ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study
Author: Sarac, Hakan
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Figurative Language,Teacher Attitudes,Secondary School Teachers,Qualitative Research,Phenomenology,Computer Uses in Education,Internet,Social Media,Foreign Countries,Content Analysis

The aim of this research is to determine the thoughts of the teachers about the concepts of &quot;Smart Board&quot;, &quot;Computer&quot;, &quot;Internet&quot; and &quot;Social Media&quot; from the Instructional technologies of the secondary school teachers with different branches through metaphors. In the research, a qualitative research model was used to identify teachers' thoughts in metaphor analysis from various branches about the use of instructional technologies in the national field. Within the scope of the qualitative research model, the phenomenology design was used. In order to find out what kind of thoughts teachers have about teaching materials from the participants &quot;Smart Board / Computer / Internet / Social Media is like / similar to…..; Because ...&quot; they were asked to complete their covenants. As a result of the research, 25 valid metaphors belonging to the concepts of smart board, computer, social media and 27 of internet concept were obtained from secondary school teachers. The most book (f = 4) metaphor for smart board concept, brain and memory (f = 2) metaphors for computer concept, most air (f = 3) and medicine, ocean, water (f = 2) metaphors for internet concept and the drug and virus (f = 2) metaphors related to the concept of social media. The metaphors of the concept of smart board are classified into 5 conceptual categories with common characteristics related to each other, 6 categories with common features related to computer and internet concepts, and 7 conceptual categories with social media concept related to each other. In the research, it was reached that the secondary school teachers expressed positive opinions about the concept of smart board and computer, partially negative about the concept of the internet but more negative opinions about the concept of social media.
Investigation of the Visuals Associated with the National Identity in Turkish Republic Revolution History and Kemalism Textbooks
Author: Elban, Mehmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Nationalism,Textbook Content,Content Analysis,Historical Interpretation,Statistical Analysis,Values Education,Visual Aids,Qualitative Research,Secondary School Curriculum

In this research, images related to national identity were examined in history textbooks. In the first stage, nationalism, the historical course of the Turkish national identity and related literature were examined, and some components of national identity were determined. Various categories related to national identity have been formed from the elements obtained. The data about the categories were collected through document analysis. In the second phase, 8 history textbooks taught in the years 1930-2014 were selected as samples. Content analysis was used in the examination of the mentioned textbooks, and quantitative method was chosen in data analysis. In this context, data obtained by document analysis were analyzed with SPSS 13 statistical program. Chi-square tests, Bonferroni corrections for chi-square tests and graphs were used in the analyzes. The significance level for all analyzes was taken as 0.05. In the research, it was determined that republic values and revolutions, national struggle and the images related to the founder leader Mustafa Kemal Atatürk be a most used in Turkish Republic Revolution History and Kemalism textbooks concerning national identity. In addition, it has been found that the images of national symbols such as homeland maps, flag, parliament, and capital are used too much for the national identity.
Problems of Gifted and Talented Students Regarding Cursive Handwriting: Parent Opinions
Author: Ates, Hatice Kadioglu
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Talent,Handwriting,Parent Attitudes,Opinions,Emergent Literacy,Elementary School Students,Interviews,Content Analysis,Writing Skills

We are living in an age where knowledge is rapidly produced and consumed. In this period, the future of the individual and the society depends on accessing, using and producing information. This situation requires a qualified education and first literacy teaching which is the foundation of it. Primary school is the foundation of everything; likewise, the first literacy learning is the foundation of learning (Gunes, Uysal and Tac, 2016). First literacy is to create a new communication and interaction channel for the individual by teaching the symbols of humankind that it created in ten thousand years. Education performs a great miracle by making a seven-year old child comprehend this script that humankind developed in ten thousand years within a seven- or eight-month period (Guleryuz, 2001). It is desired for and expected of the children who start the first grade in primary school at the level of illiteracy to reach the level of basic literacy with qualified first literacy education under the supervision of an effective program, equipped teacher (Sagirli, 2015). Education in cursive handwriting in our country has started in Ataturk era. Ataturk demonstrated examples of the New Turkish Latin Letters on the blackboard with the cursive handwriting. Elderly and young people of the generation of Ataturk era have learned the cursive handwriting very well and used for many years. Many documents of that period such as diplomas, identity cards, registry of deeds etc. have been prepared with cursive handwriting in a clear, cursive and aesthetic form (Gunes, 2006). In our country, it has been decided to start the first literacy education with the cursive handwriting under the scope of the 2004 draft program. For nearly thirteen years, our students are becoming literate with cursive handwriting. There are many studies in literature that examine the opinions of teachers, students, and parents about the cursive handwriting. The aim of the concerned study is to express the view from the perspective of the parents of the gifted and talented students on the practice of cursive handwriting in first literacy education. Within the scope of the research, interviews were conducted with the parents of the gifted and talented students and their opinions were taken about starting the first literacy with the practice of the cursive handwriting. All of the parents are the parents of gifted and talented children who are attending primary school. The data collected during the 2016-2017 academic year have been obtained by face-to-face interviews. The answers of the parents are recorded and then reported. Screening model is used in the study that is designed by content analysis. The research is a qualitative study. Recommendations are brought at the end of the research.
Problems Encountered during the Scientific Research Process in Graduate Education: The Institute of Educational Sciences
Author: Akyürek, Erkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Scientific Research,Research Problems,Case Studies,Student Attitudes,Student Research,Barriers,Foreign Countries,Graduate Students,Structured Interviews

This study was conducted to determine the problems faced by graduate students when conducting scientific research and to make suggestions for solving these problems. The research model was a case study. Semi-structured interviews were conducted with participants in the study with questions about the problems encountered during scientific research in graduate education, recommendations for solutions to these problems, and participants' experiences in terms of their scientific research knowledge and skills. As a result of the discussions, the participants suggested that courses should be more practical and that there should be more taught courses, so that educators can direct students and facilitate access to resources.
Student Definitions of Intercultural Competence (IC)--Are They Context-Specific?
Author: Binder, Nadine
Date: 2018-00-00
Type: Journal Articles
Subjects: Intercultural Programs,Interpersonal Competence,Undergraduate Students,Definitions,Context Effect,Foreign Students,Comparative Analysis,Qualitative Research,International Education,Multicultural Education,Questionnaires,Student Attitudes,Foreign Countries

Higher education institutions increasingly seek to promote students' intercultural competence (IC), yet its conceptualization remains a challenge. The first aim of this study was to explore how a purposive sample of n = 77 domestic, undergraduate students at a public university in Germany define IC. The second aim was to assess to what extent such definitions are context-dependent by comparing IC definitions provided by domestic students (with predominantly German nationality and little international experience/exposure) with those provided by n = 130 international, undergraduate students at a private university in Germany (with predominantly non-German nationality and more extensive international experience/exposure). A qualitative content analysis showed that domestic students defined IC mostly in terms of attitudes followed by external outcomes while the opposite was true for the international students. Differences in IC definitions between the two samples are discussed with regard to various contextual factors. Our results suggest that such contextual factors should be considered when designing measures to promote IC development in university students.
The Opinions of Middle School Mathematics Teachers on the Integration of Mathematics Course and Social Issues
Author: Turhan Turkkan, Buket
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Attitudes,Mathematics Instruction,Middle School Teachers,Integrated Curriculum,Social Problems,Qualitative Research,Foreign Countries,Semi Structured Interviews,Grade 5,Grade 6,Grade 7,Grade 8,Mathematical Concepts,Problem Solving,Mathematics Curriculum,Mathematics Activities,Content Analysis

The purpose of this study is to examine the opinions of middle school mathematics teachers on the integration of mathematics course and social issues. For this purpose, qualitative research method was used in this study. As for determining the participants of the research, criterion sampling among purposeful sampling methods was used. Being a middle school mathematics teacher as an occupation was considered as a criterion for determining the participants. The participants of the research consist of 13 middle school mathematics teachers in Turkey. So as to collect the research data, the semi-structured interview form created by the researchers was used. The data analysis was performed according to the content analysis, and Nvivo 10 program was used for the analysis. As a result of this study, the themes of the situation and methods of the integration of mathematics course and social issues, the attainment of democratic values in mathematics course and the ways of its attainment, gaining awareness of social justice and equality in mathematics course and the ways of its gaining, the activities performed by teachers for social issues in mathematics course and the teachers' suggestions for the integration of mathematics course and social issues were reached and the results were discussed within this frame.
Exploring Prospective Teachers&apos; Reflections in the Context of Conducting Clinical Interviews
Author: Taylan, Rukiye Didem
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Interviews,Questioning Techniques,Reflection,Student Teacher Attitudes,Student Experience,Middle School Students,Elective Courses,Technology Uses in Education,Teaching Methods,Video Technology,Instructional Materials,Foreign Countries

This study investigated prospective mathematics teachers' reflections on the experience of designing and conducting one-to-one clinical interviews with middle school students in the context of an elective course on use of video in teacher learning. Prospective teachers were asked to write about weaknesses and strengths in student understanding as well as their own performance as an interviewer in terms of asking questions and responding to student thinking in their reflections on conducting clinical interviews. Furthermore, prospective teachers were also asked to reflect on what they would do differently in order to conduct better clinical interviews. Nature of prospective teachers' reflections were analyzed by using existing frameworks (through constructs of reflection-on-action and reflection-for-action) and by using thematic analysis. Results of data analyses revealed that prospective teachers had more difficulties in providing meaningful reflection-for-action which was related to alternative decisions and planning for future similar interviews. Thematic analysis results revealed prospective teachers' learning were grouped under three categories: conducting clinical interviews as part of being a teacher, complexity of conducting clinical interviews, and personal theories about middle school students. There are implications for both teacher learning and research.
Fraction Multiplication and Division Word Problems Posed by Different Years of Pre-Service Elementary Mathematics Teachers
Author: Aydogdu Iskenderoglu, Tuba
Date: 2018-00-00
Type: Journal Articles
Subjects: Fractions,Multiplication,Word Problems (Mathematics),Elementary School Mathematics,Preservice Teachers,Preservice Teacher Education,Questioning Techniques,Qualitative Research,Student Developed Materials,Foreign Countries

It is important for pre-service teachers to know the conceptual difficulties they have experienced regarding the concepts of multiplication and division in fractions and problem posing is a way to learn these conceptual difficulties. Problem posing is a synthetic activity that fundamentally has multiple answers. The purpose of this study is to analyze the multiplication and division of fractions problems posed by pre-service elementary mathematics teachers and to investigate how the problems posed change according to the year of study the pre-service teachers are in. The study employed developmental research methods. A total of 213 pre-service teachers enrolled in different years of the Elementary Mathematics Teaching program at a state university in Turkey took part in the study. The &quot;Problem Posing Test&quot; was used as the data collecting tool. In this test, there are 3 multiplication and 3 division operations. The data were analyzed using qualitative descriptive analysis. The findings suggest that, regardless of the year, pre-service teachers had more conceptual difficulties in problem posing about the division of fractions than in problem posing about the multiplication of fractions.
Influences of Technology Integrated Professional Development Course on Mathematics Teachers
Author: Kul, Umit
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Influence of Technology,Technology Integration,Faculty Development,Mathematics Teachers,Computer Software,Middle School Teachers,Teacher Attitudes,Mathematics Education,Case Studies,Semi Structured Interviews,Geometry,Mathematics Instruction,Secondary School Mathematics,Constructivism (Learning),Beliefs,Qualitative Research,Participant Observation

The aim of this study was to explore the degree to which a professional development (PD) program designed using GeoGebra influences a group of Turkish middle school teachers' beliefs in relation to mathematics and role of GeoGebra in mathematics education. In order to collect the required data, the PD course was established to provide six teachers with an opportunity to obtain practical experiences with and necessary knowledge about the use of GeoGebra in mathematics education. In this context, a multiple case study approach was utilized, in which mathematics teachers were observed and interviewed using a variety of procedures to expose qualitative data about their beliefs and the dynamics of their beliefs changes during the course. The main findings illustrated that teachers' beliefs were transformed to some extent in favour of the use of GeoGebra, as well as using constructivist ideas in their mathematics teaching and learning can be attained through the GeoGebra based PD course. In fact, the relationship amongst stated beliefs and intended teaching practice is complex and the social issues were very influential on teachers' pedagogical decisions. This research also introduces some suggestions for researchers who focus on professional development of mathematics teachers relative to their beliefs.
Investigating the Resilience Levels of Parents with Children with Multiple Disabilities Based on Different Variables
Author: Kadi, Sinem
Date: 2018-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Disabilities,Predictor Variables,Qualitative Research,Comorbidity,Demography,Parent Background,Student Characteristics,Parent Surveys,Gender Differences,Age Differences,Family Income,Psychological Services,Likert Scales,Foreign Countries,Statistical Analysis

This study investigated the resilience levels of parents with children with multiple disabilities by utilizing different variables. The study, conducted with survey model--a qualitative method--included a sample composed of a total of 222 voluntary parents (183 females, 39 males) residing in Bolu, Duzce and Zonguldak in Turkey. Parental Information Form and Family Resilience Scale, consisting of 4 sub dimensions (Challenge, Self Efficacy, Commitment to Life and Control) and a total of 37 items, were used in the framework of the study which included reliability and validity studies of the scale as well. Differences between sub groups were not statistically significant for the following variables: gender of children with multiple disabilities; age of children with multiple disabilities; support received for child care by parents of children with multiple disabilities; health problems of parents of children with multiple disabilities; psychological support received by parents of children with multiple disabilities; age of parents of children with multiple disabilities; income levels and education of parents of children with multiple disabilities (p&gt;0.05). However, significant differences were observed in Challenge dimension in terms of gender of the parents and the type of disability.
Why Should Bilingualized Dictionary of Turkish Be Used in Teaching Turkish as a Foreign Language?
Author: Baskin, Sami
Date: 2018-00-00
Type: Journal Articles
Subjects: Turkish,Bilingual Instructional Materials,Dictionaries,Second Language Instruction,Educational History,Educational Practices,Relevance (Education),Foreign Students,Foreign Countries

The first person to learn Turkish as a foreign language is a Chinese woman writing Turkish love letters for her exiled husband in the 4th century. However, we do not know much about how this woman learned Turkish. The known history of teaching Turkish as a Foreign Language goes back to the first concrete material produced for this process. They are usually bilingual dictionaries and the oldest one was written in the 11th century. It is therefore more accurate to say that teaching Turkish as a Foreign Language has a history of nearly a thousand years. The changing educational paradigm since the 20th century has deeply influenced the teaching of language, which was previously carried out in accordance with the grammar-translation method. And, dictionaries ceased to be the main device for language teaching and became a source of complementary materials in learning environment, which has necessitated their re-regulation. Yet, Turkish dictionary authors continue to maintain old habits and produce classical bilingual dictionaries. The bilingual dictionaries, proven to be more helpful on second language teaching, have been used across the world from the 1980s onwards. In this paper, the history of the teaching Turkish as a Foreign Language is briefly explained by taking into consideration the resources used in the second language teaching and then answers are given to the questions &quot;Why should bilingualized dictionaries be used in the teaching Turkish as a Foreign Language&quot; and &quot;How should two bilingual dictionaries be prepared?&quot;.
Alternative Observation Tools for the Scope of Contemporary Education Supervision: An Action Research
Author: Kuru Cetin, Saadet
Date: 2018-00-00
Type: Journal Articles
Subjects: Supervision,Action Research,Elementary School Teachers,Secondary School Teachers,Qualitative Research,Faculty Development,Teacher Attitudes,Interviews,Classroom Observation Techniques

In this study, in-class lesson observations were made with volunteer teachers working in primary and secondary schools using alternative observation tools regarding the scope of contemporary educational supervision. The study took place during the fall and spring semesters of the 2015-2016 and 2016-2017 academic years and the class observations were made with six alternative volunteer teachers in the primary and secondary schools in the provincial and district centers using alternative observation tools. In the classroom observations, the teacher's verbal flow scheme, teacher's movement scheme and student behaviors both during tasks and not, were analyzed. Observations were made during the two classes with teacher's permission. After the first observation, an information meeting was held and then the second observation was made. Following the observations, interviews were held with the teachers. In interviews, the information about the class observations was shared with teachers and their opinions about research were asked. It has been found that alternative observations, in general, have a positive effect on the professional development of teachers. It is concluded that this type of observation approach positively affects teachers' in-class activities, helps in classroom management and teaching arrangements and positively affects student's unwanted behaviors.
A Study of Curriculum Literacy and Information Literacy Levels of Teacher Candidates in Department of Social Sciences Education
Author: Sural, Serhat
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Knowledge Level,Curriculum Development,Information Literacy,Social Studies,Likert Scales,Correlation,Data Analysis,Statistical Analysis,Multiple Regression Analysis

The present study aims to investigate information literacy and curriculum literacy levels of teacher candidates and to identify the relationship between them through their course of study at Faculty of Education. The research model was designed as quantitative one and general screening model was employed. The study group is 895 students, who were reached out of teacher candidates, attending the third and fourth grade in the Classroom Education, Preschool Education, Science Education and Social Sciences Education Departments of Pamukkale University and Sinop University in the 2017-2018 academic year. To achieve the goal of this research study, &quot;Information Literacy Scale&quot; and &quot;Curriculum Literacy Scale&quot; were used. In light of results obtained from the study, it is observable that there are meaningful differences between information literacy and curriculum literacy of teacher candidates in terms of the variables identified. Further, the mean of items measuring teacher candidates' levels of information and curriculum literacy were examined and their levels of &quot;frequency&quot; and &quot;agree&quot; were determined. Ultimately, correlation analysis was performed between information literacy and curriculum literacy and positive relationship was determined at the low, medium and high levels. Also, predictive power of the level of information literacy on the level of curriculum literacy was tested. Aforesaid these four variables together explain 34% of the change in curriculum literacy levels.