ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating Environmental Education of Textile Students and Their Attitudes toward Environmental Degradation
Author: Zannat, Meheraz
Date: 2021-00-00
Type: Journal Articles
Subjects: Environmental Education,Conservation (Environment),Sustainable Development,Responsibility,Knowledge Level,Student Attitudes,Undergraduate Students,Textiles Instruction,Clothing Instruction,Manufacturing,Pollution,Hazardous Materials,Occupational Safety and Health,Information Sources,Consciousness Raising,Foreign Countries

Bangladesh has been experiencing serious environmental degradation for last few years specially for textile and apparel industries. The objective of this research is to evaluate the level of environmental education of outgoing textile undergraduate students and their perception about the environmental degradation. A questionnaire was developed and administered to textile outgoing and 1st semester students to assess their environmental concern, knowledge and responsibility. Two sample mean test was applied to differentiate the level of understanding of these two groups of students. Binary logistic regression was used to identify the most potential source to build up the consciousness among the students about pollution. The multiple regression analysis was done to assess the comparative role of knowledge and concern for showing the responsibility towards the environment. The result indicated that the level of understanding of outgoing students on environmental sustainability is not up to the mark, there is potential for further enhancing environmental learning. It revealed that responsibility toward the environment is directly proportional to knowledge and concern. Findings also suggested that the university and the electronic media have a significant role to increase the environmental awareness among the students.
Inception to Implementation: A Response from the Field
Author: Hopson, Karen
Date: 2020-00-00
Type: Journal Articles
Subjects: Catholic Schools,Inclusion,Students with Disabilities,Program Implementation,Special Education,Barriers,School Culture,Educational Finance,Faculty Development

This is a response to Bonfiglio and Kroh's &quot;Inclusion in Catholic Schools: From Inception to Implementation.&quot; Bonfiglio and Kroh identify three primary barriers to inclusion: (1) Lack of culture; (2) lack of resources; and (3) lack of knowledge and skills. In Karen Hopson's experience, lack of culture can be one of the most challenging obstacles. It is challenging work to change the culture of the school to be open and accepting of all children. Many teachers still feel students with disabilities should be served in a special education classroom, rather than in the general classroom setting (Turnbull et al., 2010). Finances in Catholic schools continue to be a challenge, especially considering the lack of state and federal funding available to support Catholic schools in meeting the needs of students with disabilities. Finally, lack of teacher experience serving students with special needs and professional development are constraints many school leaders face when seeking to expand services to students with disabilities (Boyle &amp; Hernandez, 2017). [For the Christine Bonfiglio and Karen Guy Kroh article, &quot;Inclusion in Catholic Schools: From Inception to Implementation,&quot; see EJ1286571.]
Why Inclusion Isn&apos;t Coming, It Is Already Here: Catholic Schools and Inclusive Special Education
Author: Faggella-Luby, Michael N.
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Educational Change,Catholic Schools,Special Education,Students with Disabilities,Elementary Secondary Education,Models,Regular and Special Education Relationship,Educational Legislation,Federal Legislation,Equal Education,Institutional Mission,Incidence,Misconceptions,Identification (Psychology)

Catholic schools are called to serve all of God's children, including students with disabilities who require and benefit from inclusive practices. Inclusionary practices align with Catholic Social Teaching (CST), Catholic identity, and the mission of the Catholic schools. This article frames CST's foundation for inclusive practices in Catholic schools, defines disabilities and explains relevant educational terms, summarizes models of inclusion, and debunks five common misperceptions about inclusion of students with disabilities in Catholic schools. Educators will be heartened through greater clarity of theological motivation for admitting students with disabilities, provided insight about various disability characteristics to inform instructional planning, and invited to reflect on how to deliver services to all students across a continuum of least restrictive environments.
Catholic Schools and Inclusive Special Education: A Response from the Field to &quot;Why Inclusion Isn&apos;t Coming, It Is Already Here&quot;
Author: Bullock, Molly
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Educational Change,Catholic Schools,Special Education,Students with Disabilities,Elementary Secondary Education,Regular and Special Education Relationship,Equal Education,Academic Accommodations (Disabilities)

Faggella-Luby and Engel (this issue) trace the cause for inclusion in Catholic schools to the roots of our faith and uphold it rightly as integral to our identities as Catholic communities. Making a strong and compelling argument that inclusive education can no longer be viewed as an optional practice within Catholic schools, the authors review available data to illustrate that Catholic schools have been educating students with diverse learning needs for decades, using whatever means possible. Moreover, the article is a call for more nuanced data and research on the state of inclusion in Catholic schools. Faggella-Luby and Engel outline a roadmap for transforming the narrative around inclusion in Catholic schools by reviewing research, models, trends, and surfacing dangerous misconceptions. Highlighting the advantages for all learners to have classrooms in which all students are present to receive instruction informed by each students' specific learning strengths and challenges, the authors urge that if we want to meet the needs of all of our students, then we need to take the emphasis off of labels and instead design instruction that is student-centered. [For the Michael Faggella-Luby and Max Engel article, &quot;Why Inclusion Isn't Coming, It Is Already Here: Catholic Schools and Inclusive Special Education,&quot; see EJ1286581.]
Investigating Flexibilities of the Classroom Teachers for Four Operations in the Basis of Different Strategies
Author: Aylar-Çankaya, Ebru
Date: 2020-10-00
Type: Journal Articles
Subjects: Mathematics Instruction,Computation,Elementary School Mathematics,Elementary School Teachers,Foreign Countries,Teacher Attitudes,Multiplication,Teaching Methods

Four operations algorithm is among the major topics occupying a significant position in primary school schedule. Moreover, utilizing alternative strategies during the education process and improving operation flexibility of students also considered important in teaching of mathematics. Flexibility in computing is the ability of solving any operation also by using various cognitive or model based calculation strategies with different methods. Giving place for these strategies in education process for improvement of skills of using different strategies and guiding students enabling them to develop their own strategies is important. In this study, in addition to the teaching the standard algorithm, covering a massive place in our courses, it is aimed to review the classroom teachers' opinions for the alternative strategies of four operation that means their flexibility in the procedural process (procedural flexibility). The procedural flexibility is discussed through strategies and standard algorithms using preliminary learning such as modeling, mental processing and place value concept. It is a qualitative study conducted in 2018-2019 academic year with 45 classroom teachers. In the study, a 2-question open-ended question form based on multiplication and consisting of two different scenarios was used as data collection tool. The most favorite strategy preferred by teachers according to the findings obtained from this form is standard algorithm followed by mental process strategy. However, teachers showed no flexibility in the process, they did not prefer other alternative strategies given about multiplication and they reported negative opinions about some of them.
Supporting Learning Trajectories for the Development of Number Concept: Digital Games
Author: Can, Derya
Date: 2020-10-00
Type: Journal Articles
Subjects: Concept Formation,Number Concepts,Computer Games,Educational Games,Game Based Learning,Educational Technology,Mathematics Skills,Skill Development,Preschool Children,Kindergarten,Foreign Countries

The aim of this study is to examine the games in ABCya (https://www.abcya.com/) based on the learning trajectories for the development of number concept. To achieve this aim in the study it was examined which ABC educational game application support the learning trajectory and the development level related to number concept of games. This research was designed in qualitative research methodology based on content analysis method. The ABCya application, which includes a dynamic structure, is suitable for manipulation and includes digital game features with mathematical content which make it appropriate to support the mathematical development of pre-school students. At the same time, the games included in this application support the active participation of children and have motivation-improving features. It is seen that the games mostly support the trajectories of the &quot;recognition of number and subitizing&quot; and &quot;verbal and object counting&quot; for the children aged between 4-6. For the trajectory of the &quot;comparing, ordering and estimating numbers&quot; there are games supporting the perceptual and counting comparison and ordinal numbers, but games supporting the estimation skills are limited. It is very important to introduce the digital platforms that include educational game activities to both teachers and families and to inform them about their contribution to academic development of the children. Digital games should be used as an educational tool by parents and teachers in supporting the development of children and their number sense, especially in the learning trajectory for recognition of number. [This study was presented as an oral presentation at the 2nd International Elementary Education Congress held on 23-27 October 2019.]
Student and Teacher Perspectives: Developing the Scale of Coping Strategies for Pessimism and Subjective Well-Being Model Based on Coping Strategies for COVID-19 and Goal Striving
Author: Eryilmaz, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,College Students,College Faculty,Test Construction,Coping,Negative Attitudes,Positive Attitudes,Pandemics,COVID-19,Goal Orientation,Self Control,Religious Factors,Problem Solving,Defense Mechanisms,Self Esteem,Social Support Groups,Expectation,Depression (Psychology),Affective Measures,Life Satisfaction,Foreign Countries

This study aims to investigate coping strategies that activate pessimism in the context of COVID 19. To this end, two sub-studies were conducted. In the first study, an exploratory factor analysis of coping with pessimistic events scale was conducted on 209 university students. It was found that students use strategies such as self-control, coping with spirituality, problem solving, optimistic thinking, social support, denial, putting distance and protecting self-value while dealing with events that activate pessimism. In the second study, a limited subjective well-being model with coping with COVID 19 and striving for goals was tested on 201 teachers. Based on the results, it is found that it has been not enough for teachers to strive for goals to increase their subjective well-being, but it has been also necessary to use strategies to cope with COVID-19 that activates pessimism.
Teaching Critical Thinking in a College-Level Writing Course: A Critical Reflection
Author: Karanja, Lucy
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Problem Solving,Thinking Skills,Writing Skills,Skill Development,Correlation,Integrated Curriculum,Persuasive Discourse,Essays,Introductory Courses,Freshman Composition,Foreign Countries

This paper challenges the widely held assumption that teaching writing inevitably equips students with the critical thinking skills required to succeed in college and beyond. The paper reviews the literature on the relationship between writing and the development of critical thinking skills, and critically reflects on the author's experiences in teaching an introductory college-level argumentative writing course. A synthesis of the literature and the author's experiences emphasize that the relationship between writing and critical thinking is not obvious, and that writing instructors must make intentional efforts to clarify this relationship to students, and to teach and assess critical thinking skills from students' essays. Additionally, the paper demonstrates that despite critical thinking skill development being an expected outcome in writing courses, the process of enhancing critical thinking skills through written tasks remains covert and largely undocumented. Following a critical analysis of her teaching practice, the author proposes and documents an integrated approach to fostering critical thinking within a college-level writing course. Ultimately, this paper makes a theoretical and practical contribution to the less explored quest of clarifying the link between critical thinking and writing and illuminating the process of integrating both skills sets in a writing course.
The Characteristics of Teachers in Effective Schools: A Secondary Analysis of TALIS
Author: Bilican-Demir, Safiye
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Characteristics,Teacher Effectiveness,School Effectiveness,Academic Achievement,Classification,Classroom Environment,Discipline,Self Efficacy,Teacher Student Relationship,Predictor Variables,Foreign Countries,International Assessment,Achievement Tests,Teacher Surveys,Administrator Surveys

The purpose of the study was to determine the characteristics of teachers who were effective in classifying low- and high-performing schools in PISA 2012 for Singapore. The TALIS 2013 teacher survey was used to identify the variables, and the data were obtained from the OECD official website. All schools participating in the PISA 2012 were ranked in terms of average achievement scores and the schools in the top, and the bottom 25% were selected for analysis. Given the structure of the research data, the IDB Analyzer program was used, and the data were resolved using binary logistic regression analysis. According to the results, teachers' scores on the Classroom Disciplinary Climate, Self-Efficacy, and Teacher-Student Relations scale significantly changed in terms of the possibility of schools' success in PISA 2012. The findings of the study were also discussed within the scope of the related literature.
A Case Study of Teaching Addition and Subtraction to a Student with Dyscalculia
Author: Koç, Beyza
Date: 2020-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Addition,Subtraction,Learning Disabilities,Grade 3,Elementary School Students,Elementary School Mathematics,Teaching Methods,Student Needs,Mathematics Achievement,Achievement Gains,Foreign Countries,Individualized Instruction,Problem Solving,Computation

In this study, it was aimed to teach the addition and subtraction to a student with dyscalculia who is in third grade at elementary school. Before preparing individualized program, the student was given a pretest to measure about his level of the subject. The instruction was carried out in a room in the school, with a time of 40 minutes per day in the form of individual instruction with the student. In addition, the study was supported by a researcher-developed scenario booklet, concrete materials, computer games, reinforcement award, and assignments. This study was conducted as a case study, one of the qualitative research methods. The data were analyzed by descriptive analysis technique. Results of the study indicate that the student achieved more than 90 % objectives on teaching basic addition and subtraction skills at the third grade. Gains have been actualized by the student with mathematic learning difficulties with over 90 % success in 63 individualized lessons. On the other hand, social validity data were collected through observation and interviews to identify strengths or weaknesses and changes occurring in the student work. As a result of the studies, it has been determined that the student gained self-confidence by enjoying his sense of accomplishment.
Bilingualism in Early Childhood: Code Switching
Author: Kavak, Sule
Date: 2020-12-00
Type: Journal Articles
Subjects: Bilingualism,Code Switching (Language),Language Usage,Native Language,Second Language Learning,Young Children,English (Second Language),Turkish,Brain,Social Influences,Context Effect

The present study is aim to how bilingual children used another language as well as their mother tongue was explained on the basis of Bernstein's code theory. For this purpose, spontaneously bilingual children were examined in their natural environment and explained according to the Berstein's code theory. It also emphasized the importance of bilingualism at an early age. In this study, a case study as one of the qualitative research methods was used. Two bilingual children were observed and the observations obtained were noted by researcher. The code switching in between two children was examined and compared according to the theory explained in the literature. According to the findings of the research one of the examples shows the positive effect of the use of code switching and the other shows the negative effect. The results of research has shown that the use of code switching, that is, allowing language switching, has a supporting role in children's acquisition of a new language.
Developing STEM-Based TGT Learning Model to Improve Students&apos; Process Skills
Author: Firdaus, Faizah
Date: 2020-11-00
Type: Journal Articles
Subjects: STEM Education,Game Based Learning,Teamwork,Cooperative Learning,Science Process Skills,Science Instruction,Instructional Improvement,Teaching Methods,Scores,Instructional Effectiveness

Strengthening STEM [science, technology, engineering, and mathematics]-oriented learning is necessary for 21st century, so the development of appropriate learning models must be carried out. The aim of this study were analyzed validity, effectiveness, and practicality of STEM-based Team Games and Tournament (TGT) learning model towards the students' science process skills. This research was research and development (RnD) with a 4-D development namely; Defining, Designing, Developing, and Disseminating. The study involved 2 experts as validators, 2 teachers as user, and 112 students in small-scale tests, large-scale tests, and distribution tests in SMA. The research was done until the stage of disseminating and produced. The results showed the validity value of 83% was categorized as very valid, the effectiveness score of 83.9% was categorized as good, and the practicality score was 87.5%, so that it was declared valid, effective, and practical to improve the science process skills. Therefore, it is recommended to be applied in schools.
Gender Roles at the Vocational High Schools in Turkey
Author: Toker Gökçe, Asiye
Date: 2020-12-00
Type: Journal Articles
Subjects: Sex Role,Vocational High Schools,Foreign Countries,Coeducation,Gender Differences,Socialization,High School Students,Masculinity,Femininity

The purpose of this study is to investigate gender roles in vocational high schools. Hence, this study attempted to determine whether gender distributions in schools are influential in the gender roles of students. The sample included 423 students studying in five different types of high schools (vocational, health, multi-program, girls' vocational, and boys' religious). The study was designed in the survey model. Bem's Gender Role Inventory was used to collect the data. The results of the research revealed the differences between sex and gender roles. In addition to that, there was a significant difference in the gender role ratios of male and female students, depending on the type of high school. To conclude, gender weight in the vocational school affects gender roles, primarily vocational high schools.
Usage of Universal Design for Learning in Mathematic Course
Author: Yavuzarslan, Hamide
Date: 2020-12-00
Type: Journal Articles
Subjects: Access to Education,Mathematics Instruction,Mathematics Achievement,Academic Achievement,Instructional Effectiveness,Individual Needs,Elementary School Students,Grade 4,Attention,Student Interests,Cooperative Learning,Self Management,Retention (Psychology),Student Attitudes,Foreign Countries

The aim of this study is to investigate the effect of Universal Design for Learning on students' academic achievement and attitudes towards mathematics course, and to reveal the opinions of the students about Universal Design for Learning. In this study, the concurrent embedded strategy was used. The participants consisted of 33 primary school students from two different 4th grade classes at a primary school. In the quantitative part of the study, non-equivalent control groups design was utilized. Data were collected through an academic achievement test and an attitude scale. The findings indicated that Universal Design for Learning had a large effect on academic achievement and attitudes towards mathematics course. In the qualitative part of the study, case study was used and data were collected through a focus group interview. The students participating in the interview were identified with a maximum variation sampling method. The students stated that Universal Design for Learning improved their attention, interest, cooperation, and self-regulation skills. They also stated that Universal Design for Learning supported their retention of knowledge, multiple representations of knowledge, and active participation to lesson. As a result, Universal Design for Learning is thought to be one of the effective methods in mathematic courses and its use is recommended. This study was derived from the master's thesis named &quot;The Effect of Universal Design for Learning on Students Academic Achievement and Attitude towards Mathematic Course&quot;.
Students&apos; Learning Motivation and Cognitive Competencies in the PP and PBL Models
Author: Hidayati, Nurul
Date: 2020-11-00
Type: Journal Articles
Subjects: Learning Motivation,Cognitive Processes,Problem Solving,Problem Based Learning,High School Students,Biology,Secondary School Science,Foreign Countries,Science Instruction,Teaching Methods,Instructional Effectiveness

The learning model is one of the critical factors in boosting student to have good learning motivation (LM) and cognitive competencies (CC). In two academic years (2016-2017), only 19.6% of Senior High School (SHS) students in Samarinda passed minimal competence in Biology subject. This research was conducted to find out a better learning model in Biology subject to replace the conventional learning (CL) model. A quasi-experiment using three learning models, i.e. Problem Posing (PP), Problem-based Learning (PBL), and CL, were conducted in all three 11th grade student classes at Public Islamic SHS (PISHS) I Samarinda in the period of odd semester of 2018/2019 academic year. The LM and CC data were collected by questionnaires, each has 40 and 9 problems, respectively. The LM and CC data were analyzed by ANOVA and ANCOVA continued by comparison test using Bonferroni test (p&lt; 0.05), respectively. The results showed that the CL model could increase the CC, but not improve LM. However, PP and PBL model were significantly more effective (p&lt; 0.05) in increasing both the CC and LM. The PP is superior in improving the LM, while the PBL is superior in gaining the cognitive competence.