ethanporcaro/eric-fulltext-meta huggingface dataset:
Distance Education Experiences of Secondary School Math Teachers during the Pandemic: A Narrative Study
Author: Sengil Akar, Seyma
Date: 2021-07-00
Type: Journal Articles
Subjects: Distance Education,Teaching Experience,Secondary School Teachers,Mathematics Teachers,COVID-19,Pandemics,Web Based Instruction,Foreign Countries,Student Attitudes,Mathematics Instruction,Educational Television,Computer Mediated Communication,Social Influences,Cultural Influences,Psychological Patterns,Career Readiness

All schools in Turkey have quickly entered into the process of distance education because of the COVID-19 outbreak. In this process, mathematics teachers have become an associate of this process to teach math lessons at a distance. The subject of the current study is the experiences of teachers in this process of distance teaching of math, which is a compulsory subject in all secondary schools. The participants of the current study designed as a narrative study are 15 math teachers experienced on the subject. As a result of the study, a total of five super-themes emerged. The first super-theme includes codes related to the general structure of the math course. The second super-theme is theme of hardware and Web 2.0 tools. This sub-theme includes codes related to their experiences of EBA TV, EBA Internet and other alternative tools of distance education. The third sub-theme is the Socio Cultural super theme. This theme is consisted of sub-codes including political issues, state of the student, state of the parent and socio-economic situations. The fourth subtheme includes the codes related to psychological states arising from the extraordinary situation emerging in the pandemic (period of pandemic, cyber bullying, emotional links). The fifth sub-theme is related to the readiness of teachers.
A Study of the Implementation of English Program Policy in Secondary Schools under the Secondary Educational Service Area Office 7
Author: Tran, Bhuson
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Language Planning,Intercultural Communication,National Curriculum,Program Implementation,Secondary Education,Public Policy,Educational Policy,Secondary Schools

Recognizing that English skills are vital for international communications, for the economic development of the country, and for Thailand to compete with other nations, the Thai government has formalized the teaching of English in its Basic Education Curriculum. In 1999, the Ministry of Education reformed and decentralized the Thai educational system with the National Education Act B.E. 2542 (A.D. 1999). In 2001, the Ministry of Education issued an English Program Policy allowing qualified schools to teach certain subjects under the Basic Education Curriculum in English as an alternative mode of instruction. This mixed method research investigated the implementation of the English Program Policy of three Secondary Schools under the Secondary Educational Service Area Office 7. Instruments used was opinionnaire surveys adopted from the Office of Basic Education Council (OBEC) English Program Educational Standard Educational Institution Self-Assessment Questionnaire and the English Program/ Mini English Program Implementation Student Questionnaire and selected validated questions from studies by Chantarasiri, and Senachit. Respondents were administrators from the Secondary Educational Service Area 7 Office and from the three selected schools with English Program, and teachers and students from the mentioned schools. The data analysis from this study showed that the level of implementation of the English Policy among administrator was Very High, while the level of implementation among students was High. There was no significant difference in the level of implementation among administrators and teachers, and the study found no significant difference in the level of implementation among teachers when compared by the number of years in the position.
Examination of General Competencies and Needs of Pre-School and Classroom Teacher Candidates in Terms of Assessment and Evaluation Course
Author: Yeler, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Preschool Teachers,Elementary School Teachers,Preservice Teachers,Student Needs,Assessment Literacy,Foreign Countries,Gender Differences,Student Attitudes

This study examines the general competencies and the requirements of classroom and preschool teacher candidates in terms of assessment and evaluation course. The study group consisted of 140 4th-year teacher candidates randomly selected from a total of 256 teacher candidates studying at Classroom Teaching and Preschool departments of Burdur Mehmet Akif Ersoy University Education Faculty, Turkey. In this study, a mixed research approach and a convergent design, in which quantitative and qualitative studies are used to support each other's strengths, were used. To collect quantitative data, the &quot;Measurement and Evaluation Common Competency Perception Scale for Teacher Candidates&quot; (MECCPSTC), which was developed by Nartgün (2008), was used. The qualitative data of the study were obtained thorough the open-ended questions that were asked to 13 teacher candidates through focus group interview technique. In the analysis of the quantitative data, descriptive statistics, t-test and one-way ANAVO were used. Content analysis was used in the analysis of the qualitative data. The findings showed that approximately one fourth of the teacher candidates had the opinion that they were &quot;sufficient and very sufficient&quot; in terms of their learning in the assessment and evaluation course. The scores of three quarters of the teacher candidates obtained from the scale were at &quot;moderate and very insufficient&quot; interval. In addition, it was examined whether there was a significant difference between the scores of teacher candidates obtained from Basic concepts&quot; (BC), &quot;Measurement techniques&quot; (MT), &quot;Statistical analysis and Reporting&quot; (SAT) dimensions, and total score of the scale in terms of age, gender, department and belief in appointment variables. The codes obtained from the analysis of qualitative data were grouped under themes. Each theme was arranged and interpreted in a table with the codes within the scope. The results obtained from the analysis of both quantitative and qualitative data were combined and discussed and recommendations were developed.
Examination of Individuals&apos; Level of Fear of COVID-19, Fear of Missing Out (FoMO), and Ruminative Thought Style
Author: Bayin, Ümit
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Fear,Anxiety,Depression (Psychology),Stress Variables,Emotional Response,Psychological Characteristics,Correlation,Social Media,Adults,Adolescents,Gender Differences,Marital Status,Foreign Countries

In the current study, it was aimed to examine the relationships between individuals' fear of COVID-19, fear of missing out (FoMO), and ruminative thought style levels. The participants consisted of 408 individuals aged between 17-68, of which 110 were male and 298 were female. In this study, The Fear of COVID-19 Scale, Fear of Missing Out Scale, and Ruminative Thought Style Questionnaire were used in order to collect data. Relational survey method was used in the research. In the mediation analysis, it was observed that the ruminative thought style has a mediator role in the relationship between FoMO and fear of COVID-19. According to the findings, women have a higher fear of COVID-19 and ruminative thought style levels than men, besides that married individuals' fear of COVID-19 level is higher than single individuals, but FoMO and ruminative thought levels are lower.
Factors Influencing Graduate Students&apos; Perception of Online and Distance Learning in Nepal
Author: Upadhayaya, Parshu Ram
Date: 2021-07-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Preservice Teacher Education,Science Education,Public Colleges,Student Characteristics,Place of Residence,Rural Urban Differences,Relevance (Education),Educational Quality,Distance Education,Electronic Learning,COVID-19,Pandemics,Professional Development,Technological Literacy,Handheld Devices,Foreign Countries

This study explored the perception of online and distance learning (ODL) experienced by postgraduate students in Nepal during the COVID-19 pandemic in 2020. An online survey on Graduate Student Perception on ODL (GSPODL) with a five-point Likert-scale was designed and administered to 71 postgraduate (57 male and 14 female) students of science education in a public higher education institution in Nepal in spring 2020. A Principal Component Analysis with rotation in Varimax Kaiser Normalization was employed in the Statistical Package for Social Sciences (IBM SPSS 26) to construct six major components of students' perception of course delivery and participation. These components were- Quality, Opportunity, Relevance, Development, Support, and Challenges. Mann-Whitney U Test or Kruskal-Wallis Test at 0.05 level of significance showed that the participants' views about Quality, Opportunity, Relevance, and Support were significantly different across their place of Residence (rural and urban residences). Likewise, there was a significant difference in their views on the Relevancy of the ODL with respect to Device Use. There was no significant difference in their views across the variables Gender, Ethnicity, School Type, and Device Use in all other criteria. These results demonstrated that participants' hometown location made a big difference in their perception of online and distance classes' Quality.
Examination of Secondary School Students&apos; Attitudes towards Socioscientific Issues
Author: Hastürk, Hanife Gamze
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Grade 8,Student Attitudes,Student Interests,Anxiety,Gender Differences,Parent Background,Value Judgment,Science and Society,Public Schools,Foreign Countries

The interplay between culture and technology is dynamic. Since ancient times, science has had a major impact on people, and people have determined the general direction of science progress. In this way, there is mutual influence between society and science. Socioscientific issues have emerged as a result of the interaction process between science and society. In this context, it was aimed to examine eighth grade students' attitudes towards socioscientific issues. The study was conducted with 136 eighth grade students studying in a city in the Central Anatolia region of Turkey in the 2018-2019 academic year. Quantitative data collection and analysis methods were used in this study, which aimed to examine the secondary school students' attitudes towards socioscientific issues. &quot;The Attitudes towards Socioscientific Issues Scale (ATSIS) &quot; was used as data collection tool in the study. According to the findings of the factorial ANOVA test; it was determined that eighth grade students' showed positive attitude on socioscientific issues. While students had positive attitudes related to interest and usefulness of SSI, they also had neither positive nor negative attitudes related to interest and usefulness of SSI. In addition, it was observed that the general attitude levels about socioscientific issues and the mean scores of interest and usefulness, liking and anxiety sub-dimensions did not differentiate according to gender. Based on the findings, the importance of socioscientific issues was emphasized and recommendations were made to program makers, researchers and practitioners on teaching.
Examining the Structure of Observed Learning Outcomes of Associate-Degree Vocational School Students in a CAS-Supported Environment: Limit-Continuous Sample
Author: Akbas, Elif Ertem
Date: 2021-00-00
Type: Journal Articles
Subjects: Two Year College Students,Outcomes of Education,Computer Assisted Instruction,Mathematics Instruction,Algebra,Vocational Schools,Foreign Countries

This study aimed to learn the learning outcomes of associate-degree students attending a Vocational School (VS) in a CAS-supported learning environment within the scope of the limit-continuity subject. The study was conducted using the action research method, and the worksheets prepared by Ertem Akbas (2016) were used. While evaluating and interpreting the VS students' learning outcomes, the SOLO taxonomy was preferred. The study group included 32 VS associate-degree students in Turkey. Within the framework of the research problem, detailed information was provided about what level of the SOLO taxonomy the students' learning outcomes corresponded to. The learning outcomes of the VS students were found to be below the relational structure level according to SOLO taxonomy in the environment where the CAS software was used. Thanks to the CAS software, the quality of the pre-structure level and uni-structure level learning outcomes of VS students increased to and over the multi-structure level.
Analyzing the Elementary Social Studies Book in Terms of Graphic Design Principles
Author: Kiliç, Kahraman
Date: 2017-12-00
Type: Journal Articles
Subjects: Social Studies,Textbooks,Textbook Evaluation,Graphic Arts,Design,Visual Aids,Elementary Education

The aim of this study is to examine the social study book in terms of graphic design principles. This research is a qualitative study. Qualitative research is a type of research in which perception, events or circumstances are revealed in a realistic and totalitarian way. In this study, Document Analyses Technique is used as a data collection tool. In this respect, graphic principles criterions are determined firstly and then the images that are used (506 images) in the elementary school social study book are examined. The results show that social study books are found to be of a very low level, in terms of graphic design principles. It turned out that all parts of the social study book show a lack of implementation of graphic design principles. While the most used graphic design principles are: integrity, emphasis and balance, the least adopted ones are: alignment, line spacing, blanks and kerning. In the context of the research, these suggestions are brought forward: a social study lesson book should be made more interesting and should be according to graphic design principles. Priority should be given especially to the chapters where there is a lack of use of graphic design principles. Graphic design principles that are used the least such as line and measurement should be implemented more.
Developing the Skills of Students with Mild Intellectual Disabilities Using Interactive Map Applications in a Social Studies Course: An Action Research
Author: Karakus, Ufuk
Date: 2021-12-00
Type: Journal Articles
Subjects: Mild Intellectual Disability,Skill Development,Social Studies,Secondary School Students,Special Education,Educational Technology,Technology Uses in Education,Maps,Map Skills,Foreign Countries

The purpose of this research is developing the skills of students with mild intellectual disabilities using interactive map applications (Google Maps, Yandex Maps), determining how to implement the applications, and revealing the problems encountered in practice and possible solutions in detail. The research is designed in an action research model. The study group of the research consists of three students who were diagnosed with mild intellectual disability by the Counseling Research Center (CRC) and study in the special education class of a secondary school in Ankara. In the research, &quot;Observation Form Concerning the Use of Interactive Map Applications&quot; was used in the pre-application, post-application and permanence application. Researcher's diary, video and photograph records are other data collection tools used in the research. At the end of the study, the students' ability to use interactive map applications on the phone, computer and smart board was measured and it was determined that the students' skills were improved. The development of interactive map use skills of students with mild intellectual disabilities in social studies lessons contributed to the development of students' direction finding and map literacy skills. In addition, it has been observed that developing these skills contributes to the life skills of students as it increases their self-confidence and improves their abstract thinking skills.
Relative Effectiveness of Conceptual Change Texts with Concept Cartoons and 5E Learning Model with Simulation Activities on Pre-Service Teachers&apos; Conceptual Understanding of Waves
Author: Taslidere, Erdal
Date: 2021-12-00
Type: Journal Articles
Subjects: Cartoons,Worksheets,Instructional Materials,Instructional Effectiveness,Concept Formation,Scientific Concepts,Mechanics (Physics),Misconceptions,Computer Simulation,Teaching Methods,Active Learning,Inquiry,Learning Strategies,Undergraduate Students,Student Attitudes,Gender Differences,Public Colleges,Science Education,Preservice Teachers,Foreign Countries

The purpose of this study was to investigate both the individual and relative effectiveness of two conceptual change interventions, gender and their interactions on preservice science teachers' conceptual understanding and their misconceptions in mechanical waves. The interventions are conceptual change texts enriched with concept cartoons (CCTCC) and 5E learning model enriched with simulation activities (5ESA) respectively. Participants are 66 sophomores from two intact classes. A quasi-experimental design was used as a research methodology. One group studied the concept of mechanical waves with the CCTCC and the other studied it with the 5ESA. Students' conceptual understanding levels and misconceptions were measured by a Four-Tier Mechanical Waves Misconception Test as pre and post-test. Preliminary analysis indicated that there was no significant difference among the intervention groups' pre-conceptual understanding levels. Individual effects of the treatments from pre to post-tests were investigated by paired-sample t-tests and the main effects of the treatments, gender and their interactions on post-conceptual understanding levels were examined via two-way ANOVA. The results of t-tests showed that both treatments significantly affected learners' conceptual understanding levels individually. ANOVA results yielded a significant treatment effect on behalf of the CCTCC, but the effects of the gender and gender*treatment interaction on students' post-conceptual understanding levels were insignificant. Findings showed that the conceptual change approach accompanied by conceptual change text enriched with concept cartoons is likely to be more effective for increasing students' conceptual understanding level and decreasing their misconceptions in mechanical waves.
The Views and the Effects of Materialist Philosophy and Socialist Ideology on Curriculums and Educational Administration
Author: Dilbaz, Engin
Date: 2021-00-00
Type: Journal Articles
Subjects: Ideology,Philosophy,Curriculum,Educational Administration,Theory Practice Relationship,Social Systems,Educational Philosophy

Materialist philosophy and socialist ideology are philosophical and ideological approaches that have deep influence and traces in public life practice. Along with the social, economic, and political fields, the field of education has been deeply influenced by materialist philosophy and socialist ideology in certain contexts. Main purpose of this study is to examine the effects of materialist philosophy and socialist ideology on the curriculum, educational administration and economic-political dimensions. The study is a systematic review study based on the review of the literature. It is aimed to synthesize the views and effects on education management with educational programs by making a systematic compilation of works on materialist philosophy, socialist ideology and education. The data of the study have been analyzed using content analysis. As a result of the study; considering perspective of materialist philosophy and socialist ideology on education, it is observed that theoretical humanistic values are generally advocated. However, many differences between theory and practice are observed in materialist philosophy and socialist ideology-related practices. In terms of curriculum dimension, materialist philosophy is important in terms of contributing to the creation of a new educational philosophy rather than being a direct educational philosophy. Considering social, political and economic dimensions; it can be stated that materialist philosophy and socialist ideology direct the liberal capitalist world towards social policies. In the research, it is suggested that researches should be conducted to examine the effects of different philosophies and ideologies on the curriculum and management of education.
Using the SERVQUAL Framework to Examine the Service Quality in Higher Education in Thailand
Author: Fuchs, Kevin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Student Satisfaction,Undergraduate Students,Student Surveys,Educational Quality

Customer service and quality are driving forces in the business community. As higher educational institutions struggle for competitive advantages and high service quality, the evaluation of educational service quality is essential to provide motivation for and give feedback on the effectiveness of educational plans and their implementation. Monitoring student satisfaction with education quality has become an integral part of the educational process in not only a number of universities, but also further afield. This research presents an enhanced approach to using the SERVQUAL framework for measuring student satisfaction. It involves the use of factors concerning student services that are queried and surveyed using the SERVQUAL methodology. The proposed instrument was tested at a regional university in Thailand with a sample of 400 undergraduate students. Rigorous analysis demonstrates the usefulness of the approach in gathering business students' perceptions, analyzing them, and reducing them to a form usable by management as an off-the-shelf service quality measurement tool.
The Relationship between Primary School Students&apos; Social Skills and Attitudes towards Social Studies Course and Their Academic Achievement
Author: Sener, Nurcan
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Elementary School Students,Preadolescents,Grade 4,Public Schools,Interpersonal Competence,Academic Achievement,Social Studies,Student Attitudes,Game Based Learning,Foreign Countries

In the current study, it was aimed to examine the relationship between fourth grade students' social skills, their attitudes towards Social Studies course and their academic achievement. In line with the purpose, the present research adopted a convergent parallel design, one of the mixed type research methods. Quantitative data were collected from 172 fourth grade students who were enrolled in state school in Istanbul. The quantitative phase of the study conducted using 'Social Skills Evaluation Scale' and 'The Attitude Scale Towards Fourth-Grade Social Studies Course.' The qualitative data were collected from 30 students through simple random sampling method. 'Structured Interview Form' was employed in order to collect qualitative data. Analysis of the quantitative data included simple linear regression while the analysis of qualitative data included content analysis. Results showed that social skills and students' attitudes towards Social Studies courses were a low-level, significant and positive predictor of their academic achievement.