ethanporcaro/eric-fulltext-meta huggingface dataset:
Practice-Based Technology Teaching Assistantship Program: Preparing Teacher Educators to Support Teacher Candidates&apos; Integration of Technological, Pedagogical, and Content Knowledge
Author: Peng, Li-Wei
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Teacher Educators,Preservice Teachers,Technology Uses in Education,Coaching (Performance),Educational Technology,Pedagogical Content Knowledge,Technological Literacy,Faculty Development,Technology Integration,Teaching Assistants,Experiential Learning,Program Effectiveness

This exploratory study focused on the Technology Teaching Assistantship (TTA) Program at the College of Education in a Midwest university as a strategy tool to improve the preparation of teacher educators to coach teacher candidates in and model design and implementation of technology-enhanced learning experiences; emphasizing discipline-specific content standards and student technology standards. The purpose of this study was to analyze the TTA Program's features and impacts on teacher educators' development of technological, pedagogical, and content knowledge (TPACK). The results were used to enhance teacher educators' professional development to support teacher candidates' integration of technology. The problems and goals of this work-in-progress TTA Program are discussed to gain feedback and to establish contact with similar projects for improvement and extension.
Testing the Effectiveness of Interdisciplinary Curriculum-Based Multicultural Education on Tolerance and Critical Thinking Skill
Author: Aslan, Serkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Multicultural Education,Interdisciplinary Approach,Critical Thinking,Program Effectiveness,Elementary School Students,Grade 4,Foreign Countries,Student Attitudes,Attitude Measures,Scoring Rubrics,Curriculum Development,Perspective Taking,Empathy,Values,Pretests Posttests,Scores

This research aims to explore the effectiveness of interdisciplinary education program based on multicultural education on the tolerance value, attitude and critical thinking skills of the fourth grade primary school students. Single group pre-posttest design has been used in the study. The research has been carried out with 30 fourth-grade students, at a primary school located within the district of Karakocan in Elazig during the 2015-2016 academic year. Among the participants, 15 are females and 15 are males. The research has employed Tolerance Attitude Scale developed by Kaptan-Yarar, tolerance value and critical thinking story tests and scoring rubrics. Descriptive statistics and dependent samples t-test have been used during data analysis. Research results have revealed a statistically significant difference between critical thinking scoring rubric, tolerance value scoring rubric and tolerance attitude scale pretest-posttest scores in favor of posttest. Based on these results, it can be said that the interdisciplinary curriculum developed based on multicultural education improves students' critical thinking skills, tolerance value and attitudes.
Using the Flipped Classroom Model in the History Course: A Learning Experience
Author: Sahin, Aysegul Nihan Erol
Date: 2020-00-00
Type: Journal Articles
Subjects: History Instruction,Blended Learning,Teaching Methods,Program Implementation,Foreign Countries,Student Attitudes,Phenomenology,Video Technology,Learning Motivation,College Students,Course Content,Animation,Program Descriptions,Learning Experience,Teacher Student Relationship,Group Dynamics,Computer Mediated Communication

The flipped classroom model is an educational model in which students study at their homes and reinforce their knowledge in the classroom with exercises and activities. This model is currently being used by many Turkish schools, especially the ones that give information technologies education. In this study, it is aimed to understand the learning experience by using this model in history lessons in higher education. For research purposes, 5 weeks long program was modified according to the Flipped Classroom (FC) model. This program was implemented and the views and opinions of the participants were collected with a semistructured questionnaire. The study group is comprised of students that took Ataturk's Principles and the History of the Turkish Revolution (APHTR) Course during the 2016-2017 fall period at Gazi University in Turkey. Phenomenological analysis was used for data analysis. The results show that the most of the participants see many opportunities in this model. These include the permanent learning, entertaining lessons, interaction, functionality, and high motivation. But the model also poses challenges. Those challenges are problems regarding the long educational videos, wrong content, technical problems, and activities. The participants recommended videos to include more animation and to be shorter, and activities to be improved.
Perceptions and Proposals of University of Jordan Faculty Members towards Using Massive Open Online Courses in the Educational Process
Author: Al Abed, Lara
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Online Courses,Electronic Learning,Technology Integration,Open Educational Resources,Instructional Effectiveness,Educational Improvement,Barriers,Video Technology,Instructional Design,Institutional Characteristics

This study aims at investigating the perceptions of the faculty members of the University of Jordan towards the use of The Massive Open Online Courses (MOOCs) in the educational process and their suggestions to improve them, the study followed the descriptive / analytical approach. The sample consisted of (115) teachers from the faculty members of the University of Jordan, who were chosen intentionally during the second semester 2018/2017. A key tool was developed that was validated and consisted of (70 items). The results showed that the use of MOOCs courses was moderate and positively affect the support of the educational process. The results showed that there were no statistically significant differences attributed to the teaching experience, gender and academic rank variables. While the results showed that there are statistically significant differences to the degree of the use of the faculty members of the University of Jordan MOOCs courses in the educational process according to the collage variable. Results related to the second area of proposals for improving the use of MOOCs courses were also high. In the light of the results of the study, the researcher recommended, based on the answers of faculty members, the need to reconsider the importance of using electronic MOOCs courses in the educational process, And spreading a culture of awareness of the importance of using electronic environments in the educational process, to provide tangible financial and technical support for the production and design of MOOCs courses in cooperation with faculty members and the use of experts.
The Value of Responsibility in the Point of View of the 5th Grade Students
Author: Gulec, Selma
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Social Values,Moral Values,Social Studies,Values Education,Foreign Countries,Secondary School Students,Conservation (Environment),Family Relationship,Responsibility,Preadolescents

In order to create a healthy social structure, there should exist common values and these values need to be transferred to next generations. In this transfer process, education plays a vital role in transferring values in society. Values are personal, moral and social emotions which help a human and a society survive. Being a society-oriented course, social studies has an important place in transferring values. The primary aim of the social studies course in our country is to raise good citizens. One of the duties of educational institutions, which intend to have students acquire behaviors aiming for the wellbeing and beauty of the society, is to give values education. One of the values included in the social studies course teaching program is the value of responsibility in a society. In this study, the 5th grade students' views of the value of responsibility were examined. A total of fifteen students, six male and nine female, participated in the study. In the study, the data collected via the semi-structured interview technique was analyzed according to qualitative research methods. According to the results obtained via analyzing the answers given by the 5th grade students participating in the study, it can be stated that the students had the value of responsibility.
The Multilingual Personality Formation of a Future Teacher through the Interactive Cognitive Strategies
Author: Babushkina, Larissa Evgenievna
Date: 2020-00-00
Type: Journal Articles
Subjects: Multilingualism,Personality Development,Preservice Teachers,Foreign Countries,Cognitive Processes,Learning Strategies

The article provides an analysis of the literature on interactive cognitive strategies. The aim of the study is to examine the pedagogical potential of interactive cognitive strategies for the effective formation of a multilingual personality of a future teacher. The research used theoretical and empirical methods: analysis of theoretical sources, analysis and generalization of the experience of scientific and methodological developments, training of students of a pedagogical institution. The problem of developing scientific and methodological support for the use of interactive cognitive strategies for the effective formation of a multilingual personality of a future teacher is being updated. A generalization of the obtained results indicates that the use of interactive cognitive strategies positively affects the formation of the multilingual personality of the future teacher. The research was supported by within the framework of the project on research on priority directions of scientific activity of the universities-partners in networking (South Ural State Humanitarian Pedagogical University and Mordovian State Pedagogical Institute) on the topic of &quot;Linguodidactic foundations of the intercultural communicative competence formation of a future teacher&quot;.
A Comparison of Faculty and Graduate Students&apos; Perceptions of Engaging Online Courses: A Mixed-Method Study
Author: Gonzalez, Michelle
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Graduate Students,Teacher Attitudes,Student Attitudes,Online Courses,Learner Engagement,Educational Environment,Learning Activities,Electronic Learning,Technology Uses in Education,Course Organization,Teaching Methods,Teacher Student Relationship,Peer Relationship,Web 2.0 Technologies,Teacher Role,Asynchronous Communication,Integrated Learning Systems

The purpose of this study was to compare and contrast faculty and graduate students' perceptions of engaging online courses. This mixed-methods study occurred in a mid-sized state university in northeastern United States. Data from an online survey and semi-structured interviews indicated that graduate students and faculty perceived similar online course elements in the areas of social and teaching presence as engaging: interpersonal connections, structured learning environments, and variety in course activities and type of technology used. Both believed that poor organization was unengaging. Subtle differences in perception were illuminated by the qualitative analysis. The results have implications for online course pedagogy and research methodology.
Analysis of Digital Literacy and Metaphoric Perceptions of Teacher Candidate
Author: Dedebali, Nurhak Cem
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Literacy,Preservice Teachers,Figurative Language,Foreign Countries,Differences

The aim of this study was to investigate the digital literacy skills and metaphorical perceptions of teacher candidates. The mixed approach has been used in the analysis. The quantitative dimension of the study consists of the &quot;Digital Literacy Scale&quot; scores collected from the teacher candidates, and the qualitative component is made up of the metaphors they have developed about the definition of digital literacy. The study was carried out with 297 prospective teachers who are pursuing their education at the Faculty of Education in Turkey. When the results of the study were analyzed, it was found that there was no significant difference between the digital literacy scores of the teacher candidates and the departments in which they were trained, but there was a significant difference in the grade and device ownership variables. The definitions were reached as a result of the study of the metaphors that were grouped under the headings &quot;vitality,&quot; &quot;integrity,&quot; &quot;guidance,&quot; &quot;complexity&quot;, and &quot;eternity.&quot;
An Effective Method in Improving Social Skills: Literature Circles
Author: Dogan, Birsen
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Interpersonal Competence,Comparative Analysis,Elementary School Students,Foreign Countries,Public Schools,Literature,Social Behavior,Measures (Individuals),Scores,Pretests Posttests,Instructional Effectiveness,Student Behavior

This study was carried out to determine the effect of literature circles on the social skills of fourth-grade elementary school students. To this end, the study was designed as a quasi-experimental study and carried out on 74 students in a public elementary school in the Pamukkale district of Denizli, Turkey. The literature circles method was administered to an experimental group for 18 weeks. In the control group, activities continued in line with the current Turkish Course Curriculum. &quot;School Social Behavior Scales&quot; were used as a data collection instrument. A comparison of the scores on the scales revealed that there was a significant difference between the experimental and control groups in favor of the experimental group. The results imply that the literature circles method had a positive influence on the development of the students' social skills.
Value Perceptions of National Boxers That Study at Physical Education and Sports Department of Universities
Author: Karakullukcu, Omur Fatih
Date: 2020-00-00
Type: Journal Articles
Subjects: Athletes,Physical Education,Athletics,College Students,Sportsmanship,Self Esteem,Interpersonal Relationship,Cooperation,Responsibility,Empathy,Health,Motivation,Individual Characteristics,Justice,Foreign Countries,Student Attitudes,Ethics,Values

Purpose of this research is to determine the perception of value of national boxers who study in physical education and sports department in universities. The research was evaluated with semi-structured interview method which is one of the qualitative research designs. The research group consisted of 11 national boxers studying at Gazi University Faculty of Sport Sciences, Firat University Faculty of Sport Sciences, Selcuk University Faculty of Sport Sciences and Mustafa Kemal University School of Physical Education and Sports in 2016-2017 academic year. Data were accessed through the Personal Information Form (4 questions) and Semi-Structured Interview Form (3 questions) prepared by the researchers. In the analysis of the data, content analysis method was utilized. As a result, national boxers who received sports science education at universities had value perceptions such as discipline, gentlemanship, self-confidence, respect, cooperation, responsibility, empathy, health, ambition, systematic work, tolerance and protection from bad habits and they also do not tolerate discrimination, violence and doping.
Developing an Instructional Design for the Field of ICT and Software for Gifted and Talented Students
Author: Avcu, Yunus Emre
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Information Technology,Computer Software,Academically Gifted,Computer Science Education,Programming,Experimental Groups,Control Groups,Creative Thinking,Creativity Tests,Computation,Self Efficacy,Elementary School Students,Middle School Students

This study aimed to develop an instructional design that focuses on programming teaching for gifted and talented students and to investigate its effects on the teaching process. During the development of the instructional design; the steps of Morrison, Ross and Kemp Instructional Design Model were followed. Embedded experimental design, one of the mixed-method research designs, was used in the modeling of the study. The participants consisted of students studying at the Science and Art Center (BILSEM) (experimental group: 13 girls and 12 boys, control group: 10 girls and 15 boys). While the instructional design developed by the researchers was applied to the gifted and talented students in the experimental group, the standard activities used in Information Technologies and Software Courses at BILSEM were applied to the gifted and talented students in the control group. &quot;Computational Thinking Scale (CTS)&quot;, &quot;Torrance Creative Thinking Test (TCTT-Figural)&quot; and &quot;Computer Programming Self-Efficacy Scale (CPSES)&quot; were used to collect the data of the quantitative phase of the study. Qualitative data were gathered by using interview form, observation forms, and design thinking rubric. Two-Factor ANOVA Test, Bonferroni Adjustment Multiple Comparisons Test, and interaction graphs were used to analyze quantitative data while qualitative data were analyzed by content analysis. The quantitative results of the research showed that the instructional design was effective on students' computational thinking and creative thinking skills, but not on programming self-efficacy. Qualitative findings revealed that the instructional design helped the students learn the computational concepts, use computational applications, and develop computational-perspectives. Also, students improved their design thinking skills to a certain level and expressed that they enjoyed the design thinking process, learned the course content, and experienced some difficulties.
A Survey Study of Middle School English Instruction in Four Rural Districts in Beijing
Author: Hu, Ran
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Qualifications,Secondary School Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Language Fluency,Grammar,Vocabulary Development,Rural Areas,Standards,Teacher Role,Pronunciation,Foreign Countries,Faculty Development,Language Proficiency,Low Achievement,School Districts,Social Differences,Equal Education,Educational Resources,Teacher Attitudes

This survey study provides a holistic picture of English teachers' qualification and the status quo of English instruction in secondary school classrooms in four lowest-achieving rural districts in Beijing, China. It covers a wide variety of aspects related to language instruction, including teachers' professional background and credentials, lesson preparation and instructional materials, teachers' instructional languages, factors that limit English instruction, roles teachers play in classrooms, and classroom instruction on pronunciation and fluency, vocabulary, grammar, and comprehension. Results shows how inequality in resources and the lack of teaching standards and qualifications can negatively impact students, further hindering their academic and professional opportunities. The findings provide valuable information to the teacher preparation and professional development in these districts and hopefully bring attention to the Department of Education in China about the educational needs of the low achieving rural districts in Beijing.
Investigation of Middle School Students&apos; Self-Regulation Skills and Vocabulary Learning Strategies in Foreign Language
Author: Gorgoz, Seda
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,Metacognition,Vocabulary Development,Second Language Learning,Second Language Instruction,Parent Attitudes,Learning Strategies,Measures (Individuals),Correlation,English (Second Language),Foreign Countries

The purpose of the current study is to investigate middle school students' self-regulation skills and vocabulary learning strategies in foreign language. The sampling of the current study consists of 990 5th, 6th, 7th and 8th grade middle school students attending state middle schools in the Mentese district of the city of Mugla, Turkey in school year 2018-2019. As the data collection tools, the Perceived Self-Regulation Scale and the Vocabulary Learning Strategies in Foreign Language Scale were used. In the analysis of the collected data, frequencies, percentages, independent-samples t-test and one-way variance analysis (ANOVA), PostHoc Tests (Tukey and Dunnett's C) and correlation analysis were used. The findings of the present study have revealed that the middle school students' self-regulation skills and vocabulary learning strategies in foreign language are over the medium value. The middle school students' self-regulation skills and vocabulary learning strategies in foreign language were found to vary significantly depending on gender, grade level, father-mother attitude and level of interest in English course. A medium, positive and significant correlation was found between the middle school students' total scores of self-regulation strategies and vocabulary learning strategies in foreign language.
Investigation the Relationship between Metacognitive Awareness of Reading Strategies and Self-Efficacy Perception in Reading Comprehension in Mother-Tongue: Sample of 8th Graders
Author: Bagci, Hasan
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Self Efficacy,Self Esteem,Reading Comprehension,Secondary School Students,Gender Differences,Reading Habits,Grade 8,Measures (Individuals),Scores,Reading Strategies,Student Attitudes,Correlation,Foreign Countries

This study aims to identify the effect of metacognitive awareness of reading strategies on self-efficacy perception in reading comprehension of secondary school students and whether self-efficacy perception in reading comprehension of secondary school students differs according to the variables such as their gender and reading habits. In this correlational survey model study, data were collected from the sample of 380 students of 8th grade by using 'Metacognitive Awareness of Reading Strategies Inventory' developed by Mokhtari and Reichard and translated into Turkish by Ozturk; and 'Self-Efficacy Scale in Reading Comprehension' developed by Epcacan and Demirel were used. The data gathered were evaluated statistically by multivariate analysis of variance (MANOVA) with the help of the SPSS program. As the results of the study, Reading Visual Comprehension, Self-regulation in Reading and Reading Self-confidence subscale scores of self-efficacy perception in reading comprehension, were found to be statistically and significantly larger in the groups that have a tendency to finish books that they start. Moreover, Reading Visual Comprehension, Self-regulation in Reading and Reading Self-confidence subscale scores of self-efficacy perception in reading comprehension, were found to be statistically and significantly larger in the groups that have advanced level of reading habits. Additionally, RSC, SRR and RVC subscale scores of self-efficacy perception in reading comprehension, were found to be significantly different in favor of female participants. General Reading Strategies, Problem Solving Strategies and Supporting Reading Strategies subscales of metacognitive awareness of reading strategies have a positive effect on Reading Visual Comprehension, Self-regulation in Reading and Reading Self-confidence scores of the participants. In other words, metacognitive awareness of reading strategies contributes to self-efficacy perception in reading comprehension of eighth-grade students.