ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Possibilities of Video Games in the Primary Education Stage According to Teachers in Training. A Case Study
Author: Marín-Díaz, Verónica
Date: 2019-01-00
Type: Journal Articles
Subjects: Elementary Education,Teaching Methods,Video Games,Technology Uses in Education,Gender Differences,Elementary School Students,Preservice Teachers,Foreign Countries,Elementary School Teachers

Education mediated by video games is a way of working that is increasingly more evident. Along this line we present the results obtained from a group of pre-service teachers (N=169), who through a quasi-experimental study and the use a questionnaire with 62 items, with a scale to answer to 5 Likert-type, created from Marín and Martín (2014) and Marín (2016), have reflected that previous experience in the utilisation of video games, which are not educational, is a key element to gaining a position of acceptance for their use and for developing the curriculum at the Primary Education level. It has also been possible to conclude the existence of some significant differences regarding gender in some aspects related to the curricular mediation of video games in which males are more inclined towards their use, as well as in regard to their personal relationship with this theme. Therefore, it can be inferred that video games can be used in the education of children at the primary stage.
Investigation of Parents&apos; Expectations from Mathematics Education in Turkey
Author: Aytekin, Cahit
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Students,Parent Attitudes,Expectation,Concept Formation,Active Learning,Positive Attitudes,Teaching Methods,Middle School Teachers,Gender Differences,Age Differences,Family Income,Mathematics,Parent Participation,Educational Attainment,Parent Background,Mathematics Instruction,Mathematics Achievement,Behavior,Foreign Countries

In this study, the expectations of middle school students' parents regarding to &quot;conceptual understanding and active student participation&quot; &quot;positive attitude and behavior attitude&quot; and &quot;authority and rule-oriented teaching&quot; were examined. A valid and reliable threefactor instrument developed by the Aytekin, Baltaci, Altunkaya, Kiymaz and Yildiz (2016) was used in collecting parents' expectations. 749 parents participated in the study. It was found that the variables of parental gender, parental age range, and monthly income of the parents, level of loving mathematics and level of helping the child have no significant effect on the expectations. The university graduates had less authority and rule-oriented teaching expectation than the remaining parents. Besides, it is seen that the 5th grade parents had higher expectations of conceptual understanding and active participation and positive attitude and behavior than the other parents. It was determined that parents with very good past math achievement had higher expectations for &quot;conceptual understanding and active participation&quot; and &quot;positive attitude and behavior&quot;. On the other hand, it is clear that the mathematical success perceived by the child's parents will have an effect on the behavior of the parents. A student who believes in learning mathematics through passive listening and memorizing rules can be more easily directed, if parent has a high expectation of active participation and conceptual learning. For that reason, educators should give importance to the family dimension that occurs outside the classroom.
Assessing Teacher Digital Competence: The Construction of an Instrument for Measuring the Knowledge of Pre-Service Teachers
Author: Lázaro Cantabrana, José Luis
Date: 2019-01-00
Type: Journal Articles
Subjects: Teacher Competencies,Technological Literacy,Preservice Teachers,Knowledge Level,Educational Technology,Technology Uses in Education,Teacher Evaluation,Test Construction

Assessing competences always poses a challenge and can be even more complicated when tackling a multidimensional competence like teacher digital competence (TDC). TDC is understood to consist of different dimensions linked to its components. This complexity gives rise to the need to organize and systematize both TDC training and its evaluation through a standard based on validated benchmark indicators. Designing and developing an instrument for TDC assessment has been a two-phase process. The COMDID-A self-assessment tool was developed in the first phase and COMDID-C, an instrument for assessing knowledge related to TDC, in the second. In this article we present the process of constructing the COMDID-C instrument. For this first stage, we worked with two samples, an expert validation and a pilot test sample. Due to the complexity of the test, we conducted a preliminary evaluation of the validity of its content, construction and reliability. Our results indicate that the test is well designed and consistent with its intended purpose. The next step will be administering the test to a larger sample that will allow the instrument to be externally validated.
Views of Middle School Students about Class Dojo Education Technology
Author: Cetin, Hatice
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Attitudes,Middle School Students,Computer Oriented Programs,Educational Technology,Mathematics Instruction,Foreign Countries,Grade 5,Grade 6,Grade 7,Grade 8,Classroom Techniques,Opinions,Technology Uses in Education

The present study aimed to determine views the middle school students' located a province of Turkey towards the Class Dojo education technology used in mathematic courses. A questionnaire based on expert opinions was used for the collection of research data. The participants of the study consisted of 206 students; 5th, 6th, 7th and 8th grade students who have used Class Dojo Education technology. The study is conducted survey model. Descriptive statistical methods, independent samples t test, one way analysis of variance were used for the analysis of research data.Findings of the research revealed that middle school students generally had a positive opinion on the application of Class Dojo training and that the opinions of the students did not vary according to the gender factor and that the students in the lower grades expressed more positive opinions than the students in the upper grades. As a conclusion that suggestions have been made to teacher and teacher candidates, how to use this education technology that enables classroom management to continue outside the school and pros of application.
A Case Study on Academic Procrastination in EFL Settings in Turkey
Author: Aydogan, Hakan
Date: 2018-00-00
Type: Journal Articles
Subjects: Time Management,English (Second Language),Second Language Learning,Foreign Countries,Correlation,Gender Differences,Educational Environment,College Students

The purpose of this study is to determine some correlations of academic procrastination, as well as to examine gender differences in this hypothetical construct important to the learning environment (in our case, in a Turkish EFL context). A total of 213 participants (120 females and 93 males), recruited from Mugla Sitki Koçman University, participated in this study. Their mean age was 20.70 (SD = 1.99). Results revealed that the instrument (Academic Procrastination Questionnaire) applied in this research had very good reliability and validity. The other findings suggested that Turkish students from our sample had average levels of academic procrastination. In addition, students who were intrinsically (and less extrinsically) motivated and who estimated their English competencies as high (very good or excellent) did not procrastinate too much. Furthermore, academic procrastination was in a strong, negative correlation with students' grades at the last English exam. At the end of the article, the author provided some recommendations for researchers who are eager to contribute to this field of educational sciences.
Comparing the Science Festival Attitudes of Students Participating as Observers in School Science Fairs
Author: Keçeci, Gonca
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Fairs,Student Attitudes,Secondary School Students,Secondary School Science,Workshops,Student Interests

In Turkey, science festivals have become more widespread and have begun to be organized especially in secondary schools. The aim of this research was to determine and compare the science festival attitudes of students participating as observers in 4006 TUBITAK science fairs organized at schools. In the research, descriptive survey was employed. The sample of the research consisted of 531 (268 female, 263 male) secondary school students of four different schools in different provinces of Turkey. Data were collected with the students of two schools in Elazig, a school in Malatya and a school in Diyarbakir, using science festival attitude scale. Data were analyzed by using the one-way analysis of variance (ANOVA). The results show that students participating in the science fairs have moderate attitude to science festivals. The attitudes of the different school students to science festivals were significantly different. This situation was interpreted as the fact that the workshops taking place at the fairs were varied and different approaches of the teachers and administrators in charge. The attitudes of the students can be raised from moderate to high with the increase of the number of fairs in which students exhibit their projects without competition environment.
Teachers&apos; Qualities and Self-Efficacy Perceptions in Character Education
Author: Yolcu, Ece
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Characteristics,Gender Differences,Self Efficacy,Teacher Effectiveness,Teacher Attitudes,Citizenship Education,Values Education,Experienced Teachers,Teacher Education Programs,Foreign Countries

Education has an inevitable effect on character formation and through this process, teachers' role is crucial. Therefore, the aim of the study was analyzing the views of primary school teachers concerning the qualities teachers should have and their self-efficacy perceptions as character educators. This was a descriptive survey study with 301 primary school teachers from schools at different socio-economical level. Within the study, The Qualities and Efficacies of Teacher in Character Education Scale (QETCES) developed within the study was used and statistical analyses (Mann Whitney U, Kruskall Wallis H, Wilcoxon Signed Ranks Tests) were conducted. The findings showed that women teachers had higher scores regarding both importance level and self-efficacy perception of character education; experienced teachers' self-efficacy perceptions were higher compared to less experienced and teachers graduated from bachelor completion program, educational institution and high school of education felt more efficient through character education compared to graduates of the other programs.
Training and Preparedness to Meet the Needs of Students with a Chronic Health Condition in the School Setting: An Examination of Teacher Preparation Programming in the United States
Author: Irwin, Mary Kay
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Needs,Chronic Illness,Teacher Education Programs,Teacher Competencies,Preservice Teachers,College Faculty,Teacher Attitudes,Student Attitudes,Curriculum,Program Content,Program Effectiveness,Disabilities,Mental Disorders,English Language Learners,Academically Gifted,Special Education

Despite the increasing prevalence of chronic health conditions among youth in schools, teachers report little exposure to specific coursework focusing on how to best support students with these conditions in the classroom. This study examined how teacher preparation programs prepare educators to meet the needs of this growing student population; findings also include survey results describing level of preparation to support students with a chronic health condition from the perspective of preservice and practicing educators enrolled in the nation's leading colleges of education. Results suggest that dedicated curriculum to prepare teachers to work with students with chronic health conditions is largely absent from teacher preparation programming, and that teachers feel they lack knowledge to adequately support students with a chronic health condition in the classroom setting. Recommendations and implications are discussed.
Incorporating Computational Thinking into Library Graduate Course Goals and Objectives
Author: Taylor, Natalie Greene
Date: 2018-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Library Education,Graduate Study,Objectives,Librarians,Library Science,Graduate School Faculty,School Libraries,Public Libraries,STEM Education,Accreditation (Institutions),Library Services,Youth Programs

As young people increasingly need computer science (CS) and other related STEM (Science, Technology, Engineering, Math) skills, libraries have been identified as spaces in which this learning can occur. However, librarians often perceive they lack the skills or confidence required to lead this type of education. As a result, funding sources, professional organizations, and researchers are examining the ways computational thinking (CT) can be better incorporated into graduate-level library science curriculum. Six graduate-level faculty members teaching courses related to school and public library youth services were selected as part of a larger research project. They redesigned their courses to incorporate CT concepts. In this study, we examined how CT concepts were incorporated into the syllabi objectives, how these concepts influenced the course objectives from previous iterations of these courses, and how various accreditation and state requirements influenced the development of course objectives. The findings can inform course development of graduate-level library science curriculum. The findings also document the ways existing standards align with the developing need for computational thinking, computer science, and STEM learning within the curriculum.
Building an Inclusive Post-Secondary Education Program for Young Adults with Intellectual Developmental Disability
Author: Baker, Joshua N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Inclusion,Postsecondary Education,Intellectual Disability,College Students,Higher Education,Access to Education,Federal Legislation,Educational Legislation,Educational Philosophy,Program Development,Program Design,Institutional Mission,Community Characteristics,Advisory Committees,Financial Support,Educational Facilities

Since the reauthorization of The Higher Education Opportunity Act (HEOA) in 2008, postsecondary programs that include individuals with intellectual developmental disability have seen a phenomenal increase. In 2015, a National Coordinating Center along with 52 Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) were created and funded through the U.S. Department of Education's Office of Postsecondary Education. Currently, 267 programs are listed on the National Coordinating Center's website. This is an increase in programs by 500% compared to the number in 2008. As more programs are created with many of them being grass roots initiatives, a basic framework to beginning and supporting these endeavors has been identified. The purpose of this article is to provide a framework to assist those interested in beginning their own inclusive program at an institution of higher education for students with intellectual developmental disability.
Investigating Geometric Habits of Mind by Using Paper Folding
Author: Gürbüz, Mustafa Çagri
Date: 2018-00-00
Type: Journal Articles
Subjects: Visual Perception,Spatial Ability,Geometric Concepts,Skill Development,Mathematics Skills,Grade 11,High School Students,Problem Solving,Cognitive Processes,Foreign Countries,Manipulative Materials,Paper (Material)

Paper folding studies are quite effective in the development of students' visual and spatial skills. The &quot;paper&quot; used in these studies is a genuine tool that can support the development of geometric habits of mind as well as the visual-spatial skills. This is an action research aimed to investigate the potential of paper folding to improve students' geometric thinking skills and to enhance their achievement in national exams. The improvement in their geometric thinking was investigated based on the framework of the Geometric Habits of Mind. This study was carried out with three students studying in the 11th grade. Four geometry questions were asked to students, and they were expected to solve these questions by paper folding. The solution process was video-recorded. Video-recordings were transcribed, and the obtained data were qualitatively analyzed within the framework of the components of the geometric habits of mind. As a result of the study, it was seen that the students were able to reach solutions more easily by concretizing the intangible questions through paper folding. The students were able to comprehend the fact that the main components of triangles do not change; that is, they are preserved (the angles and the sides do not change).
Mental Images of Middle School Sixth and Eighth Grade Students about the Concept of Decimal Number
Author: Çiftçi, Cansu
Date: 2019-00-00
Type: Journal Articles
Subjects: Imagery,Middle School Students,Grade 6,Grade 8,Secondary School Mathematics,Foreign Countries,Arithmetic,Visualization,Age Differences,Instructional Program Divisions,Concept Formation,Mathematical Concepts

In this study, it was aimed to reveal the ideas of the secondary sixth and eighth grade students about the concept of decimal via mental images. Moreover, within the scope of this study, the differences between the mental images of the sixth and eighth grade students about the concept of decimal number will be investigated according to their class levels. For these purposes, this study was carried out with a total of 212 students studying in the sixth and eighth classes of a state school in Bursa in the second semester of the 2016-2017 educational year. The research data was obtained as a result of the students' completing the statement of &quot;A decimal number looks like a/an … because it …&quot; As a result of the analyses, it was observed that the participant sixth and eighth grade students created a total of 162 valid mental images in relation to the concept of decimal. From these analyses, it was understood that the students perceived the decimal as equivalent to such different concepts as ball, pastry, money, etc. The mental images created by the participant sixth and eighth grade students in relation to the concept of decimal were gathered and evaluated under the categories of &quot;complexity,&quot; &quot;roundability,&quot; &quot;phased progressiveness,&quot; &quot;additivity,&quot; &quot;subtractability,&quot; &quot;multipliability,&quot; &quot;divisibility,&quot; &quot;solvability&quot; and &quot;other&quot; of decimals.
The Effects of Exercise Preferences on Body Fat and Body Mass Index by Self-Report
Author: Can, Sema
Date: 2019-00-00
Type: Journal Articles
Subjects: Exercise,Body Composition,Exercise Physiology,Preferences,Measurement Techniques,Physical Fitness,Volunteers,Physical Activities,Physical Activity Level

Body fat (BF) and body mass index (BMI) that including physical fitness with health is important to protect and improve to the health. The aim of this study is to examine the effects of exercise preferences on BMI, body fat according to by self-report. A total of 442 volunteers, including 180 female and 262 male participated in the study. Body weight, height, BF and exercise preferences of participants who were members of the physical activity center were obtained according to their self-reports. Body fat analysis was determined by the BIA method (Tanita SC 330). In the analysis of the data, in addition to frequency and percentage values, independent t-test was used to compare between the genders and paired t-test was used for pre and post study in genders. Aerobic exercises affected in male body weight, BMI and BF (p&lt;0.05), in strength exercises only BF affected (p&lt;0.05), in combined exercises it was found that both genders significantly affected on all variables (p&lt;0.05). As a conclusion, combine exercises in both of gender, compared with only aerobic and strength, was found that have a more positive effect on body mass index and body fat.
Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom
Author: Rogers, Wendy
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Legislation,Federal Legislation,Disabilities,Equal Education,Access to Education,Inclusion,Severe Disabilities,Multiple Disabilities,Educational Strategies,Special Education Teachers,Regular and Special Education Relationship,Learning Disabilities,Augmentative and Alternative Communication

Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom.
Ideology and Intuition in Moral Education
Author: Graham, Jesse
Date: 2008-00-00
Type: Journal Articles
Subjects: Ideology,Intuition,Moral Values,Values Education,Moral Development,Citizenship Education,Educational History,Student Development,Social Psychology

We propose that social psychological findings on the intuitive bases of moral judgment have broad implications for moral education. The &quot;five foundations theory of intuitive ethics&quot; is applied to explain a longstanding rift in moral education as an ideological disagreement about which moral intuitions should be endorsed and cultivated. The Kohlbergian moral reasoning side has sought to limit the domain of moral education to Harm and Fairness-related moral concerns, whereas character education approaches have tried also to cultivate intuitions concerning the Ingroup, Authority and Purity foundations. Recent attempts to merge the two lines of moral education have not fully addressed this ideological rift, for example by delineating how a single approach could reconcile opposing group- and individual-focused conceptions of moral education. We conclude that psychological research on moral intuition offers a descriptive account of human morality that reveals problems with attempts to create a normative basis for moral education from either side of the ideological divide.