ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematical Problem-Solving in Two Teachers&apos; Knowledge Models: A Critical Analysis
Author: Piñeiro, Juan Luis
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Pedagogical Content Knowledge,Models,Teaching Methods,Trend Analysis,Teaching Guides,Decision Making,Educational Theories

Two of the teachers' knowledge models most widely used in the literature are the Mathematical Knowledge for Teaching (MKT) and the Knowledge Quartet (KQ). We develop an analysis of the limitations of the knowledge required for teaching problem-solving published during 1990-2018 which includes these models. This analysis revealed that MKT takes neither the nature of the process nor the knowledge accumulated by problem-solving research into consideration. While the KQ issubject to similar omissions, its major drawback is element overlap. We conclude that the knowledge required to teach problem-solving is not clearly envisaged in the theoretical teachers' knowledge models analysed.
Teaching and Learning of Mathematics and Criteria for Its Improvement from the Perspective of Future Teachers: A View from the Ontosemiotic Approach
Author: Breda, Adriana
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Educational Improvement,Learning Processes,Cross Cultural Studies,Semiotics,Preservice Teachers,Mathematics Teachers,Teacher Education Programs,Foreign Countries,Educational Philosophy,Student Attitudes

The objective of this article is to identify the meaning attributed to the didactics of mathematics and what are the criteria with which an improvement in the teaching and learning process of mathematics is based, future teachers of mathematics, belonging to universities in three different countries (Brazil, Chile, and Ecuador). The qualitative analysis indicates that the majority of future teachers consider that the didactics of mathematics is a technical discipline that consists of providing strategies, resources, and procedures for teaching mathematics; few consider it as an art to teaching and almost none consider it as a scientific discipline that is concerned with studying the processes of teaching and learning mathematics. In addition, the results show that the criteria used by them, on how teaching and learning in this discipline can be improved, are focus, above all, in the cognitive, ecological, and emotional aspects and, to a lesser extent, to the interactional, mediational and epistemic. Finally, it is concluded that the improvement in teaching and learning is directly related to an improvement in the training programs of future mathematics teachers.
Developing Relative Deprivation Scale-Adolescent Form (RDS-AF) and Testing Its Psychometric Properties
Author: Mucuk, Makbule Duran
Date: 2023-03-00
Type: Journal Articles
Subjects: Test Construction,Disadvantaged,Psychometrics,Test Validity,Test Reliability,Factor Analysis,High School Students

The aim of this study was to develop a valid and reliable measurement instrument to find out adolescents' relative deprivation levels and to determine the statistical characteristics of the instrument. The Relative Deprivation Scale-Adolescent Form was prepared and applied to 586 adolescents within the scope of the study. Exploratory Factor Analysis (EFA) was performed on the data obtained. As a result of EFA, a 3 component and 16-item form was created. Following this, the form was addressed to 320 adolescents and Confirmatory Factor Analysis (CFA) was performed on the data obtained. Goodness-of-fit values obtained from the CFA were as follows: X[superscript]/df = 2.69, RMSEA = 0.073, CFI = 0.93, IFI = 0.93, TLI = 0.91 and GFI = 0.90. In terms of these values, it can be concluded that RDS-AF has a 16-item and 3-factor structure and acceptable fit values. Criterion validity of the scale was analysed with Multidimensional Perceived Support Scale and Ostracism Experience Scale for Adolescents. Correlation coefficients between RDS-AF and these scales were found as 0.63 and 0.44. Reliability of the scale was examined within the scope of internal consistency and stability. Cronbach's Alpha coefficient calculated to determine internal consistency was found as 0.89; while the Pearson Product Moment correlation coefficient calculated within the scope of testretest carried out to determine stability was found as 0.76.These findings confirm that RDS-AF is a valid and reliable measurement instrument that can be used to determine the relative deprivation levels of adolescents.
The Effect of Self-Confidence Levels of the Students of the Faculty of Sports Sciences and Faculty of Education on Their Decision-Making Skills
Author: Yagci, Ihsan
Date: 2023-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Self Esteem,Decision Making Skills,Athletics,Sciences,Schools of Education,Individual Characteristics

This study aimed to determine whether the self-confidence levels and decision-making skills of the students at Kocaeli University's Faculty of Sport Sciences and Faculty of Education differed in terms of demographic characteristics and to make recommendations in line with the results. The population consisted of a total of 2,626 students studying at Kocaeli University's Faculties of Sport Sciences and Education, and the sample consisted of 316 students who participated in the study voluntarily in the 2020- 2021 academic year. The &quot;Self-Confidence Scale&quot; developed by Akin (2007) and the &quot;Decision-Making Skills&quot; scale were used to collect data. While examining the distribution normality, the normal distribution curves and skewness-kurtosis values were examined through histograms, the Kolmogorov-Smirnov test values used in cases where the number of participants was greater than 50 were examined, and it was determined that the data did not show a normal distribution and non-parametric tests were applied. The data do not show a normal distribution. For data analysis, frequency analysis was used to examine the demographic characteristics of the participants, skewness-kurtosis values to determine whether the data showed a normal distribution, and correlation analysis to determine the correlations. The analysis results revealed that the self-confidence levels and decision-making skills of students at Kocaeli University's Faculty of Sport Sciences and Faculty of Education were significantly high in all dimensions (p &lt; 0.05). According to the study results, the decision-making skills of the students of the Faculty of Sport Sciences and the Faculty of Education have a direct and positive effect on their self-confidence levels.
The Effects of Rhythm and Dance Games on Aggression in Students with Mild Mental Disabilities
Author: Taskin, Ali Kemal
Date: 2023-00-00
Type: Journal Articles
Subjects: Mild Intellectual Disability,Aggression,Students with Disabilities,Dance,Games,Music,Program Effectiveness,Foreign Countries,Psychological Patterns,Intervention

The aim of this study is to examine the effects of rhythm and dance on the aggression levels of students with mild mental disabilities. The sample group of the study consists of 40 students with mild mental disability, 20 of whom are in the experimental group and 20 in the control group, who continue their education in schools affiliated with the Kilis Provincial Directorate of National Education. Buss-Perry's (1992) aggression scale was applied as pre-test and post-test to both groups, and rhythm and dance training was given to the experimental group for 2 hours, 2 days a week for 8 weeks. In the analysis of the data obtained, frequency and percentage analysis were performed by using the SPSS 22.0 program, and dependent and independent t-test was used in the analysis of the pre-test and post-test data. No significant results were obtained in the pre-test scores of the experimental and control groups (p &gt; 0.05). In the evaluation made between the experimental group and the control group, a significant result was reached in the post-test scores in favor of the experimental group (p &lt; 0.05). In conclusion, based on the data obtained, we can say that rhythm and dance games positively reduce the aggression levels of children with mild mental disabilities.
A Qualitative Study of the Estonian Video Game Industry Expectations
Author: Tunnel, Raimond-Hendrik
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Video Games,Industry,Expectation,Values,Personnel Selection,Employers,Employer Attitudes,College Graduates,Job Applicants

This paper presents a qualitative study of Estonian video game companies. In total, 11 companies were interviewed regarding their company values and expectations for employees. The interviews consisted of two parts. First, a regular semi-structured interview was conducted. In the second part, we used three persona sheets based on Bachelor graduates to provide an imaginary but tangible hiring situation for the company. This allowed us to explore in more detail what the companies consider important in certain employee candidates. Findings show that a strong common theme is that people working on video games need to be aware of the player and how the work shapes the game experience. Many companies encourage a work ethic based on individual responsibility and ownership in their employees. Interdisciplinary communication is very valued as well. Several companies said that employees need to be good fits, and a few even said that employees need to feel like part of a family. One company implied that, unfortunately, employees should be ready for crunch time. Overall, this paper depicts the peculiarities of different Estonian video game companies. While some of these might be specific to Estonia, we believe companies elsewhere also exhibit such properties. Thus, this observation paper provides insight into the video game sector for video game curriculum designers, video game scholars, and the video game industry itself.
The Promotion of Microteaching Practicum to Enhance Thai-Teaching Major Students&apos; Readiness in Organizing Instruction during the Spread of COVID-19 Virus Situation
Author: Chotivachira, Boonrawd
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Microteaching,Teacher Education Programs,Teaching Methods,Foreign Countries,Student Attitudes,Undergraduate Students,Scheduling,Educational Planning,Lesson Plans,Worksheets,Feedback (Response),Self Evaluation (Individuals),Group Discussion,Learning Experience,Comparative Analysis,Material Development,Online Courses,Practicums,Guidelines,Educational Change

This research was aimed at: 1) enhancing practice of microteaching for Thai-teaching major students to assure their readiness in organizing instruction during the spread of COVID-19 virus situation, and, 2) providing guideline for carrying out microteaching for students majoring Thai teaching to assure their readiness in organizing instruction in the midst of the spread of COVID-19 virus situation. This research had utilized qualitative research methodology for the study. The sample subject used were selectively selected from Thai-teaching major 4th year undergraduate students (61 code number) who had registered in the course 100488 MICRO TEACHING PRACTICE, in 2nd semester, 2021 academic year, totaling 8 subjects. The research instruments included 1) plans and schedule for instructional organization on microteaching, 2) worksheet for organizing microteaching learning plans, 3) form for recording the instructional preparation for each skill, 4) self-assessment form, 5) student's feedback form, 6) teaching observation form, 7) post-instruction reflection form, 8) group discussion, 9) individual student interview, and, 10) reflection form to be responded by students at the end of the course. The qualitative data were analyzed via content analysis on the findings obtained from observation, interviews, focus group discussion, student's instructional practice and their performance outcomes. Outcomes of the research are as follows. Firstly, actions to help enable students could come in form of: 1) enhancing new knowledge and learning experience, 2) comparing what occurring to the students between pre-instruction and post-instruction to see if and how students changed, improved, developed, themselves, 3) promoting microteaching practicum to enable students to train themselves on communication skills, skill in constructing instructional media, teaching skills, and thinking skills, and, 4) As the results of utilizing microteaching practicum, students had gained knowledge and readiness in carrying out online instruction. Secondly, the researcher had proposed the guideline called &quot;9 pinciples for facilitating microteaching practice for Thai-teaching major students to gain readiness in organizing instruction in the spread of COVID-19 virus situation.&quot;
A Study of Religious and Scientific Perspectives on Buddhist Cosmology
Author: Imphong, Nantakarn
Date: 2023-00-00
Type: Journal Articles
Subjects: Buddhism,Religious Factors,Scientific Research,Comparative Analysis,Scientific Principles,Physics,Metacognition,Foreign Countries

This research was qualitative, it was to investigate Buddhist cosmology as found in Buddhist scriptures and compare cosmological perspectives between 5 Buddhist scholars and 5 scientists. In Thai Buddhist cosmology, the principles of &quot;Pa?iccasamuppada&quot; and &quot;Tilakkha?a&quot; share some similar ideas with the causality principle of science. Scientists regard them as a fundamental universal principle that underpins the laws of nature, which is unsurprising. Another similarity is &quot;Sa?sara,&quot; the cycle of rebirth, which may be compared to the birth and extinction of stars but is not comparable to the physical Universe as a whole. Thai Buddhist scholars have accepted that Buddhist and scientific cosmologies are compatible. I argue that when it comes to the physical matter of the universe, its definition, evolution, shape, space, and time, the perspectives of Buddhist scholars and scientists are radically different and cannot be compared. Furthermore, Buddhist and scientific approaches to understanding natural laws are diametrically opposed; Buddhism concentrates on the mind, whilst science concentrates on the physical universe; thus, they cannot be naturally compared.
The Development of Emotional Quotient Evaluation for Thai University Students
Author: Yotha, Nattapon
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Emotional Intelligence,Emotional Response,Self Management,Self Motivation,Interpersonal Competence,Self Concept,Test Validity,Student Evaluation,College Students

In this study, we designed an evaluation form to assess the emotional quotient of Thai university students. The indicators and components of the evaluation were developed from theories and principles regarding emotional intelligence. After the process of content validity assessment, the evaluation consists of 80 indicators in 5 components of Self-awareness, Self-regulation, Self-Motivation, Recognizing Emotions in Others, and Social Skills. In detail, the evaluation was found to have an index of congruence (IOC) of 0.50-1.00, discrimination of 0.472-0.817, and reliability of 0.991. It was later tested for construct validity with 200 Thai university students selected by stratified sampling method. The method of confirmatory factor analysis was employed. The results of the study indicate the evaluation construct validity as the goodness of fit indices passed the criteria and the evaluation model fits the empirical data. Chi -- Square = 87.436, df = 73, Chi-Square /df = 1.197, p-value = 0.119, CFI = 0.997, TLI = 0.995, RMSEA = 0.031, and SRMR = 0.021.
The Complexity of Teacher Identity: Perceptions of Pre-Service Teachers
Author: Tran, Yune
Date: 2023-00-00
Type: Journal Articles
Subjects: Professional Identity,Preservice Teachers,Student Attitudes,Foreign Countries,Religious Colleges,Christianity,Race,Religion,Professionalism

Teacher identity is complex, dynamic, ongoing, and worthy of examination. This study examined the perceptions of preservice teachers' personal identity (e.g., gender, race, religious background, etc.) and how they influence preservice teachers' professional identity as a subject, pedagogical, and professional expert. Participants (N = 81) were preservice teachers from two different Christian-based institutions, one in Canada and one in the United States, who were completing the requirements for initial licensure. Findings from a survey measured the preservice teachers' perceptions based on two scales examining personal and professional identity. Results suggested that preservice teachers did not perceive race as impacting their personal identity as a teacher, nor did they perceive religion as an influence on their professional identity, even though they had chosen Christian institutions. However, preservice teachers did perceive teacher preparation as impacting their understanding of professionalism as they transitioned from learner to teacher in the field.
Post-Secondary Student Evaluations of Teachers: The Debate of Usefulness Continues
Author: Dana, Heather
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Student Evaluation of Teacher Performance,Feedback (Response),Teacher Effectiveness,Student Attitudes,Teacher Evaluation,Cognitive Processes,Learner Engagement

Student evaluations of teachers (SETs) are collected by colleges and universities across the country. Having only been introduced in the early part of the twentieth century, these evaluations are a fairly new tool for higher education administrators to receive feedback and assess the effectiveness of curriculum and instructors. Although implemented as a tool to provide students a medium to share their perspectives, with the goal to improve academic processes, there are concerns regarding their effectiveness, reliability, purpose, and necessity. Further, the literature reflects that students are not well versed by college administrations or faculty members regarding the desired impacts and purpose of SETs, so they are often not completed in a manner that includes cognitive engagement, accurate recall, or the genuine desire to provide constructive feedback and assessment. Even with these limitations, college and university administrators have grown to rely upon SETs to provide constructive insights for instructors to help them improve their teaching effectiveness and summative feedback for committees to use when making promotion, tenure, and compensation decisions. The disconnect between SET objectives and the actual outcomes, however, is problematic. Students often don't view SETs as impactful, so their level of cognitive engagement is lacking, which can result in skewed, or even false assessments. In fact, since most SETs are completed with the promise of anonymity, they have been used as a weapon by disgruntled students against instructors, regardless of whether the negative feedback is deserved. Finally, SETs have been directly correlated to grade inflation, which has numerous negative implications. The following literature review illustrates the myriad shortcomings of SETs, with the hope that further research will help to discover how they can be re-structured to foster academic excellence in a productive and reliable manner.
A Picture of Chemistry: A Case Study from High Schools (Hakkari Sample)
Author: Baran, Mukadder
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Science Instruction,Grade 10,Grade 11,High School Students,Student Interests,Gender Differences,Career Choice,Student Attitudes,Teacher Attitudes,Learning Activities,Relevance (Education),Teacher Influence,Mathematics Skills,Problem Solving

This research aims to draw a picture of chemistry lessons based on students' opinions in Hakkari, Turkey. The research design is a case study. An open-ended qualitative questionnaire consisting of 15 questions was used. The questionnaire was applied to 463 tenth- and eleventh-grade students studying at high schools in Hakkari. The data obtained were analyzed using qualitative and quantitative methods: content analysis, correlation tests, and chi-square tests. As a result, two categories were found: the factors affecting chemistry teaching and the effect of chemistry on students' daily and future lives. According to this, students' interest in chemistry is a factor in learning chemistry, the teaching method used by the teacher is an essential factor for chemistry, and having enough knowledge of chemistry affects achievement in other courses. A significant difference was found between female and male students choosing chemistry in their future careers, and the results were in favor of male students. On the contrary, female students thought that chemistry would be more permanent than males thought in their lives. The activities used in chemistry lessons, teachers' attitudes in the classroom, and the use of chemistry examples in daily life are effective for learning chemistry and choosing chemistry for a future career.
Emotion Coaching Practice with the Whole School Approach &quot;Emotionally Friendly Kindergarten Transformation Program&quot; Process Analysis
Author: Kuru, Nalan
Date: 2023-00-00
Type: Journal Articles
Subjects: Stakeholders,Attitudes,Program Implementation,Emotional Experience,Emotional Response,Psychological Patterns,Coaching (Performance),Holistic Approach,Training,Teachers,Parents,Self Efficacy,Kindergarten,Young Children,Family Environment,Parent Participation,Parent Child Relationship,Foreign Countries

The preschool period must be the starting point for the same attitude among all education stakeholders to achieve sustainable improvement and permanent change. Undoubtedly, a supportive classroom environment with a bond and an emotion-oriented approach contributes to children's intellectual and personal development. Emotion coaching is a relational behavior management approach that enables people/children to realize the emotions they are experiencing. The whole school approach facilitates the development of a common language between stakeholders. There is a need for studies that address emotion coaching and the whole approach together in early childhood. This study examined stakeholders' perspectives on implementing the Emotion-Friendly Kindergarten Transformation Program (EFKTP), an emotion coaching program based on a whole school approach. Based on the case study method, the study consists of 34 individuals, including all stakeholders. The data were collected through focus group interviews and semistructured interviews with stakeholders regarding the eight stages of the EFKTP program. Descriptive and content analysis methods were used to evaluate the program's overall impact. The results suggest that school applications of the program enhance children's emotional repertoire and behavioral control, home activities enhance communication and relationships between children and their families, and emotion coaching training to stakeholders improves self-efficacy perceptions among teachers and parents.