ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Differentiated Teaching in Distance Education Practice on Gifted and Talented Primary Students
Author: Essizoglu, Gül
Date: 2022-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Distance Education,Academically Gifted,Gifted Education,Elementary School Students,Grade 4,Program Effectiveness,Mathematics Achievement,Student Attitudes,Foreign Countries

The main purpose of the present study was to develop and apply a mathematics program that meets the academic and mental needs of gifted and talented primary school students during distance education and to test the effectiveness of the program. The current study involved 120 gifted and talented fourth-grade students, 60 of whom were in the experimental group and 60 in the control group. The distance learning program was prepared based on the parallel curriculum model and the differentiation techniques proposed by the grid model were used. For the collection of data, the Mathematics Achievement Test and the Attitude Scale for Mathematics were given to the students in the experimental and control group as pre-test and post-test. The paired-samples t-test was used to compare the pre-test-post-test scores of students in the experimental and control group. The independent group's t-test was used to compare the post-test scores of the students in the experimental group with the post-test scores of the students in the control group. Also, covariance analysis was used to compare post-test achievement and attitude scores after controlling pre-test scores in the experimental and control groups. The results of this study indicate that a differentiated mathematics program delivered via distance education increased the achievement and attitude toward mathematics in the experimental group. It was also stated that conducting similar studies for different courses and comparing results will contribute to distance education.
Misconception Interventions and Pupils&apos; Conceptual Change in Selected Concepts in Basic Science in Abeokuta
Author: Omilani, Nathaniel Ayodeji
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Scientific Concepts,Misconceptions,Gender Differences,Institutional Characteristics,Concept Formation,Hands on Science,Foreign Countries,Secondary School Students

This study determined the effect of misconceptions intervention on students' conceptual change in the concepts of density and floatation in basic science. The moderating effects of gender and school types on students' conceptual change in the selected concepts were also determined. The misconception interventions in this study are hands-on activities that allow students who engage in them to observe evidence that contradict their misconceptions in density and floatation. Students in the upper basic three were the population of the study. A two-tier multiple-choice test was used to measure the conceptual change. The result revealed that exposing upper basic three students to the misconception intervention is significantly effective in facilitating conceptual change in the selected concept in basic science.
Investigating the Effects of Instructional Humor in Multimedia Learning When Humor Pre-Disposition, Prior-Knowledge, and Working Memory Are Controlled
Author: Dorambari, Diedon
Date: 2022-00-00
Type: Journal Articles
Subjects: Humor,Multimedia Instruction,Prior Learning,Short Term Memory,Undergraduate Students,Bayesian Statistics,Teaching Methods,Learning Processes,Comparative Analysis,Metacognition,Affective Behavior,Measures (Individuals),Cognitive Ability,Fear,Instructional Design,Instructional Effectiveness,Error Patterns

This study examined whether instructional humor (IH) was not just another type of seductive detail when covariates such as humor pre-disposition, prior-knowledge, and working memory capacity were controlled. Participants were students (N = 228) from universities who were randomly assigned two stimuli conditions in the classic experimental design. The data analysis involved a MANCOVA in SPSS and ANCOVA in R-WRS2 package (for DVs with non-homogenous variances) to control the covariates. The data from both null hypothesis significance testing and Bayesian factor design analysis showed that the data were in favor of outcomes which demonstrated that although IHCALM was funnier (p &lt; 0.01) it was not another type of a seductive detail that harmed learning (p &gt; 0.05). It was less interesting (p &lt; 0.01), yet made the participants more aware of what they did not learn (p &lt; 0.01). The practical and theoretical implications of teaching with IHCALM were also discussed.
Index of Attitude towards Scientific Research in Peruvian Psychology Students
Author: Hernandez, Ronald M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Scientific Research,Foreign Countries,Psychology,Undergraduate Students,Student Research

The attitude towards scientific research of university students is a determinant index of the education quality in an institution, and it is fundamental to consolidate the profession as a science. The aim of this study was to describe the attitudes towards scientific research of the Peruvian students of the professional program of psychology. The research approach was quantitative, non-experimental design of basic and field type. The sample consisted of 546 undergraduate students of the professional program of psychology. A sociodemographic form and the Index of Attitude towards Research were used to collect information. The results show that psychology students have an unfavorable attitude towards research. Likewise, they have a low opinion about their self-assessment of research skills, the quality of human resources in teaching research and the promotion of research by the university where they study. In conclusion, it is essential to promote strategies to improve students' attitudes towards research, reinforcing the quality of research courses and selecting teachers with knowledge of research and potential for scientific production.
Examination of the Problems That Teachers Face during Vocational Education
Author: Sarigoz, Okan
Date: 2022-00-00
Type: Journal Articles
Subjects: Problems,Vocational Education,High School Teachers,Foreign Countries,Teacher Attitudes,Competence,Work Ethic,Goal Orientation,Educational Improvement

The purpose of this research is to determine the problems faced by the teachers who give vocational courses during their vocational practice. A semi-structured interview form was used in order to collect the data required for the research. The research is a qualitative study and it was carried out in order to determine the opinions of teachers about the problems encountered in vocational education. The case study method, which is one of the qualitative research methods, was used in the research. All the data obtained in the research were analyzed by coding with the content analysis method. The study group of the research consists of a total of 30 vocational course teachers, 21 male and 9 female, working in state vocational high schools in the central districts of Hatay province in the 2020-2021 academic year, and they participated in the research on a voluntary basis. In the research, one conclusion was that the students who receive vocational education have sufficient skills for business life, albeit partially, that students sometimes have difficulties in adapting to the work discipline, and that there may be problems due to cognitive, affective and psychomotor, that is, individual characteristics, especially during internship training. In addition, in the research, it can be concluded that practical training should be carried out with a wider scope, physical facilities should be improved by giving more importance to vocational high schools, and students should be admitted to vocational education institutions with aptitude tests.
The Place of Non-Governmental Organizations in the Turkish Education System According to Social Studies Teachers
Author: Bozkaya, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Teachers,Nongovernmental Organizations,Teacher Attitudes,Community Organizations,School Community Relationship

In this research, the place of non-governmental organizations in the Turkish education system was tried to be determined according to the opinions of social studies teachers. Phenomenology design was used from qualitative research methods. The study group of the study consists of 37 social studies teachers selected from schools in Hatay city center through purposeful sampling. Four open-ended questions prepared to collect data were asked to social studies teachers for their opinions. In the analysis of the obtained data, the content analysis method used in qualitative analysis researches was applied and themes were created by grouping according to the similarity of the expressions. The teacher's views that stand out in each theme are reflected in direct quotes. According to the results obtained from the opinions of social studies teachers at the end of the research; It was concluded that nongovernmental organizations are necessary but not sufficiently supported by the society, and that non-governmental organizations are not sufficiently involved in education policies and practices, that they remain insensitive in solving the problems related to education and that they cannot express these problems sufficiently.
The Effect of Philosophy Education for Children (P4C) on Students&apos; Conceptual Achievement and Critical Thinking Skills: A Mixed Method Research
Author: Pala, Fatih
Date: 2022-00-00
Type: Journal Articles
Subjects: Philosophy,Concept Formation,Critical Thinking,Thinking Skills,Social Studies,Secondary School Students,Foreign Countries,Academic Achievement

The research aims to investigate the effect of philosophy education for children in social studies course on students' conceptual success and critical thinking skills. Sequential descriptive model, one of the mixed methods research approaches, was used in this study. The study group of the research consists of 64 students studying in 5th grade in a secondary school affiliated with the Ministry of National Education located within the provincial borders of Istanbul city. The students included in the study group studied in the same primary school. The students were randomly selected by the researcher considering their primary school grade score averages, gender characteristics and their economic conditions. Quantitative data of the study were collected using Conceptual Achievement Exam and Critical Thinking Skills Scale, on the other hand qualitative data was collected using Semi-Structured Interview Form. In order to reveal the effects of philosophy education practices for children on students' conceptual success and critical thinking skills, a 10-week practice was conducted in the context of &quot;Technology and Life&quot; unit in 5th-grade social studies course book. Quantitative data of the research were analyzed with SPSS package program, and qualitative data were analyzed with MAXQDA program. According to the results of the research, before practices of Philosophy Education for Children, no significant difference was found between mean rank of experimental group's Conceptual Achievement Exam and Critical Thinking Skills Scale pre-test scores and control group's Conceptual Achievement Exam and Critical Thinking Skills Scale pre-test scores. After the practices of Philosophy Education for Children, a significant difference was found between mean rank of experimental group's Conceptual Achievement Exam and Critical Thinking Skills Scale post-test scores and control group's Conceptual Achievement Exam and Critical Thinking Skills' post-test scores on behalf of the experimental group. Experimental group students made a comprehensive evaluation of practices of philosophy education for children. The students stated that philosophy practices for children not only improved their skills in different ways but influenced their critical thinking and also creative, social, verbal and empathy skills as well.
Teachers&apos; Views on Guidance and Counseling Services at Schools during the COVID-19 Pandemic: Challenges and Opportunities
Author: Kus, Metin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Counseling,School Counselors,Teacher Attitudes,Pandemics,COVID-19,Barriers,Opportunities,Electronic Learning,Distance Education,Counseling Services,Teaching Experience

With the emergence of COVID-19 pandemic, guidance and counseling services at schools have been impeded. In line with this, teachers' experiences and views on counselling services have gained importance since they tried to reach the students via online teaching platforms in most cases. The main purpose of this study is to reveal challenges and opportunities encountered by the teacher counsellors in the implementation of guidance and counseling services remotely during the global pandemic. To achieve this overarching aim, two research questions (RQ) were addressed. This descriptive qualitative study employed both qualitative content analysis and thematic analysis for qualitative data analysis process. The participants of the study were 56 counselor teachers who accepted to participate in the study. Data collected through online google survey form. Findings illustrated that 18 subcategories were gathered under the challenges category. We extracted 13 subcategories with different frequencies under opportunities category. As for the thematic analyses results, we identified 4 themes and 21 subcategories under the school counselors' opinions about challenges encountered however, there were 2 themes and 10 subcategories under the school counselors' opinions about opportunities encountered. As a result, challenges included school counselors' quest for supportive, clear direction and job description in a virtual classroom setting. Opportunities included elimination of the time-space-distance restrictions, in-service training opportunities and ease of access to those services.
Preservice Elementary Teachers&apos; Self-Efficacy and Attitudes for Teaching of Reading-Writing
Author: Bozgün, Kayhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Student Attitudes,Reading Instruction,Writing Instruction,Foreign Countries,Gender Differences,Individual Differences

Teaching of reading-writing is a basic course for preservice elementary teachers. Before starting their pedagogical professional life, preservice teachers are expected to have high selfefficacy and attitudes towards the course. This study aims to determine the relationship between self-efficacy and attitudes towards teaching of reading-writing. In the sub-objective of the study, the differences according to the variables of gender, grade level, amount of daily reading, and level of like to teach were examined. The sample of the study was determined by convenience sampling, one of the purposeful sampling methods. In this context, 224 preservice teachers participated study in the fall and spring semesters of the 2021-2022 academic year of the education faculty of a state university in the Central Black Sea Region. To collect the data, &quot;Self-Efficacy Scale Towards Reading and Writing Teaching&quot; and &quot;Attitude Scale for Primary Reading and Writing Teaching&quot; were used. In addition, some demographic information was included at the beginning of the data collection form. SPSS 24 program was used in the analysis of the data; independent samples t-test was used in bivariate groups and One-Way Analysis of Variance was used in triple groups. Relationships between dependent and independent variables were tested using multiple regression analysis. Pearson Correlation Coefficient analysis findings were examined to determine which sub-dimensions of the self-efficacy scale should be included in the multiple regression equation. The findings of the study revealed that the self-efficacy of preservice elementary teachers differs according to gender, class, and daily reading levels. A difference was determined in the attitude scores of the preservice teachers according to the variables of gender and like to teach. According to the results of multiple regression analysis, it was concluded that as the preservice teachers' self-efficacy for teaching reading-writing increased, their attitudes also increased.
Online Learning Impacts on General Foundation Program (GFP) Students&apos; English Language Academic Performance during the COVID-19
Author: Alrusheidi, Ibtisam
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,English (Second Language),Second Language Learning,Academic Achievement,COVID-19,Pandemics,Foreign Countries,Distance Education,In Person Learning,Instructional Effectiveness,College Students

This paper aims to investigate the potential effect of the Online Learning (OL) mode on Omani General Foundation Programs (GFP) students' English language skills performance. Numeric data related to the learning achievement of the GFP students (tests and assignment scores) was collected to explore the hypothetical differences between the two modes of learning. Five students were selected randomly to conduct the focused group interview. The difference in favour of any mode of learning is considered as a sign of the effectiveness of that model. Independent Samples t-test was used to analyze the data and the study found that although emergent unplanned strategies and policies to employ online learning in the University of Technology and Applied Sciences (UTAS), there is a statistically significant difference between the English language achievement of the GFP students who studied through OL was higher than those who had studied Face-to-Face (F2F) before the COVID-19 outbreak. As the difference was in favor of the OL group and statistically significant (p=0.002 at alpha=0.05 level), the study concluded that OL students appear to have outperformed their F2F counterparts and that, based on these findings, OL is an effective method of teaching/learning. The study offers a discussion of these findings.
Antiracist Activities and Policies for Student-Led Study Groups
Author: Arendale, David R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Racism,Educational Policy,Student Leadership,Group Activities,College Students,Cooperative Learning,Program Descriptions,Program Evaluation,Educational Environment

Issues of race and marginalization do not often intersect with publications related to developmental education and learning assistance. Too often, these issues have been ignored. This guide to antiracism policies and practices for student-led study groups is based on a careful review of scholarly articles, books, existing guides, practical experiences by the authors, and feedback from the study group administrators in the field. While much has been written about culturally-sensitive pedagogies for K-16 classroom instruction, little has emerged for guiding postsecondary peer study groups regarding antiracism practices. This guide helps address this gap in the literature and recommended practices. In addition to its application for academic study groups, this guide has value for faculty members to incorporate antiracism learning activities and pedagogies into their courses. Effective learning practices are identified in this article that can be adapted and adopted for supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. This is an excerpt from a much-longer and detailed guide that will be published in the near future.
Investigation of the Effect of 8-Week Life Kinetic Training on Self-Confidence, Attention and Psychological Skill Levels in Sedentary Men Students
Author: Yildirim, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Kinetics,Self Esteem,Attention Span,Psychological Patterns,Males,Secondary School Students,Physical Activity Level

This research was conducted to examine the effect of 8-week life kinetic training on self-confidence, attention and psychological skill levels in sedentary men students. Fifteen sedentary men participated in the study and the research was conducted using the pretest-posttest research model. In order to collect the data, &quot;D2 Test of Attention&quot; developed by Brickenkamp (1981), &quot;Self-confidence Scale&quot; developed by Akin (2007), &quot;Athletic Coping Skills Inventory&quot; developed by Smith (1995) and personal information form were used. The data were evaluated with the SPSS 25.0 statistical package program and the significance level was considered as p&lt;0.05. The normality test of the data was done with the Kolmogorov-Smirnov test, and the Wilcoxon test was used to compare the pre-test and post-test scores. According to the findings, no statistically significant difference was found between the 8-week life kinetic training sub-dimensions of sedentary men's self-confidence, attention and psychological skill levels (p&gt;0.05). As a result, it could be argued that life kinetic training applied for eight weeks does not have a positive effect on increasing self-confidence, attention and psychological skill levels in sedentary men.
A Case Study on Specialization Models in Primary School Teaching
Author: Cesur, Burak
Date: 2022-00-00
Type: Journal Articles
Subjects: Specialization,Models,Elementary Education,Teaching Methods,Teacher Attitudes,Elementary School Teachers,Private Schools,Foreign Countries,Teacher Educators

The aim of the present study is to evaluate specialization models in primary school teaching based on the opinions of teachers and academicians studying teacher education. The research is considered to be important in that it is one of the first studies in the national literature on the related issue and it reveals advantages and disadvantages of each model. Multiple case-holistic design, one of the qualitative research methods, was followed in the study since it focuses on data obtained from primary school teachers working in private schools that adopt different specialization methods as well as academicians specializing in the field of teacher education. In order to receive opinions from participants, two different data collection tools were used, which were the Private School Teacher Interview Form and the Academician Interview Form. 33 participants were interviewed using the determined data collection tools in the 2018-2019 academic year. A content analysis method was used in the analysis of the obtained qualitative data. According to the results of the study, advantages and disadvantages of each model were identified. It was recommended as a result of the study that it might be effective to use departmentalized classroom models and looping models simultaneously in order for the students to establish positive relationships with teachers and for teachers to develop professional knowledge and skills.
GR-IDEA: An Innovative Model of Mentoring in Adult Education
Author: Koutsoukos, Marios
Date: 2022-00-00
Type: Journal Articles
Subjects: Mentors,Adult Education,Student Behavior,Constructivism (Learning),Adult Educators

The various models of mentoring presented in the international literature can be placed into two main categories, namely, those based on behaviourism which support knowledge transmission, and those based on constructivism which support knowledge transformation. The model presented in this paper is based on constructivism and it has been developed as a supporting practice of adult educators. The two dimensions Group and Reflection are the pillars of the model, while its key components, which are at the same time developmental stages, are: Inspiration, Development, Empowerment, and Action.