ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating Clock Reading Skills of Third Graders with and without Dyscalculia Risk
Author: Mutlu, Yilmaz
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 3,Learning Disabilities,Foreign Countries,Time,Visual Aids,Mathematics Achievement,At Risk Students,Gender Differences,Correlation,Knowledge Level,Symptoms (Individual Disorders),Predictor Variables

This paper aims to investigate the clock reading skills of third graders with and without dyscalculia risk. Data were collected from 290 (136 girls, 154 boys) third graders from three different primary schools located in the city center of Mus. Of the participants, 29 were at risk of dyscalculia while 261 were normally achieving. The study employed the triangulation method, one of the mixed-method research design patterns. Data collection tools include a mathematics achievement test, a clock-reading test developed by the researchers, and an interview form designed for children who are at risk of dyscalculia. Analysis of data from all participants revealed that there is no significant difference between boys' and girls' mathematics achievements. There is a significant difference in terms of clock reading skills in favor of boys. There is a moderate (.56) relationship between mathematics achievement and clock reading skills, and ability to read clocks explains 31% of the total variance in mathematics achievement. The means of the scores of children with and without dyscalculia risk from the 28- item clock-reading test were 5.45 and 11, respectively. During the interviews with 20 children at risk of dyscalculia, the majority of children (13) were able to draw an analog clock but only 50% of the children were able to draw the given time correctly on the clock. It was also found that most of the children (12) confused hour and minute hands and could not tell why there are 12 numbers on an analog clock while there are 24 hours in a day (average number of correct answers 8). Besides, only four students gave correct answers to the question regarding five-minute intervals. The results indicate that children with and without dyscalculia risk have difficulty reading clocks. Furthermore, our results show that, considering the predictivity of clock reading skills for mathematics achievement, difficulties in reading clocks at an early age can be considered as an early indicator of dyscalculia in children.
The Effect of Creative Drama on Some Variables Related with Speaking
Author: Turkel, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Skills,Student Attitudes,Drama,Teaching Methods,Verbal Communication,Native Language,Creativity,College Students,Self Concept

Speaking is one of the four basic skills, which mother tongue teaching is expected to build up. The enhancement of their speaking skills is important for the mother tongue teacher candidates, who are expected to enhance this skill. In this study this has been the starting point; the effect of drama method on verbal expression class, which was attended by mother tongue teacher candidates, was inquired. Mother tongue teacher candidates' perception of their self-sufficiency in speaking and their attitude towards speaking have constituted the fundamental point of the research in order to identify the effect of creative drama method on the skill of verbal expression. Mixed method, in which is a combination of quantitative and qualitative methods, was used for the research. Explanatory sequential pattern was used in the research in order to bring an explanation to quantitative results. The study group of the research consisted of 90 students, who attended 1st Grade Verbal Expression class of Turkish Language Teaching Department of Dokuz Eylül University, Buca Faculty of Education, at the spring term of 2017-2018 academic year. Experimental and control groups had 45 students each. Attitude scale towards speaking and self-sufficiency were applied to students of both groups at the quantitative dimension of the research, both pre and post implementation. The covariance analysis (ANCOVA) was carried out in order to enable the analysis of differences between the groups via statistical methods, as per dependent variations. Arithmetic average, standard deviation and percent values were included as descriptive statistics. Semi-structured interview form was used for the qualitative aspect of the research. Acquired data was resolved via content analysis. As per the comparative analysis of quantitative findings, it was seen that there was a significant difference in favor of the experimental group with regards to their attitude toward verbal expression and their perception of self-sufficiency in speaking. Quantitative findings were supportive of the qualitative ones. Teacher candidates made statements that their perceptions of self-sufficiency in speaking and their attitudes toward speaking were enhanced in drama-based classes.
Integrity Is a Core Value in the OST Experience for Youth
Author: Benson, Marie
Date: 2020-00-00
Type: Journal Articles
Subjects: Integrity,Moral Values,Ethics,Social Development,Emotional Development,After School Programs,Program Improvement,Youth

The importance attached to the development of strong character is evident in schools, out-of-school time (OST) programs, and the workplace. Providers of OST programs must infuse their programs with activities that build positive social and emotional skills in order to help mold future human capital. Educators, employers, and society as a whole agree on the need for honesty and for social and emotional skills. These skills are valuable across a person's lifetime, regardless of where they are learned and practiced. Employers are looking for employees who possess competency in social and emotional skills; these skills may even be in more in demand than technical skills (Afterschool Alliance, 2018). OST programs can prepare participants for their futures by promoting social and emotional learning.
Reinventing ADHD in Out-of-School Time
Author: Blackwell, Devan
Date: 2020-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,After School Programs,Learning Experience,Attention Control,Elementary School Students,Grade 5,Teacher Attitudes,Clinical Diagnosis,Classroom Techniques,Films,High School Students,Inquiry,Student Projects,Teaching Methods

For young people who exhibit attention-deficit/hyperactivity disorder (ADHD) traits, out-of-school (OST) programming can provide the atmosphere and learning experiences that, by design, sustain attention, engagement, and focus. &quot;Possibility projects&quot; enabled one afterschool practitioner to redefine ADHD in terms of attention-driven, hyperfocus-designed activities suited to the needs of all participants.
The Birth of a Field: An Interview with Michelle Seligson, Founder of NIOST
Date: 2020-00-00
Type: Journal Articles
Subjects: After School Programs,Educational Practices,Best Practices,Educational History,Child Care,Educational Policy

Michelle (Micki) Seligson has been nationally recognized as a leader in afterschool and in childcare policy and practice. In 1978, she founded the School-Age Childcare Project, which became the National Institute on Out-of-School Time (NIOST) at Wellesley College. To commemorate NIOST's 40th anniversary, she sat down with Georgia Hall, director and senior research scientist at NIOST, to talk about how observation of exemplary practices became guidance for an emerging field.
Cyber Security Skills of Pre-Service Teachers as a Factor in Computer-Assisted Education
Author: Haseski, Halil Ibrahim
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Security,Computer Literacy,Preservice Teachers,Computer Assisted Instruction,Student Attitudes,Computer Attitudes,Educational Attitudes,Foreign Countries,Scores,Predictor Variables

The present study aimed to determine the effect of individual cyber security skills of pre-service teachers on their attitudes towards computer-assisted education. Thus, the present research was designed as a correlational study. The study participants included 241 senior pre-service teachers in different departments at Manisa Celal Bayar University, Faculty of Education during the 2019-2020 academic year the fall semester. The data were collected with the &quot;Personal Cyber Security Provision Scale&quot; and &quot;The Attitude Toward Computer-Assisted Education Scale.&quot; Based on the study findings, pre-service teachers should improve their competency in cyber security. Furthermore, pre-service teachers who owned a personal computer had higher scores in maintaining personal cyber security and had better attitudes towards computer-assisted education. Besides, it was observed that there were differences between personal cyber security scores of pre-service teachers and their attitudes towards computer-assisted education based on their departments. Furthermore, it was identified that the personal cyber security achievement score was a significant predictor of the attitude towards computer-assisted education. In the final section of the study, various recommendations are presented for future studies and applications on the subject.
Listening to Colourful Voices: How Do Children Imagine Their Music Lessons in School?
Author: Sungurtekin, Sehnaz
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Education,Imagination,Elementary School Students,Student Attitudes,Grade 4,Educational Environment,Musical Instruments,Music Activities,Creative Thinking,Foreign Countries

In this research, it was aimed to illustrate the voices of primary school students about how they imagine their music lessons in school and the classroom. For this purpose, a focus-group interview structure was based on children's perspectives, ideas and imaginations about their music lessons. First, a pilot study consisting of a focus-group interview and a questionnaire was carried out with ten fourth grade primary school students who voluntarily took part in this research. The main study was carried out with nine different fourth grade students. Vernon Howard's 'continuum of imagination' was used to categorise students' statements and Vygotsky's laws of imagination are the key role for analysing and interpreting students' imaginative statements. Students' imaginations about their music lessons were at first about different learning environments and instruments. The statements show the importance for children to do music activities in music rooms that are well equipped with instruments as well as outside the classroom and school. The research findings may help us to understand the problems in primary music education and provide a piece of evidence about the necessity of developing good classroom practices to promote children's imaginative and creative thinking skills. Thus, we can develop an understanding that focuses on the creative needs of children in primary music education.
Parent-Child Mathematics Affect as Predictors of Children&apos;s Mathematics Achievement
Author: Sari, Mehmet Hayri
Date: 2020-00-00
Type: Journal Articles
Subjects: Affective Behavior,Mathematics Achievement,Correlation,Parents,Children,Predictor Variables,Elementary School Students,Grade 3,Grade 4,Parent Attitudes,Student Attitudes,Parent Background,Educational Attainment,Mathematics Anxiety

The current study investigated the relationship between children's and parents' self-reported maths affect and children's maths achievement. Participants comprised 186 child-parent dyads in Turkey. Findings showed that maths affect in children and their parents was unrelated. However, maths affect was a significant predictor of children's maths achievement. Importantly, this varied by grade. In grade three, child maths affect significantly predicted maths achievement, whereas parent maths affect was unrelated to achievement. Conversely, in grade four, the opposite pattern emerged; parent maths affect significantly predicted children's maths achievement, whereas child maths affect was unrelated to achievement. Furthermore, children's maths achievement significantly varied according to parents' level of education, whereby children whose parents were educated to undergraduate level considerably outperformed those whose parents were educated only to primary level. Parents with a lower educational status also reported significantly more difficulty in supporting their child's maths learning. These findings point towards the importance of parent maths affect, their level of education, and perceived difficulty in supporting children, as predictors of children's maths achievement. This is only the case in grade four, as maths becomes more challenging and there is a greater emphasis on competitive assessment. As such, the home numeracy environment and family maths tension should be addressed in preparation for children moving into grade four.
The Effect of Foreign Language Education on Preschoolers&apos; Native Language Development
Author: Uslu, Banu
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Preschool Children,Native Language,Language Acquisition,Preschool Education,Language Skills,Turkish,English (Second Language),Receptive Language,Expressive Language,Verbal Communication

The purpose of the present study was to examine how foreign language education may affect preschool children's native language development. The study was carried out with 70 children who were 48-60 months-old and attending a public preschool in Alanya, a district of Antalya, in Turkey. The research method of the study was Solomon Four-Group Design. Turkish Early Language Development Test (Tedil-3) was the data collection tool and used to measure children's native language skills. The experimental process took 8 weeks. Mann Whitney U and Wilcoxon Signed Ranks Tests were used in the analysis of the data, as the data did not show normal distribution. After determining the effect of the experimental procedure, the children included in the control groups also benefitted from the same experimental procedure for 8 weeks under the right to benefit from the experiment process? which has never been applied before in any studies in Turkey. Within the framework of the literature, findings were discussed and various suggestions were presented.
Participation Patterns and Effectiveness of Out-of-School Time Mathematics Classes
Author: Yin, Ming
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,After School Programs,Mathematics Education,Student Participation,Family Characteristics,Socioeconomic Status,Program Effectiveness,Mathematics Achievement,Secondary School Students,Achievement Tests,International Assessment

Although shadowed by the institutionalization of contemporary schooling, out-of-school time and space encompass a variety of learning possibilities and are socially organized to enable and maintain educational privileges for some students but not for others. Out-of-school time (OST) curricular instructions have been expanding globally and more visible in East Asia. Relying on multilevel ordered logistic regression and generalized propensity score analysis; this study investigated the participation patterns and effectiveness of OST mathematics education in Shanghai, China. Family socioeconomic background and opportunity-to-learn indices of mainstream schooling were found to strongly link to participation in OST mathematics education. Higher socioeconomic status and more household resources were associated with higher likelihood of participating in OST mathematics education. Negative school-level opportunity-to-learn indices, such as problematic classroom disciplinary climate and insufficient mathematics instructional time, correlated with greater odds of OST mathematics participation. In addition, this study found a significant relationship between OST mathematics learning and mathematics study behaviors, with higher intensity of OST mathematics instruction triggering more positive study ethics and habits. Yet, no significant association between OST mathematics education and PISA mathematics achievement was identified. These findings profoundly illuminated the multi-layered interconnections between formal schooling and OST education and contributed to the discussions about structures of educational equality during out-of-school time.
Revisiting Primary English Teachers&apos; Critical Reflections on Coursebook Usage
Author: Sahin, Senem
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Elementary School Teachers,Teacher Attitudes,Textbooks,Foreign Countries,Educational Philosophy,Educational Practices,Teaching Methods,Lesson Plans,Preferences,Expectation,Teacher Education Programs,Teacher Education Curriculum

In Germany, where every federal state has a different educational philosophy and diverse legal circumstances, the practices of English teachers vary considerably. In Bavaria, where the present study was conducted, English only became a mandatory primary school subject in the school year 2004-2005. Because a specific training for becoming primary school English teacher was only integrated into the university curriculum after that year, the majority of current primary school English teachers have not been trained to teach this subject so they lack the methodological background. Therefore, coursebooks with detailed teaching ideas and pedagogical explanations for lesson planning become an essential part of their profession providing guidance and feeling of security. Some German scholars have noted; however, these teachers mostly devise other materials like worksheets to replace or supplement the English coursebooks (Fuchs et al., 2010). The present study aims to critically reflect on perceptions, preferences and expectations of English teachers at German primary schools concerning their coursebook usage. After presenting and discussing the research results, the paper proposes some ideas for striking a balance between teaching English with and without a coursebook. Different stakeholders can thus collect useful ideas for improvement, including teacher trainers, teachers, student teachers, school administrators, and publishers.
Developing Students&apos; Reflective Thinking Skills in a Metacognitive and Argument-Driven Learning Environment
Author: Antonio, Ronilo Palle
Date: 2020-00-00
Type: Journal Articles
Subjects: Skill Development,Thinking Skills,Reflection,Metacognition,Persuasive Discourse,Educational Environment,Instructional Effectiveness,Undergraduate Students,Public Colleges,Foreign Countries,Secondary Education,Teacher Education,Science Education,Biological Sciences,Active Learning,Inquiry

This study designed and examined the effects of Metacognitive and Argument-Driven Learning Environment (MADLE) in cultivating students' reflective thinking skills. The study involved a group of third-year Biological Science Education students (n=23) in a state university in the Philippines. The study employed a mixed-method approach, where both quantitative and qualitative data were collected and analyzed to answer the research question. Specifically, one-group pretest-posttest design was used under the paradigm of pedagogical action research. The quantitative data were obtained from a 16- item pre- and post-Reflective Thinking Questionnaire while qualitative data were culled from classroom observations and focus group discussions. The Wilcoxon Signed Ranks Test was utilized to determine significant changes in students' reflective thinking skills. Findings showed an insignificant difference in students' reflective thinking skills prior to and after their fourweek exposure to MADLE. However, the multiple sources of data yielded from students' higher posttest mean scores in each level of reflective thinking skills, classroom observations, and responses in the focus group discussion imply the efficacy of MADLE in stimulating and supporting students' reflective thinking skills. Hence, it is recommended to integrate MADLE in improving instructional practices that will engage students in reflective thinking practices.
Effects of Drama Method on Social Communication Skills: A Comparative Analysis
Author: Batdi, Veli
Date: 2020-00-00
Type: Journal Articles
Subjects: Interpersonal Competence,Drama,Teaching Methods,Instructional Effectiveness,Holistic Approach,Meta Analysis,Communication Skills,Preservice Teachers,Masters Theses,Doctoral Dissertations,Computer Software,Journal Articles,Student Attitudes,Action Research,Foreign Countries,Teacher Education Programs,Elementary Secondary Education,Preschool Education

This study aims to determine the effect of drama on social communication skills through the use of quantitative and qualitative research methods in a holistic approach. In the quantitative part of the research both the metaanalytic method and descriptive study were used. In the meta-analysis phase, 24 studies (2 articles, 19 MA theses and 3 Ph.D. dissertations) related to drama and its effect on communication skills and met the inclusion criteria were analyzed using the Comprehensive Meta-Analysis and the MetaWin programs. In the descriptive phase of the study, Social Skills Evaluation Scale was used to assess social skill levels of the preservice teachers (N = 386). In the qualitative part of the study, the data collected via documentary review through the thematic examination of the articles and theses were analyzed using the Maxqda 11 program. Additionally, in an action research design, the data related to the views of the preservice teachers (N= 60) and selected by maximum variation sampling were collected through semi-structured interviews and analyzed through the Maxqda 11 program. Both qualitative and quantitative findings indicated that drama has a positive effect on social communication skills.
Interest in Biology: Grade-Dependent Differences and Benefits of Participating in Out-of-School Interventions
Author: Wegner, Claas
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Interests,Biology,Intervention,Program Effectiveness,Age Differences,Secondary School Students,Grade 7,Grade 9,Grade 12,Hands on Science,Foreign Countries,Biophysics,Laboratory Experiments,Field Trips,Extracurricular Activities,Adolescents,Workshops

Many studies have shown a decrease in scientific interest with an increase in age. Since interest is linked to a high degree of deep-level learning, it is of great relevance to foster interest in science. This study investigates interest in biology from 7th, 9th, and 12th grade students in Germany (N=257). Results show a significantly lower interest in 9th grade in comparison to 7th grade, but a significantly higher level of interest in 12th grade compared to 9th grade. This increase could potentially be linked to the fact that students can chose to continue taking biology in upper secondary education, which leads them to be more interested in the subject. In order to increase interest in 9th grade students, a one-day intervention in an out-of-school student laboratory was developed. During the intervention, students conducted hands-on experiments to investigate the field of bionics. Students in 7th and 9th grade (N=121) participated in the intervention. An increase in interest in biology was observed in both grades. This highlights the potential of out-of-school laboratories to foster and develop interest. Future studies should investigate if the same effect is achieved using in-school interventions as well as looking at possible long-term effects.