ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing Pre-Service English Language Teachers to Teach at Unprecedented Times: The Case of Turkey
Author: Yastibas, Ahmet Erdost
Date: 2021-02-00
Type: Journal Articles
Subjects: Teacher Education Programs,Preservice Teachers,Language Teachers,English (Second Language),COVID-19,Pandemics,Distance Education,Course Content,Required Courses,Elective Courses,Educational Psychology,School Guidance,Technological Literacy,Information Technology,Educational Technology,Foreign Countries

COVID-19 has impacted education negatively to a certain extent by suspending schools and universities, ending face-to-face and practical education, and causing a rapid transition to distance education. These changes have led to several negative effects on teachers and students such as anxiety, stress, and depression, which demonstrates the importance of teacher preparedness to teach at unprecedented times such as COVID19. Therefore, assessing and evaluating teacher preparedness has become significant. One way to do this is to evaluate teacher education programs with a new perspective developed considering the effects of COVID-19 on education. Therefore, the present study aimed to find out how teacher education programs can prepare teachers to teach at unprecedented times by focusing on the English language teacher education program (ELTEP) of Turkey. It was designed as a qualitative study in which the ELTEP of Turkey was used as the data collection tool. The collected data were content analyzed. The findings have shown that the ELTEP of Turkey can prepare pre-service English language teachers to teach at unprecedented times through three psychological courses, five technology courses, and 21 pedagogical courses. The findings were discussed, and suggestions for further studies were made.
Addressing Learner Cultural Diversity in MOOC Design and Delivery: Strategies and Practices of Experts
Author: Zhu, Meina
Date: 2021-04-00
Type: Journal Articles
Subjects: Student Diversity,Large Group Instruction,Online Courses,Culturally Relevant Education,Teacher Attitudes,Teacher Behavior,Language Usage,Educational Technology,Nonverbal Communication,Course Content,Multimedia Instruction,Peer Teaching,Cooperative Learning,Foreign Countries,Electronic Learning,Blended Learning

This mixed-methods study investigates the design and instructional practices of massive open online courses (MOOCs) instructors within the learning environment to address the cultural diversity and learner personalization needs. Leveraging a grounded theory approach, the researchers analyzed two rounds of email interviews (n1= 25; n2=19) with MOOC and open education leaders about cultural sensitivity and personalization in MOOCs. Those interviews led to the formation of a 30-item online questionnaire completed by 152 MOOC instructors. While many of the MOOC instructors within the sample did not fully grasp the complex issues of cultural diversity, most made attempts to modify their instructional practices to accommodate cultural variances. To address cultural and linguistic differences, instructors added subtitles to video content and offered transcripts for video or audio content. Additionally, instructors were careful with language use and hand gestures, used simplified language, slowed their pace of speech, made the course content easy to navigate, limited text by leveraging (multi)media, and encouraged learners to translate and localize content for their peers. Furthermore, many instructors favored collaborative, small group learning; however, instructors could not agree on best practices to establish these groups. Implications and future directions for MOOC instructors and instructional designers are offered.
Vocabulary Learning Strategies of Turkish EFL Learners: A Focus on Gender
Author: Okyar, Hatice
Date: 2021-02-00
Type: Journal Articles
Subjects: Vocabulary Development,Learning Strategies,Foreign Countries,English (Second Language),Second Language Learning,Gender Differences,College Preparation

This study aimed to: (1) identify vocabulary learning strategies (VLSs) employed by Turkish EFL learners; and (2) determine whether the use of VLSs varies by gender. To achieve these aims, the &quot;vocabulary learning strategies scale&quot; developed by Kocaman and Kizilkaya Cumaoglu (2014) was administered to preparatory school students (n=209) at a state university in Turkey. Descriptive statistics (means, standard deviation) and an independent-samples t-test were used for statistical analyses. The results revealed that the frequency of VLS use was at a medium level. In addition, analysis of the sub-dimensions of the scale showed that memory, cognitive, compensation and social strategies were used at a medium frequency level, while metacognitive and affective strategies were used at a high frequency. When VLS use was analyzed with respect to gender, a significant difference was seen between males and females, with female students having a higher total mean score than male students. Also, female students reported more use of memory, cognitive, compensation, metacognitive and affective strategies; however, no statistically significant gender difference was found regarding the frequency of the use of social strategies.
Designing E-Learning in Medical Education: Toward a Comprehensive Model
Author: Ahmady, Soleiman
Date: 2021-04-00
Type: Journal Articles
Subjects: Electronic Learning,Medical Education,Educational Development,Educational Research,Instructional Design,Strategic Planning,Models,Virtual Universities,Educational Objectives,Technology Uses in Education,Barriers,Teaching Methods,Evaluation Methods,Foreign Countries

This study was conducted to present a comprehensive model for designing e-learning in Medical education. This qualitative study was performed in three stages. First, we used the &quot;critical review&quot; approach proposed by CarnWell to synthesize a conceptual model from studies that employ e-learning in Medical education. In the second stage, using Bereday's comparative method, 30 renowned virtual universities were evaluated. Finally, after aggregating and summarizing the results of the previous stages, the model was presented. The results of the study showed that designing e-learning in medical education requires making plans on national and international levels. Moreover, for qualitative and quantitative improvement of e-learning, global progress, achievements, and standards should be monitored continuously, and strategic, tactical, and executive aspects should be rigorously addressed. This comprehensive model for the design and development of e-learning in medical education is identified as an area requiring further research.
Identifying Factors Affecting Intention to Use in Distance Learning Systems
Author: Baki, Rahmi
Date: 2021-04-00
Type: Journal Articles
Subjects: Intention,Technology Integration,Adoption (Ideas),Distance Education,Value Judgment,Usability,Time Management,Self Efficacy,Anxiety,Interaction,Social Influences,Correlation,Undergraduate Students,Student Satisfaction,Public Colleges,Foreign Countries,Integrated Learning Systems

The use and benefit of Distance Learning Systems (DLS) can be increased by a detailed analysis of the factors affecting students' intention to use. This study aims to analyse the effect of various independent variables on the user satisfaction and intention to use DLS via Perceived Ease of Use and Perceived Usefulness. In addition, Time Effectiveness is proposed as a new variable with the claim that the time spent in DLS is valuable. Data were collected from 925 undergraduate students currently enrolled in 9 state universities in Turkey. Data were analysed through Structural Equation Modelling (SEM). Results show that while Interaction, Compatibility and Time Effectiveness have a positive effect on user satisfaction and intention to use via Perceived Usefulness; Self Efficacy, Subjective Norm and Enjoyment have no influence. Moreover, Self Efficacy, Interaction, Anxiety and Time Effectiveness have a significant impact on Perceived Ease of Use, yet Subjective Norm and Enjoyment don't.
The Effects of Nomophobic Behavior of University Students on Their Intellectual Thinking Tendency
Author: Sahin, Münir
Date: 2021-03-00
Type: Journal Articles
Subjects: Student Behavior,College Students,Late Adolescents,Intellectual Development,Thinking Skills,Correlation,Addictive Behavior,Anxiety,Telecommunications,Internet,Handheld Devices,Foreign Countries

This study aimed to examine the effects of nomophobic behaviors of university students on their intellectual thinking tendency in their daily lives. This study used a descriptive and cross-sectional study design. The study was conducted between May and June 2020 with the online participation of 448 university students in Turkey. The study sample consisted of 448 students who met the inclusion criteria. A statistically significant relationship was found between the sub-dimensions of the Nomophobia Scale and intellectual thinking disposition (p &lt; 0.05). The stepwise regression analysis conducted to examine the effects of independent variables on the sub-dimensions of the scales showed statistically significant correlations. Nomophobia prevents students from communicating effectively with their friends and intimate surroundings, leads to misunderstandings, prevents intellectual development and negatively affects their overall lives. The Intellectual thinking tendency in university students is affected by nomophobia. There is a significant relationship between nomophobia, which is felt when there is no mobile phone, and the tendency to think intellectually. It has long been known that nomophobia is an extremely harmful condition. With this study, it has been proven that it causes high intellectual harm to young people.
The Effects of Drama Method on the Academic Achievement in Ninth Graders History Course
Author: Kurt, Cemile
Date: 2021-03-00
Type: Journal Articles
Subjects: Academic Achievement,Teaching Methods,Dramatic Play,History Instruction,Instructional Effectiveness,Grade 9,High School Students,Foreign Countries

This research aimed to present how using the drama method in high school history courses affected student achievement. The descriptive study utilized data collected with quasi-experimental design in quantitative method and made use of data based on content analysis in qualitative method. The study group of the research consisted of 59 students in 9/K (experimental) and 9/G (control) classes, selected through simple non-random sampling method from a state high school in Çankaya District of Ankara Province in the 2017-2018 academic year. The research was limited to the unit of &quot;Eurasia in the First and Middle Ages&quot; in the 9th grade History Course. The data obtained at the end of the eight-week implementation process were collected with pre and post academic achievement tests, focus group interviews and researcher observations. Quantitative data on academic achievement were analyzed with the SPSS 15.00 (Statistical Package for the Social Sciences) Package Program, focus group interview data were analyzed with content analysis and researcher observations were analyzed with descriptive analysis. The study concluded that history lessons taught with the drama method were more effective and efficient compared to history lessons taught with direct instruction method and that there was a significant difference in favor of the experimental group students in regards to academic achievement. The findings of focus group interviews and researcher observations demonstrated that use of drama in education was effective on student learning, it developed positive affect and it informed students about drama.
Study Concept as a Metaphor from the Lenses of University Students
Author: Demirbilek, Nesip
Date: 2021-03-00
Type: Journal Articles
Subjects: Study,Assignments,Figurative Language,Language Usage,Undergraduate Students,Student Attitudes,Positive Attitudes,Negative Attitudes,Foreign Countries

This research aimed to examine the meanings attributed to the concept of studying in line with the opinions of university students. As one of the qualitative research methods, phenomenology design was used. Convenience sampling technique was used to determine the study group. 353 senior university students, studying at Inonu University in the 2020-2021 academic year, were included in the study. Data were obtained with a form containing an explanation about the research and metaphor that was sent to the students electronically. The content analysis technique was used in the deciphering of the data obtained in the study. Results showed that the university students produced 191 different metaphors about the concept of lesson studying. When the metaphors created by university students were categorized thematically, 14 different categories were identified. In terms of frequency, metaphor concepts are grouped under categories such as being painful, enlightening the future, being a basic need, being dependent on labor, being instructive, addictive, obtaining a product, being a task, entertaining, being the key to success, being comforting, beneficial, being continuous and valuable. It was found that almost twenty-five percent of university students perceive studying as torment and torture. At the end of the research, suggestions were made on the subject in line with the findings.
Determining Educational Needs of Families for a Value Oriented Family Education Program
Author: Arslan, Adem
Date: 2021-03-00
Type: Journal Articles
Subjects: Educational Needs,Family Programs,Family Attitudes,Values Education,Age Differences,Educational Attainment,Employment Level,Parent Background,Preschool Children,Parent Child Relationship,Child Rearing,Discipline,Family Income,Family Characteristics,Scheduling,Foreign Countries

Family is the foundation stone of society. Education is very important for the health of the family and therefore society. A value-oriented family education program is designed to support families. The aim of this research is to determine the basic education needs of families for a value-oriented family education program. The study group of the research consists of 205 families who enrolled in 4 kindergartens in the city center of Gümüshane in the 2020-2021 Academic Year. In the research, &quot;Family Education Needs Assessment Form&quot; and Personal Information Form given to families during registration were used as data collection tools. This study, which was carried out in accordance with the descriptive scanning model, was analyzed by document analysis method. Percentage and frequency distributions were used in the analysis of the data. In the research, it is important to determine which issues families attach more importance to in value-oriented family education, what they need and to create the program content accordingly. Subjects such as communication with the child, child-rearing attitudes and positive discipline methods, adjustment and behavioral problems observed in pre-school children, school-family cooperation, sexual education, teaching basic habits, books and children's books, play, preparation for primary school, television-internet and their effects on the child have been examined and it has been determined which of these the families need more in terms of family education. It is also seen that most of the families want to receive education in the morning and twice a week on weekdays. In addition, it was determined whether the educational needs of families differ according to the age of the child, the age of the mother, the age of the father, the education of the mother, the education of the father, the profession of the father, the family togetherness and the family income level.
Mental Imageries of Teachers on Distance Education in Turkey
Author: Koçoglu, Erol
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Educational Technology,Technology Uses in Education,Teacher Attitudes,Public Schools,Private Schools,Beliefs,Gender Differences,Figurative Language,Imagery

Distance education is an education type applied under ordinary and extraordinary conditions. This type of education has synchronous and asynchronous dimensions of realization. It can be said that computer-based internet technologies gain significance in a process where any of these dimensions are used. In these technology-supported learning environments, it is remarkable that the teacher and the student are in different perimeters. In this context, it can be stated that the concept of &quot;distance education&quot; requires a particular perspective, and the existing mentality of people diverts this perspective. Therefore, this study primarily aims to determine the teachers' perceptions of distance education concepts according to their genders by using mental imageries. The working group of this research, which was prepared according to the qualitative methods, consisted of 100 teachers (38 males and 62 females) who served in various academic majors in public and private educational institutions in many provinces of Turkey during the 2020-2021 school year. The study data were obtained through a survey in which the participant teachers filled in the blank spaces in the sentence of &quot; Distance education is similar to ... because ... &quot;. Study data were interpreted using the content analysis technique. Regarding the distance education concept, teachers produced mental imageries under twelve different themes. When these various themes were evaluated, it was observed that the teachers mostly formed their mental imagery by considering the &quot;Image of Nature&quot; theme.
Examining the Social Emotional Health Survey--Secondary for Use with Latinx Youth
Author: Hinton, Tameisha
Date: 2021-04-00
Type: Journal Articles
Subjects: Mental Health,Hispanic American Students,Cultural Relevance,Test Validity,Factor Structure,Factor Analysis,Spanish,English

Culturally responsive assessment practices include validated measures appropriate for use with diverse populations. Considering the increasing population of Latinx students in US schools, measures need co-validated English and Spanish (Social and Emotional Health Survey (SEHS)) language forms. This study examined the SEHS-Secondary with Latinx students who completed a form in either Spanish or English. With a matched sample of 1404 Latinx students across 113 California schools, the analyses examined the factor structure, measurement invariance, and latent trait factor means of students who completed the SEHS in either Spanish or English. The factor structure was invariant across groups with some latent mean differences observed. Educational practice implications are considered.
Education Expectations and Income Level of Families: An Assessment within the Framework of Human Capabilities Approach
Author: Yavuz Tabak, Burcu
Date: 2021-00-00
Type: Journal Articles
Subjects: Family Income,Parent Aspiration,Expectation,Employment Potential,Nationalism,Human Capital,Foreign Countries

This study aimed to examine the education expectations of the parents of compulsory education students (primary, secondary and high schools) according the income levels within the context of the human capabilities approach. The study used a qualitative phenomenological research design. The study group consisted of 128 parents of students. Convenience sampling, which is one of the purposive sampling methods, was employed in the study. The descriptive analysis method was used to analyze the data. The findings revealed that parents mostly had social and individual expectations. However, they were found to differ by income groups. The most frequently expressed expectation, on the other hand, was having a good job and serving the nation and country. [The page range on the article (p985-1004) is incorrect. The correct page range is p985-1003.]
Using Penpals in the Classroom to Motivate Reluctant Writers
Author: Hendrickson, Rachel
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Letters (Correspondence),Authentic Learning,Instructional Effectiveness,Writing Instruction,Writing Improvement,Writing Attitudes,Attitude Change,Reading Writing Relationship,Student Motivation,Learner Engagement,Literacy,Grade 3,Elementary School Students,Children,Preservice Teachers,Partnerships in Education

This article reports on how pen pals can be incorporated into the literacy classroom for engagement and motivational interest. The authors describe a study in which focused, interactive pen pals were implemented in a third-grade classroom, and the influence this practice had on students' writing. Incorporating pen pals during writing instruction provided students the opportunity to engage in authentic reading and writing. Findings suggest that the implementation of the letter exchange correlated with students' (a) growth in writing ability, specifically their ability to mirror letter structures and increased length; (b) changes in attitude towards writing; and (c) progress in reading abilities.
Analysis of Elementary Preservice Teachers&apos; Identification of Mathematical Problem-Solving Tasks and Anticipated Student Solutions
Author: Kartal, Ozgul
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preservice Teachers,Problem Solving,Intervention,Mathematics Instruction,Methods Courses,Preservice Teacher Education,Task Analysis,Student Attitudes,Instructional Design,Teaching Methods

According to the Association of Mathematics Teacher Educators (AMTE, 2017), teachers should first try to see problems through their students' eyes, anticipate, understand, and analyze students' varied ways of thinking, and respond appropriately. In this study, we engaged preservice teachers (PTs) in planning to implement problem-solving tasks; explored how they identified problem-solving tasks; and characterized their anticipated responses to those tasks. PTs' competencies and deficiencies in selecting problem-solving tasks and anticipating solutions were described. The results inform the design of more effective interventions in math methods courses to help PTs to plan for implementation of problem-solving in their future teaching.
The Effect of Using Augmented Reality Based Teaching Material on Students&apos; Academic Success and Opinions
Author: Kan, Ayse Ülkü
Date: 2021-03-00
Type: Journal Articles
Subjects: Computer Simulation,Teaching Methods,Academic Achievement,Student Attitudes,Programming,Foreign Countries,College Students,Educational Technology,Technology Uses in Education

The purpose of this research is to determine the effect of course material developed with augmented reality (AR) technology in teaching subjects related to coding on students' academic achievement, their level of permanence in learning and their opinions on the process. The mixed method was used in the study. In the quantitative dimension of the research, semi-experimental design with pretest-posttest control group, and in qualitative dimension phenomenology pattern were preferred. The quantitative data of the research were collected with the achievement test and the qualitative data were collected with a semi-structured interview form. The study group consists of 64 students attending a university in Computer Programming department in Turkey. There are 34 students in the experimental group and 30 students in the control group. The prepared achievement test was applied to the students as pretest, posttest and permanence test. After the application, interviews were made with 15 students selected from the experimental group. As a result of the research, it is seen that the academic achievement and permanence levels of students in the experimental group using AR course material for teaching coding education are higher than the students in the control group. According to the results obtained from the qualitative dimension of the research, it has been determined that AR technology provides many advantages such as efficiency, permanence, comprehensibility and convenience on learning; accordingly, it has been suggested that it should be expanded in different courses and fields.