ethanporcaro/eric-fulltext-meta huggingface dataset:
Methodology of Application of Blended Learning Technology in Mathematics Education
Author: Kadirbayeva, Roza
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Mathematics Instruction,Mathematics Teachers,High School Teachers,Student Attitudes,Teacher Attitudes,Educational Technology,Barriers,Foreign Countries,Program Effectiveness,Computer Uses in Education

The purpose of this research is to evaluate the application methodology of blended learning technology in mathematics education, with the views of teachers. In this study, the case study method, which is one of the qualitative research methods, was used. A total of 80 mathematics teachers working in various high schools in Nur Sultan city of Kazakhstan participated in the research. Research data were collected with a semi-structured interview form prepared by the researchers. As a result of the research, most of the mathematics teachers stated that the students' attitudes towards the mathematics lesson were negative. The majority of teachers participating in the research stated the combination of the superior features of face-to-face learning environments, diversity in learning and teaching methods, diversity in learning-teaching materials and increase in student success as the advantages of mathematics education in a blended learning environment. The majority of teachers participating in the research stated that the inadequacy of programmes suitable for blended learning, the deficiencies of software and hardware to be used in the course and the inability to use technology efficiently and effectively are the disadvantages of mathematics education in a blended learning environment. In-service training programmes should be organised to develop teachers' self-efficacy regarding blended learning environments and to ensure that they manage assessment and evaluation processes correctly.
Opinions and Suggestions of Preservice Special Education Teachers on Ethical Principles
Author: Yikmis, Göksel
Date: 2022-00-00
Type: Journal Articles
Subjects: Ethics,Preservice Teachers,Special Education Teachers,Student Attitudes,Teacher Education Programs,Educational Principles,Teacher Student Relationship,Special Education,Moral Values,Undergraduate Students,Foreign Countries

This study aims to explore the opinions and suggestions of preservice special education teachers about the ethical principles that should be followed in the field of special education. The study adopted qualitative methodology. The data were collected through semi-structured interview questions. The participants of the study are senior students who study at the special education department of a faculty education in a university in the Western Black Sea region. One of the prerequisites sought for students is that they have successfully passed all junior year courses and the other is that they have taken the Ethics and Ethics in Education course. The data collected in the study were analysed through content analysis. In addition, the Maxqda programme was used in the analysis of the data. Research findings were categorised under five themes. The themes are ethical principles, ethical characteristics that special education teachers should have, ethical and unethical behaviours, the impact of training and legal regulations on ethics and suggestions of the participants on ethics were collected under the sub-categories.
The Role and Importance of the Problem of Ethics in Education
Author: Zhunusbekova, Aziza
Date: 2022-00-00
Type: Journal Articles
Subjects: Ethics,Preservice Teachers,Elementary School Teachers,Student Attitudes,Teacher Behavior,Teacher Characteristics,Foreign Countries

The purpose of this research; To evaluate the role and importance of the ethical problem in education through the ethical perceptions of primary school teacher candidates. The research was designed in accordance with the phenomenology pattern, one of the qualitative research designs. In this research, 40 teacher candidates studying in primary school teaching departments in various universities in Kazakhstan in the 2021-2022 academic year constitute the study group of the research. Research data were collected through a semi-structured interview form developed by the researchers. As a result of the research; Primary school teacher candidates' views on ethical behaviors in the teaching profession were evaluated, and teachers ranked ethical behaviors as professional commitment, justice/equality, honesty/reliability, objectivity/impartiality, professional development, respect and professionalism. The pre-service teachers who participated in the research described discrimination, professional abuse, bribery, indiscipline and irresponsibility as unethical behaviors. In addition, the majority of teacher candidates participating in the research stated that the role of ethical behavior in the teaching profession is very effective. It is necessary to increase the courses taken by pre-service teachers during their education on professional ethics, and the course content should be developed in order to ensure their development.
Training a Special Teacher: Opinions and Experience of Teachers in the Conditions of Inclusive Education
Author: Bibigul, Dyussenbayeva
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education,Special Education Teachers,Teacher Attitudes,Teaching Experience,Inclusion,Foreign Countries,Faculty Development

In the context of the active spread of inclusive education in Kazakhstan, it seems important to modernize their training for work in inclusive schools. Accordingly, the problems of effective preparation of teachers to work with inclusive classes have acquired particular relevance. The aim of the proposed study was a comparative study of the opinions of teachers-defectologists in secondary schools of the region on the organization and implementation of practice in inclusive education. Thus, an interview was conducted with teachers in North Kazakhstan. The development of inclusively oriented professional and personal competencies among teachers largely depends on the success of the inclusion of children with special educational needs in the general educational process. Based on the study of the opinion of special teachers practicing in inclusive organizations, it is argued that inclusive education of children with special educational needs requires a change in approaches to the training of special teachers, modernization of the content, and directions of their training.
Inclusive MOOC -- Educational Content for Deaf People, a Portuguese Proof of Concept
Author: Escudeiro, Paula
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interpersonal Communication,Deafness,Online Courses,Sign Language,Access to Education,Translation,Automation,Technological Literacy,Inclusion,Assistive Technology,Higher Education,Human Factors Engineering,Program Effectiveness,Usability

The communication gap between deaf and non-deaf communities arises due to the use of distinct mother languages. A deaf student, who used to communicate in sign language, cannot read fluently materials written in spoken language. This fact causes serious difficulties to deaf students since most didactic materials in higher education are available exclusively in spoken languages. In this paper, we propose a pedagogical model to deliver educational materials in sign language aiming to provide deaf students the same conditions to succeed as the others, i.e., didactical materials available in one's mother language. Our approach involves the integration of automatic translation technology between spoken and sign language pairs into MOOCs. As a proof of concept, we used this methodology to design a course addressing digital literacy for schoolteachers. The evaluation of the inclusive MOOC and its underlying model reveals its potential, even though further improvements are required, especially regarding evaluation and usability features.
Interactive Multimedia Based on Indonesian Cultural Diversity in Civics Learning in Elementary Schools
Author: Sartono, E. Kus Eddy
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multimedia Instruction,Interaction,Elementary Education,Grade 4,Civics,Program Development,Program Effectiveness,Feasibility Studies,Teacher Attitudes,Student Attitudes,Teaching Methods,Cultural Differences,Diversity

This study aims to develop interactive multimedia based on Indonesian cultural diversity as a learning media for Civics in grade IV elementary schools and to determine the feasibility of the product from the material and display aspects. Product development uses the Borg &amp; Gall. Data collection instruments in the form of interviews and questionnaires. The results of the validation by media experts indicate that the feasibility of interactive multimedia is in the &quot;very feasible&quot; category and the validation of the material experts shows that the feasibility of multimedia is in the &quot;very feasible&quot; category. Meanwhile, the results of the teacher and student responses in the field trial showed the &quot;very feasible&quot; category. These results indicate that the interactive multimedia developed is suitable for use in learning activities and as an alternative learning media for Civics, especially for class IV on the material of Indonesian cultural diversity.
Mind Skills Training Effect on Prospective Counsellor&apos; Performance
Author: Hidayah, Nur
Date: 2022-00-00
Type: Journal Articles
Subjects: Counselor Training,Counseling Techniques,Metacognition,Scores,Practicums,Correlation,Visual Aids,Inner Speech (Subvocal),Competence,Measures (Individuals),Undergraduate Students,Foreign Countries

Counselling practicum is essential to hone the skills and competencies needed. One competency to be had by the prospective counsellors is mind skills, which are metacognition skills to manage their thoughts to give adaptive responses and performance. This study aims to identify the effect of mind skills training on prospective counsellors' performance. This study used a correlation research design to measure 50 prospective counsellors' performance. The data result showed the variance of the mind skills and counselling performance scores. The Pearson analysis results showed significant correlations. Linear regression analysis showed that the mind skills had an effect and contributed to 12.5% of the prospective counsellors' performance. The results showed that the mind skills (rules, perceptions, self-talk, visual images, explanation and expectations) had their role and function in leading counsellors on their best performance. The implication of these results for prospective counsellors' education could include the mind skills training on the practicum course.
Strategies for Teaching Moral Values to Children with Intellectual Disability
Author: Ishartiwi, Ishartiwi
Date: 2022-00-00
Type: Journal Articles
Subjects: Moral Values,Ethical Instruction,Students with Disabilities,Intellectual Disability,Developmentally Appropriate Practices,Behavior Standards,Educational Strategies,Elementary Education,Elementary School Teachers,Role,Power Structure,Interpersonal Relationship,Foreign Countries

Moral values constitute abstract concepts, and for students with intellectual disabilities, learning moral values requires methods appropriate for their conditions and social norms. This study was carried out in order to describe the different types and strategies for teaching moral values to students with intellectual disabilities. Questionnaires were used and responses were cross-checked through focus group conversations with teachers who have exemplified best practices. The quantitative descriptive analysis was conducted by categorising the data according to the students' grade levels. The findings indicate that teachers teach moral values using a range of strategies, including the conventional stage emphasising interpersonal harmony orientation and authoritative and societal orientation, and learning contents relevant to local norms. Teachers typically employ this strategy through real-world activities, practice and repetition. In conclusion, the types and strategies for teaching moral values to students with intellectual disabilities are typified by concrete knowledge and adjustments are made according to the students' environment.
Technology for Forming Students&apos; Ability to Manage Independent Educational Activities
Author: ?bdigapbarova, Ulzharkyn
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Independent Study,Preservice Teachers,Preservice Teacher Education,Readiness,Teaching Methods,Technology Uses in Education,Educational Technology

The modernization of the education system, taking place in Kazakhstan today, is connected with the renewal of its goals. The State program for the development of education of the Republic of Kazakhstan 2020-2025, as one of the conditions for improving the quality of secondary (full) general education, identifies the experience of independent activity of pupils, the formation of the pupil's competences in various aspects of life and in an independent educational activity. The research aimed to develop the model of technology for forming students' readiness to manage their independent educational activity of students and to ensure its implementation by the author's methodology. The starting point of the research was the analysis of the effectiveness of the existing teacher training in the management of the independent educational activities of students at the pedagogical university. The analysis was carried out on the base of the Abai Kazakh National Pedagogical University and International University &quot;Silkway&quot;. It was revealed that the training of future teachers in the management of the independent educational activities of pupils at the pedagogical university did not meet the new social requirements of the developing system of general education.
Echoes of Terrorism in Today&apos;s U.S. Classrooms: A Re-Reading of Media Used to Teach about 9/11
Author: Stoddard, Jeremy
Date: 2021-07-00
Type: Journal Articles
Subjects: Terrorism,News Media,Social Influences,Cultural Influences,United States History,Primary Sources,Teaching Methods,National Security,Political Issues,Islam,Social Bias,Audience Response,Documentaries,Muslims,Ethnic Groups

Nearly 20 years after the September 11, 2001 terrorist attacks on New York, Washington D.C., and Shanksville, PA there is a yearly ritual in a majority of US Schools. On the anniversary each year, teachers and students across the US learn about the attacks and memorialize the events. In many classrooms this is done through witnessing the events much like in 2001 for most of the world -- through watching news or documentary footage of the events. In this article I use Hall's concepts of encoding and decoding as well and socio-cultural theories to read these media representations both in the context of 2001 and again 20 years later to understand how these events are placed into broader narratives of US history. Many teachers today focus on the shock and horror of the events, an approach I argue is problematic as the affective response is emphasized over the historical context and consequences. Instead of using these media to foster collective memory, they could instead be viewed as primary sources to inquire into the historical context of the events and response in the form of the Global War on Terror. This approach would allow students to better understand the events leading to the attacks and the impact that the resulting responses by the US and other Western nations have had on their lives and the lives of others around the globe (e.g., Islamaphobia). After 20 years of conflict after these attacks it is time to both remember the victims of 9/11 as well as understand why it happened and the global toll of the response.
The Effectiveness of a Realistic Counselling Programme to Develop Taking-Responsibility among Hearing-Impaired Students
Author: Alremawi, Sameer Abdulkareem Ahmad
Date: 2022-00-00
Type: Journal Articles
Subjects: Hearing Impairments,Counseling,Foreign Countries,Student Responsibility,College Students,Social Responsibility,Citizenship Responsibility,Counseling Services

This study aimed at identifying the effectiveness of a realistic counselling programme for developing taking responsibility among a sample of hearing-impaired students. The sample consisted of 26 hearing-impaired students. To verify the effectiveness of the programme, the participants were randomised equally into two groups: the experimental group 13 male and female students who underwent the realistic programme and 13 students within the control group who were not subjected to the counselling programme. The researchers developed a valid and reliable scale to measure taking responsibility to achieve the purposes of this study. The findings indicated that the level of taking responsibility for the hearing-impaired students expected to graduate from the Jordanian universities was moderate, and there were significant differences between the posttest performance mean scores of the participants in the experimental and control groups in taking responsibility in favour of the experimental group due to the counselling programme.
Examining the Influence of Peers on the Identity Development of Latinx Men in Male-Centered Programs
Author: Yepez, Alex I.
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Influence,Males,Hispanic American Students,Self Concept,Student Experience,Universities,Social Theories,Gender Issues,Social Class,Racial Identification,Student Attitudes,College Students,Identification (Psychology),Hispanic American Culture,Masculinity,Minority Serving Institutions,Interpersonal Relationship,Social Capital

Recently, there has been a greater focus directed towards the collegiate experiences and success of male students of color on college campuses. In response, many campuses have begun implementing interventions or programs for the purpose of retaining Latinx men and men of color. Male-centered student programs provide Latinx men with a community and a space to share their experiences and backgrounds and explore their identities with their peers and mentors. However, few studies have analyzed whether these types of interventions are influencing the identity development of the student participants. Specifically, for Latinx male students, the intersectionality of their identities (ethnicity, race, gender, class, etc.) have an influence in how they navigate spaces in higher education and interact with their peers (Torres &amp; Baxter Magolda, 2004). This study will examine Latinx men and male-centered programs at four-year universities by answering the following research question: What influence, if any, do connections cultivated in male-centered student initiatives have on the identity development of Latinx men enrolled at four-year universities?
Examining the Practices and Challenges of Virtual Academic Advising in Higher Education during COVID-19
Author: Mondo, Cailin B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Advising,Computer Mediated Communication,Higher Education,COVID-19,Pandemics,Technology Uses in Education,Educational Practices,Telecommunications,Two Year Colleges,State Universities,Private Colleges,College Faculty,Professional Personnel

The purpose of this mixed methods research study was to explore the practice of academic advising and the challenges associated with virtual advising in California higher education during the COVID-19 pandemic. Advising is a retention practice recognized as critical to student success because advisors are one of few personnel interactions students are guaranteed to have with a concerned institutional representative. Though advising is historically a face-to-face practice in a social profession, COVID-19 has forced advising to become remote due to public health concerns during the pandemic. Data was collected from 74 participants representing 43 higher education institutions across California through an online survey that analyzed how academic advising currently functions and how it has changed since COVID-19. Generally, reported challenges were largely technological, particularly regarding access to reliable technology. Advisors were mixed on working virtually but highly willing to combat technological challenges if it meant students benefited from the practice. Academic advisors and their institutions may consider testing alternative virtual advising platforms to determine best fit, implementing automated advising systems for minor advising tasks, offering optional virtual advising training to all appropriate faculty and staff, and creating a standard assessment method for all advising. Future research should explore virtual advising from the student perspective to better understand the role of virtual advising in student integration.
Higher Education Institutional Preparedness for Diverse Student Communities
Author: Meyer, Laura A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Colleges,Universities,College Students,Student Diversity,Inclusion,Minority Group Students,Sense of Community,School Holding Power,Academic Support Services,Dropout Prevention

This paper examines whether colleges and universities in the United States striving to diversify their student communities are creating an inclusive environment that will effectively support these students throughout their academic careers. Current research on the experiences of students who identify as minoritized members of college communities indicate that a sense of belonging is critical for a student's success. Using three different student retention models, Tinto's Institutional Departure Model (1975), Spady's Undergraduate Dropout Process Model (1970, 1971), and Bean's Student Attrition Model (1980, 1982), this paper makes recommendations on how to foster a sense of belonging across vital aspects of the student experience to improve retention and student support. Key elements from these models are applied to the following areas: student affairs, academic and faculty affairs, the institutional workforce, and leadership.
Humanizing Campus Discourse: Teaching Humanization to Facilitate Student Development in a Polarized World
Author: Fernandez, Orlando
Date: 2021-00-00
Type: Journal Articles
Subjects: Humanization,Student Development,College Students,Freedom of Speech,Civil Rights,Censorship

Freedom of speech and civil discourse in higher education are crucial to the personal and academic development of students. This essay begins with a brief overview of the protected status of freedom of speech, and the connection to civil discourse in higher education. Then, the issue of growing divisiveness in American society is examined, and how this 1) spills into college campuses and poisons the usage of free speech, 2) adversely affects the marginalization of students, and 3) leads to a &quot;chilling effect&quot; (students inhibiting their own self-expression) and other types of censorship on college campuses -- all of which negatively impact the capability to have a culture of robust and healthy student civil discourse. The essay then briefly introduces the practice of intergroup dialogue (guided conversations to increase mutual understanding between social groups) and touches on its use as an aid for students to come together over divides. Finally, questions are posed regarding possibilities for using humanization (an organic product of intergroup dialogue) as a separate, more refined process and skill that can serve as an overarching worldview and framework. Teaching humanization could facilitate student development through a capability for deeper connections and empathy. This may be key to bringing healthier civil discourse to college campuses, more naturally, broadly, and effectively, all the while still protecting our freedom of speech, and simultaneously continuing our society's progress on social justice reforms.