ethanporcaro/eric-fulltext-meta huggingface dataset:
Counter-Pandemic Vector of Remote Learning for University Students: Risks and Benefits of Educational Process Large-Scale Digitalization
Author: Tavstukha, Olga G.
Date: 2021-05-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,College Students,Educational Technology,Distance Education,Electronic Learning,Risk,Program Effectiveness,Barriers,Foreign Countries,Online Courses

The relevance of this study is due to the challenges of the global pandemic, which has led to the large-scale development of education digitalization. In this regard, this article is devoted to revealing the features of remote learning in the context of a global pandemic, identifying the risks and benefits of digital learning. The article reveals the discursive content of the counter-pandemic vector of distance learning for University students; defines the classification of risks and advantages of large-scale digitalization of students' remote learning. Based on the results of the study, the authors justified the consolidated model of students distance learning, the counter-pandemic vector of which is a large-scale digitalization of the University educational process. The effectiveness of the model is proved by the results of its use in the process of large-scale digitalization of students' remote learning in the context of a global pandemic. The materials of the article have practical application and can be useful in the development and implementation of digital educational complexes. They are recommended to teachers and students of the University, methodologists, curators, Tutors.
Preservice Mathematics Teachers&apos; Performances in Teaching Activities
Author: Dogan, Mustafa
Date: 2018-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Preservice Teacher Education,Middle Schools,Secondary School Mathematics,Lesson Plans,Planning,Mathematical Concepts,Misconceptions,Teaching Skills,Teacher Competencies,Foreign Countries

In this study, it was tried to determine teaching activities that elementary preservice mathematics teachers exhibited in a micro teaching session. Preservice teachers are required to prepare and later present a sample micro teaching session. First of all, they were advised to freely select a topic (or an attainment) of their own intention within 5-8 middle school mathematics subjects. Then, every one of them planned their own special session. While they were planning the sessions, they were advised to take into account of all perspectives and practices of the theoretical subjects covered via the course of Special Teaching Methods 1 and the experiences that they gained during the other courses of the mathematics teacher education program. After that, each one performed tasks in the classroom environment related to their own planning. No intervention was made to the preservice mathematics teachers by the lecturer during the sessions. After each session, the remaining candidates and the lecturer made critique about the candidate's performance. The study was conducted with 50 preservice teachers who take Special Teaching Methods II course. A systematic observation form has been prepared and used for data collection. Descriptive analysis and content analysis based on observations were used as mixed methods in the study. Findings show that preservice mathematics teachers have some misconceptions regarding the lectured subject, besides the deficiencies and mistakes in the course planning and performance. [This study was presented as oral presentation in The International Conference of Modern Education Studies. Note: The page range (1-7) shown on the PDF is incorrect. The correct page range for this article is p108-114.]
The Development of LD Education in Saudi Arabia: Services and Implications for the Future
Author: AlMedlij, Modhawi Abdulrazaq
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Disabilities,Students with Disabilities,Educational Practices,Educational Legislation,Government Role,Social Attitudes,Global Approach,Student Needs,Special Education Teachers,Gender Differences,Equal Education,Teacher Competencies,General Education,Regular and Special Education Relationship,Public Education,Elementary Secondary Education,Special Education,Educational History,Educational Change

Saudi Arabia has been consistently honing its educational services for students with Learning disabilities (LD) since the recognition of the category by the Ministry of education in 1996. This review includes scholarly published articles and government websites to address the following research questions: (1) What were the main factors to influence the educational services offered to students with LD in Saudi Arabia within the past decade?; and (2) To what extent have these changes been implemented across genders? We conclude that the main factors include: legislation implementation, government support, awareness level of the society, globalization, and an increase in specialized cadre of Saudi special education professionals. Also, at this time, the LD services are equal across gender. Future research should focus on establishing a more specialized identification process, and provide greater training opportunities for both general and special education teachers on the needs of students with LD. Also, the authors suggest that highlighting the impact of collaboration between regular and special education teachers are essential. [Note: The page range (1-14) shown on the PDF is incorrect. The correct page range for this article is p83-96.]
The Effect of Education on the Preservation of Historical Urban Environment: The Sample of Kastamonu Urban Protected Area
Author: Belkayali, Nur
Date: 2018-12-00
Type: Journal Articles
Subjects: Historic Sites,Urban Areas,Preservation,Foreign Countries,Role of Education,Educational Attainment,Attitudes,Archaeology,Stakeholders,Background

Urban historical environments are one of the most prominent and effective ones of some components to whom citizens can consubstantiate themselves to cities, and give identity to them and time perspective to living spaces of the cities. These areas are not only the histories of a society but also its memory, culture and even future. Therefore, the conservation of urban protected areas is not just a responsibility for local people living in these areas also a responsibility for all society. Conserving and ensuring sustainability of these areas is just possible with a process on which area participants involve. In order for the area shareholders to play an effective role in this process, they should be aware of the benefit of the area for them. It is continuously emphasized in the studies that education is important in providing this awareness. In the scope of this study, it is tried to be identified how the education levels of people who live in and around Kastamonu Protected area, who visit and administrate Kastamonu affects the perspective of the protection of this area. It is identified that the view that the protection of the area negatively affects the life of the shareholders is inversely related to the education level by evaluating 376 questionnaire studies with regression analysis. It is considered that the perception that the increase in education level positively affect the life conditions of protected areas, and protecting these kinds of areas gain favor to all shareholders and become easier and more sustainable. [This study was presented as oral presentation in The International Conference of Modern Education Studies. Note: The page range (1-11) shown on the PDF is incorrect. The correct page range for this article is p97-107.]
Comparing the Adequacy of the Teaching Activities Applied by Special Education Teachers at the Preparatory Stages of Reading and Writing
Author: Kurnaz, Ahmet
Date: 2018-12-00
Type: Journal Articles
Subjects: Special Education Teachers,Reading Instruction,Writing Instruction,Instructional Effectiveness,Students with Disabilities,Teacher Attitudes,Foreign Countries,Intellectual Disability,Gender Differences,Age Differences,Teaching Experience,Educational Background,Teacher Background

Most of the educational activities include the activities regarding reading, writing and speaking abilities. Individuals learn reading-writing through the verbal and written communication processes of their own culture. The most important thing is to be patient in this most troublesome period of the education process. Teachers must know the most effective method a student could learn easier with and must make a choice by considering student's perceptions. This study aims to investigate the teaching activities which special education teachers apply during teaching reading-writing. It is conducted through survey method, based on quantitative data. 297 special education teachers participated in the study. Data is analyzed through SPSS data analysis program, t-test and ANOVA test. At the end of the study significant differences are found in the reading-writing preparation activities according to their age, work experience and graduation branch. [This study was presented as oral presentation in The International Conference on ELMIS 2016. Note: The page range (1-16) shown on the PDF is incorrect. The correct page range for this article is p67-82.]
How Florist Apprentices Explore Bouquet Designs: Supporting Design Space Exploration for Vocational Students
Author: Kim, Kevin Gonyop
Date: 2021-00-00
Type: Journal Articles
Subjects: Floriculture,Apprenticeships,Vocational Education,Courseware,Computer Interfaces,Computer Assisted Design,Graphs,Navigation (Information Systems),Educational Technology,Eye Movements,Learning Analytics,Spatial Ability,Foreign Countries,Adolescents,Adults

Context: Exploring the design space is an important process in a design task. In this study, we considered design space exploration for the learners in vocational education and training (VET). The goal of the study was to investigate how they explore the design space while focusing on the effect of a graph-like interface on the learner's understanding of the design space. With florists as the target profession, we investigated how the apprentices explore design variations, what they would gain from such activity, and how we can support this process. Approach: We developed a web application called BloomGraph that allows learners to explore design variations. It provides a graph-based interface that enables the systematic variation of design. Using the BloomGraph application, we conducted an experimental study with 44 florist apprentices in Switzerland to investigate the effect of the graph-based interface which provides a structured way of exploring the design space. The experimental group was given the graph-based interface to explore design variations while the control group had a linear-based interface. We compared them in terms of the number of bouquets explored, time of exploration, diversity of bouquets explored, and the learning gain in terms of the understanding of the design space measured using pre and post-tests. We also analyzed the strategies adopted by the participants for the graph navigation and the visual exploration behavior using the eye gaze data. Findings: Our analysis shows that the graph-based interface fosters a better understanding of the size of the design space and more efficient navigation towards a goal design in terms of the number of intermediate designs but with longer exploration of each intermediate design compared to the linear-based interface. Regarding the behavioral patterns in graph exploration, the participants who showed more strategic behavior in the design choices acquired a better understanding of the design space. Additionally, we trained a model that predicts the next choice of a learner using eye tracking data. It provides a reasonable accuracy that opens new possibilities for future studies. Conclusion: The findings of this study support the feasibility of design space exploration as a digital activity for VET learners and show how the learners can benefit from it. The contribution of the paper includes the validation of the idea with florist apprentices and the demonstration of how the process can be supported using a structured interface and the learner behavior analysis. This paper shows how a design exploration activity can provide an added value in the learning of an apprentice in a design-related VET system.
Varieties within a Collective Skill Formation System: How VET Governance in Switzerland Is Shaped by Associations
Author: Bürgi, Regula
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Governance,Professional Associations,Institutional Cooperation,Partnerships in Education,Discourse Analysis,Decision Making,Job Training,Food Service,Technology

Context: International scholarship and policy tend to depict national structures governing Vocational Education and Training (VET) as uniform and devoid of internal differences. This macro perspective neglects the numerous processes at the meso and micro level that shape the structure and content of VET. This article focusses on professional associations (meso level) in Switzerland to examine the heterogeneity of governance of individual VET programmes that can exist within one country or one collective skill formation system. Approach: Drawing on insights from historical institutionalism and research on corporatism, we argue that these differences are the product of the characteristics, traditional practices and styles of reasoning of the various associations involved in VET governance. Our analysis is based on expert interviews and governance documents in two vocational areas: Electrotechnology and food services. Findings: We identify and decode an array of cooperative practices and show that collective skill formation has a different meaning for different associations and, correspondingly, different occupations. Collaboration with state actors, unions, VET schools and single firms, as well as voting procedures, differ considerably between associations. Furthermore, we find that these different modes of governance are determined by associational characteristics such as size, level of professionalization, location and established cooperative practices, as well as traditional styles of reasonings. Conclusion: The findings indicate that the decisions taken are not always the product of current day training requirements but of historically grown associational characteristics. Thus, path dependencies are to be considered not only at a macro level but also at the meso level. There is a multifaceted variety of governance approaches beneath the classification &quot;collective skill formation system&quot;. Associations are key in defining VET content, working life structures and collectivity.
Vocational Students&apos; Ways of Handling the Academic/Vocational Divide
Author: Ferm, Lisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocational Education,Academic Education,Foreign Countries,Theory Practice Relationship,Secondary School Students,Knowledge Level,Student Attitudes,Value Judgment

Purpose: The focus of this article is on Swedish vocational students' own thoughts about different types of knowledge and how these thoughts relate to the forming of their vocational identities. The article reports on a study which investigates how vocational students handle the division between theoretical and practical knowledge as they learn to become skilled industrial workers. Theoretical and practical knowledge are often presented as dichotomies in a hierarchy, where theoretical knowledge is more highly valued than practical knowledge. The division between theoretical and practical knowledge is known in research as &quot;the academic/vocational divide&quot;. This divide is particularly relevant to vocational students, as they need to deal with both types of knowledge as they navigate between the contexts of school and work. Methods: This study is part of a research project on vocational students' learning and identity formation. The empirical material is based on qualitative interviews with 44 students enrolled on the industrial programme at Swedish upper secondary schools. Findings: The study revealed three different ways in which vocational students handled the academic/vocational divide: Placing higher value on practical knowledge than on theoretical knowledge, reinforcing the separation between school and work, and selecting theoretical subjects as useful tools for the future. Conclusions: Two conclusions drawn from the study are that students are aware of the status differences and divisions between practical and theoretical knowledge, and that they handle the academic/vocational divide in an active manner. Students make choices that will help them form a vocational identity or that will give them opportunities for further education and alternative careers. This article challenges and contradicts the image of vocational students as unmotivated and unintellectual, instead portraying them as knowledgeable actors who make strategic choices for their future and are active in forming vocational identities within vocations that require deep and advanced knowledge.
The Relationship between Academic Self-Efficacy and Cognitive Flexibility: Physical Education and Sports Teacher Candidates
Author: Pepe, Sirin
Date: 2021-05-00
Type: Journal Articles
Subjects: Self Efficacy,Physical Education Teachers,Athletics,Preservice Teachers,Preservice Teacher Education,Cognitive Ability,Correlation,Foreign Countries,Student Characteristics

The aim of this study is to examine the relationship between academic self-efficacy and cognitive flexibility levels of physical education and sports teacher candidates. The universe of the study consisted of 480 teacher candidates studying in the physical education and sports teaching departments of the sports sciences faculties within Selçuk, Erciyes, Süleyman Demirel and Mehmet Akif Ersoy Universities, and the sample group consisted of 192 volunteers from the specified population. Participants in the study were asked to fill in a personal information form, academic self-efficacy and cognitive flexibility scales. IBM SPSS 22.0 (Statistical Package for the Social Sciences) statistical package program was used to analyze the data. Arithmetic means and standard deviations of the scores of the volunteers from the scales were presented as X±Sd. Pearson Product Moment Correlation Analysis was applied to reveal the relationship of the data obtained from the scales. The value of p&lt;0,05 was considered significant. As a result, it was determined that the academic self-efficacy and cognitive flexibility levels of physical education and sports teacher candidates were above average. A moderate positive correlation was found between academic self-efficacy and alternatives and control subtitles of cognitive flexibility and total of cognitive flexibility. It is thought that this situation is due to the ability of physical education and sports teacher candidates to transfer their experiences in sports life to their education life.
The Role of Social Comparison and Rumination in Predicting Social Media Addiction
Author: Onat Kocabiyik, Oya
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,College Students,Addictive Behavior,Predictor Variables,Cognitive Processes,Anxiety,Psychological Patterns,Social Influences

The aim of this study is to determine the social media addiction levels of university students and examine whether their social comparison orientations and ruminative responses significantly predict social media addiction. The study group consists of 261 university students. &quot;Social Media Addiction Scale&quot;, &quot;Iowa-Netherlands Social Comparison Orientation Measure&quot; and &quot;Ruminative Response Scale, Short Form&quot; were applied to the participants. Frequency, percentage and multiple regression analysis were used to analyse the obtained data. As a result of the study, it was found out that university students were less addicted on social media. As a result of the regression analysis, it was determined that obsessive thinking, deep thinking and social comparison had significant effects in predicting social media addiction. It was concluded that obsessive thinking and social comparison predicted positively, whereas deep thinking alone was not a significant predictor. The obtained findings were discussed in the context of the relevant literature and suggestions were made for further research.
What Do We Know about Giftedness and Underachievement? A Bibliometric Analysis
Author: Cornejo-Araya, Claudia A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academically Gifted,Underachievement,Bibliometrics,Student Characteristics,Trend Analysis,Periodicals,Authors,Geographic Location,Universities,Journal Articles

This bibliometric study aimed to analyze the main trends of published articles and reviews between 1958 and 2018 regarding underachievement in gifted students. The sample included 203 files extracted from the databases Scopus and Web of Science. The analysis included the number of publications; most productive journals, countries, and authors; affiliations; language; and citations. Main results indicate that &quot;Roeper Review&quot; has published most of the documents in this area, and Donna Y. Ford is the author with most publications. The U.S. is the most productive country, while the &quot;University of Georgia&quot; is the most productive institution. Additionally, the predominant language is English, with 91.63% of the publications. These results are discussed and analyzed based on the existing literature. Limitations and future research are also considered.
The Views of University Students about the Achievements and Motivations of the Distance Education Process during the Pandemic Period
Author: Kan, Sebnem Güldal
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,COVID-19,Pandemics,Distance Education,School Closing,Preservice Teachers,Preservice Teacher Education,Undergraduate Students,Trauma,Success,Student Motivation,Stress Variables

The aim of this study is to examine the views of students about the achievements and motivations of thedistance education processes in universities during the pandemic period. The working group consists of 68 prospective teachers who continue their undergraduate programs in different departments of a private university in Northern Cyprus in the 2019-2020 spring academic year. All these participantsarestudying at thevariousdepartments of theFaculty of Education as 17 are in Preschool Education, 28 in PrimaryEducationMathematics, 6 in PrimaryEducation, 1 in HistoryTeaching, 12 in Special Needs Education, 4 of them arestudying in Guidance and Psychological Counseling. The study is a qualitative study and the design of the study is determined as a case study. 42 female and 26 male teacher candidates participated in the study group. The majority of the participants are prospective teachers studying in their final year at university. While choosing the participants, easily accessible case sampling from purposeful sampling type was used. A Semi-structured interview form was used as a toolfordata collection. Later, the opinions of the experts were obtained and the interview questions were re-arranged accordingly and applied to the participants. As a result of the research, it was concluded that the psychological trauma experienced by teacher candidates during distance education at thepandemicperiodaffects both the success and motivation of their lessons.