear regression analysis, sub-dimensions of creative problem-solving skills highly predicted computational thinking skills.
Personality Traits, Gender, Frequency of Internet Use as Predictors of Turkish Teenagers&apos; Internet Addiction
Author: Günaydin, H. Deniz
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Personality Traits,Gender Differences,Incidence,Internet,Addictive Behavior,High School Students,Adolescents,Predictor Variables

In the current study, the associations between personality traits including extroversion, neuroticism, conscientiousness, agreeableness, open to experience, gender, frequency of Internet use, and teenagers' Internet addiction were explored. Participants in the study were 409 teenage high school students (289 female, 120 male:13 to 18 years old) in Turkey. The participants completed the Demographics Questionnaire prepared by the authors, the Big Five Inventory and Young Internet Addiction Test -- Short Form to collect the research data. It was found out that FIU, neuroticism, conscientiousness and agreeableness explained 29.8% of the variance in adolescent Internet Addiction. Neuroticism was the most significant variable linked with teenagers' Internet addiction. However, gender (male vs female), extroversion and openness to experience were not significant predictors of teenagers' Internet addiction. At the end of the paper, the limitations were stated and suggestions for future studies were made. The research findings emphasize the significance of teenage Internet addiction in terms of teenagers' personality traits.
Improving Engagement of Interns and Employers with the United Nation&apos;s Sustainable Development Goals
Author: Ivkovic, Shabnam Surjitsingh
Date: 2021-00-00
Type: Journal Articles
Subjects: Internship Programs,Foreign Countries,Employers,Sustainable Development,International Programs,College Programs,Universities,Global Approach,Cooperative Education,Program Effectiveness

There is growing focus on graduating global citizens who can advocate for and operationalize sustainable futures by advancing the United Nations' Sustainable Development Goals (SDGs). With the high volume of internships the University of Waterloo facilitates, there was need to better understand how these internships might be contributing to the SDGs in deeper, more meaningful ways. The researchers conducted a pilot study to classify a sample of international internships in terms of their impact on one or more of the 17 SDGs (Ivkovic et al., 2020). A key outcome of the study is that there is need to build greater awareness of the SDGs and better assess actual impact on the SDGs. This paper explains the design and development of a low-resource activity, based on a guided-conversation exploration instrument for interns and organizations to recognize how their roles could contribute to advancing the SDGs.
Letting Your Students Fail: Overcoming Failure Experiences in Undergraduate Work-Integrated Learning
Author: Law, Madelyn P.
Date: 2021-00-00
Type: Journal Articles
Subjects: Failure,Learning Experience,Undergraduate Students,Experiential Learning,Foreign Countries,Student Attitudes,Allied Health Occupations Education,Constructivism (Learning),Psychological Patterns,Expectation

Work-integrated learning (WIL) is an expanding practice in Canadian non-clinical health-related undergraduate programs. WIL participants frequently encounter failure experiences, yet there is limited literature exploring how students overcome failure and how instructors can support this process. This study aimed to understand how students overcome and learn from failure experiences in a non-clinical undergraduate health-related WIL program. Using a constructivist grounded theory approach, in-depth interviews were conducted with 10 previous students from an established WIL program. Iterative cycles of data analysis and constant comparison generated a theoretical explanation highlighting how students overcome failure by renegotiating their expectations through 1) experiencing and managing the wave of emotion, 2) modifying expectations of self and others, 3) redefining success and moving forward, and 4) building flexibility of expectations. This research presents failure as a tool for learning and a steppingstone toward success. Findings inform a pedagogical framework to optimize student learning from failure.