ethanporcaro/eric-fulltext-meta huggingface dataset:
Opinions and Recommendations of Academics Training Special Education Teachers about Applicability of Integration in Turkey
Author: Ince, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education Teachers,College Faculty,Teacher Educators,Inclusion,Mainstreaming,Teacher Education,Teacher Attitudes,Barriers,Definitions,Regular and Special Education Relationship,Program Effectiveness,Educational Legislation,Legal Responsibility

This study aims to state the opinions and recommendations of academics who train special education teachers for integration applications. The study is patterned as a descriptive case study, and the participants consist of 28 faculty members from 18 universities who work in the special education undergraduate program and whose professional experience ranges from 5 to 45 years. The study data were collected through face-to-face interviews with participants using the semi-structured interview technique. The obtained data were analyzed through descriptive analysis. The findings show that most academics think that integration is not being applied today and that there is a lack of necessary infrastructure for its application. Faculty members participating in the study stated that teachers do not receive adequate training about integration, teachers should undergo serious in-service training, and courses related to special education should be introduced in all departments of the faculty of education. For successful integration, it is necessary to make physical and educational arrangements, provide support education services, train teachers to have an integration perspective and improve their attitudes. In conclusion, integration is an application that can only be realized with the joint effort of all parties through multidimensional discussions of its contents.
Digital Assessment Literacy: The Need of Online Assessment Literacy and Online Assessment and Online Assessment Literate Educators
Author: Husain Farhat N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Assessment Literacy,Faculty Development,Foreign Countries,Academic Achievement,Intellectual Disciplines,Evaluation Methods,Secondary School Teachers

Creation of reliable online assessments have always been a concern by educators, this research article provides an idea for providing professionals training development for creating online assessments for the inexperienced assessment literate teachers. The research has placed the importance on the training of the educators in the assessment literacy with a proposed model of utilization of Educational framework to create digital online assignments using IT integrated tools. This paper uses mixed method research and examines the need of training for the creation of reliable assessments and assessment literate educators which will caters to the different students' abilities. To further explore and understand the training needs of the assessment literacy, this research provides an insight of the year 2020 result analysis, as it might add a new dimension towards the professional development for the online assessment literacy skills. The collected data was used as descriptive, inferential data which was further analyzed and compared to the pretest and the current collected primary data. The purpose of this study shows the importance of the online assessment literacy and the need of assessment literate trained educators who might support in identifying the training needs of online assessment with help of Bloom's Model in connection with the digital Bloom's taxonomy. As some experienced educators lack the need of literacy training skills in the online assessments, this proposed model would be beneficial for the educators, and could prepare them as future trainers.
Evaluation of Students&apos; Remote Learning Experience of Learning Arabic as a Second Language during the COVID-19 Pandemic
Author: Almelhes, Sultan
Date: 2021-00-00
Type: Journal Articles
Subjects: Distance Education,Student Experience,Semitic Languages,Second Language Learning,COVID-19,Pandemics,Foreign Countries,Electronic Learning,Student Satisfaction,Barriers,Student Attitudes,Student Evaluation,College Students

The emergence of the COVID-19 global pandemic was followed by restrictions on social contact and interaction. Online remote learning was implemented all levels of school and universities in Saudi Arabia. In tertiary education, where Arabic is taught as a second language (ASL) with extensive interaction between the teacher and students, remote learning has specific advantages and disadvantages. This study aimed to investigate the success of remote learning, its influence upon learners' attitudes, and its potential difficulties in implementation. Quantitative research was conducted on a sample of 236 students who had combined experiences of offline and online study during 2020 in their second semester at the Arabic Language Institute for Non-Native Speakers'. An online survey was administered consisting of three domains: students' satisfaction with remote learning, obstacles faced, and students' perceptions towards evaluation; students' responses were measured using a Likert scale. The results demonstrated that there was hesitation about student satisfaction, as the result was moderate in general. Moreover, the study revealed difficulties included internet connection issues, the access and availability of remote learning, insufficiency in personal expression, and difficulties with technological devices. The results also showed that the students were dissatisfied regarding to the evaluation and assessment methods used in remote learning.
Developing Student Work Experience Programmes within the European Higher Education Area Framework: The Role of Social Partners
Author: Skiadas, Dimitrios
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Development,Work Experience Programs,Foreign Countries,Higher Education,Education Work Relationship,Labor Market,Employment Potential,College Graduates,Partnerships in Education,School Business Relationship,Universities,Job Skills,Internship Programs

The aim of establishing the European Higher Education Area (EHEA) marked the development of the Bologna process since its beginning, while it exercised a decisive influence on the content of the higher education policy initiatives undertaken over the years. One of the most important goals of the relevant policy making was to bridge the university-to-labour market gap and to improve the employability of graduates. Such aims require a consistent and multidimensional cooperation between higher education institutions and the social partners, mainly employers, from which significant benefits may derive for all parties involved. As a result, many types of work based learning have been promoted in higher education with the most prominent of them being the student work experience programmes organised by universities in collaboration with enterprises. The paper analyses the guidelines provided by the EHEA framework with regard to the cooperation between universities and the social partners. Also, it discusses the role that has been attributed to (or claimed by) the social partners regarding work experience programmes. The EHEA institutional framework includes provisions for the participation of social partners in the organisation of work placements, which contribute to students' skills development and easier transition to employment.
Accommodating the Syllabus to Visually Impaired Students in the English Language Classroom: Challenges and Concerns
Author: Martínez-Hernández, Ana-Isabel
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Visual Impairments,Academic Accommodations (Disabilities),Student Needs,Barriers,College Students,Blindness,English (Second Language),Second Language Instruction,Language Tests,Foreign Countries,Computer Assisted Testing,Testing Accommodations

The inclusion of students with disabilities in the education system results in content or assessment accommodations to suit the students' special needs and to ensure they have acquired the objectives listed in the curriculum. In this paper, we aim at proposing different ways to accommodate a university English language test to a partially blind student who used text-to-speech tools (TTS) in order to provide them with accurate assessment. To carry out this research, the student has been monitored throughout the course to see which accommodations fit their needs best. All in all, we have observed that read-aloud accommodations lead to a better inclusion of the partially sighted student and better performance.
Resisting Borders: Transnational Cartographies in US Latinx Studies
Author: García-Avello, Macarena
Date: 2021-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Political Issues,Social Influences,Economic Factors,Global Approach,Power Structure,International Cooperation,Literature,Nationalism,Civil Rights,United States History,Mexican Americans,Authors,Social Bias,Foreign Countries,Publications,Gender Issues,Gender Bias,Racial Bias,Ethnicity,Poetry

This article examines the evolution of the borderlands as an organizing trope by focusing on how the transcendence beyond cultural nationalist perspectives traces the shift from Chicano/a to Latinx discourses. In order to address this issue, I will analyse two twenty-first-century Latinx texts that delve into the intricate ways in which transnational forces collide with economic, cultural and political processes that persistently revolve around the framework of the nation-state: Alicia Gaspar de Alba's &quot;Desert Blood: The Juarez Murders&quot; (2005) and Maya Chinchilla's &quot;The Cha Cha Files: A Chapina Poética&quot; (2014). The corpus of works selected will focus on the political readings derived from textual negotiation with a changing political, social and economic reality. This results in constant tensions between globalising processes, worldwide interconnectedness and transnational interactions, on the one hand, and the regulatory power of the state, on the other.
Selected Determinants of Pronunciation Anxiety
Author: Baran-Lucarz, Malgorzata
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Second Language Learning,Language Skills,Native Speakers,Language Teachers,Study Abroad,Student Attitudes,English (Second Language),Pronunciation,Language Proficiency,Self Efficacy,Interpersonal Communication,Undergraduate Students,Foreign Countries,Oral Language,Predictor Variables

Empirical research shows that language anxiety has a detrimental effect on foreign language learning and its use. Several studies suggest that anxiety related to mastering and using foreign languages is skill-specific. This study examined pronunciation anxiety and attempted to determine its significant correlates. The included factors ranged from learning experiences with native-speaking teachers, previous studying abroad experience, and enjoyment of learning the target language, to willingness to communicate in the target language. A questionnaire was administered to two groups of EFL learners of different majors and different self-perceived levels. Hierarchical multiple regression analyses for both groups showed that willingness to communicate in English was the strongest determinant of pronunciation anxiety, while foreign language enjoyment the second meaningful correlate, but only in the case of the group whose self-assessment of general proficiency in English was lower.
Achievement Goals and Extraneous Load Predict Germane Load: The Mediating Effects of Achievement Emotions
Author: Sunawan
Date: 2021-07-00
Type: Journal Articles
Subjects: Achievement Need,Goal Orientation,Mastery Learning,Student Motivation,Undergraduate Students,Late Adolescents,Statistics Education,Emotional Experience,Learning Processes,Difficulty Level,Predictor Variables,Anxiety,Foreign Countries

Purpose: Achievement emotions have been shown to mediate the association between achievement goals and learning performance, but no research to date has tested whether there is a similar process in predicting germane cognitive load. Based on the control-value theory of academic emotions (Pekrun, 2006), the present study tested a model to determine whether goal orientation and extraneous load were mediated by achievement emotions in predicting germane load. Methodology: This survey study involved 487 voluntary university students (N = 487; 61% women; ages 17-23) who were enrolled in a statistics class and these study participants were selected using the cluster random sampling technique. They responded to three adapted scales which were translated into Bahasa Indonesia. The scales were, namely the Achievement Goal Questionnaire (AGQ), Achievement Emotions Questionnaire (AEQ), and Cognitive Load Questionnaire. Data were collected 20 minutes before the statistics class ended and the data was then analyzed using bootstraped bias corrected (CI = 95%; N=5000) in Structural Equation Modelling (SEM). Findings: The results of the structural equation modeling indicated that a mastery-approach goal was associated with higher germane load through higher enjoyment and lower anxiety, and a performance-avoidant goal was associated with lower germane load through higher anxiety. Moreover, extraneous load was negatively associated with germane load through enjoyment, but was positively associated with germane load through anxiety. Significance: These findings have implications in educational settings: for most students with a mastery-approach goal, and enjoyable activities are helpful, as with those that increase cognitive performance in processing learning information. The present research is the first study to show that achievement goals are linked to the capacity to process learning-relevant information, in part due to the emotions the student experiences in the learning environment.
The Relationships between Music Performance Anxiety and the Mindfulness Levels of Music Teacher Candidates
Author: Jelen, Birsen
Date: 2021-00-00
Type: Journal Articles
Subjects: Anxiety,Performance,Music Education,Music Teachers,Preservice Teachers,Teacher Education Programs,Metacognition,Musical Instruments,Drills (Practice),Achievement,Correlation,Foreign Countries,Undergraduate Students,Attention,Self Control,Emotional Response

In this study the relationships between the Music Performance Anxiety (MPA) levels and mindfulness levels of Music Teacher Candidates (MTC) were investigated. A large sample of undergraduate students (N = 524) from seven different universities from around Turkey took place in the study. The data was collected with both Kenny's MPA inventory and the Five Facets Mindfulness Questionnaire. The Pearson Moments Correlation Coefficient was used in determining the relationships between the MPA and mindfulness levels of the MTC. To determine whether the MPA of students and mindfulness differ in terms of piano lesson achievement and daily piano practice time (DPPT) variables, a variance analysis (ANOVA) and a Kruskal Wallis H test analyses were used. Students' mindfulness levels were negatively correlated with their MPA levels. Their piano lesson achievement levels had positive relationship with mindfulness and a negative relationship with their MPA. Similarly, their DPPT had a positive relationship with mindfulness and a negative relationship with MPA.
Turkish Teachers&apos; Attitudes towards Distance Learning during the COVID-19 Pandemic
Author: Karagul, Sedat
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Distance Education,COVID-19,Pandemics,Teacher Characteristics,Gender Differences,Teaching Experience,Elementary School Teachers,Secondary School Teachers

All schools in Turkey have switched to distance learning since the onset of the pandemic. This paper investigated Turkish teachers' attitudes towards distance learning based on different variables. This study adopted a mixed research design employing both quantitative and qualitative data collection methods. The sample consisted of 292 Turkish teachers. The qualitative stage involved 292 Turkish teachers, while the qualitative stage involved ten Turkish teachers. Data were collected using a demographic characteristics questionnaire and the Distance Learning Attitude Scale (DLAS) developed by Agir (2007). Frequency, percentage, arithmetic mean, and standard deviation were used for analysis. A t-test was used to determine whether participants' attitudes towards distance learning differed by &quot;gender&quot; and &quot;degree.&quot; An ANOVA was used to determine whether participants' attitudes towards distance learning differed by &quot;work experience&quot; and &quot;knowledge and experience in distance learning.&quot; The Mann-Whitney U test was used to determine whether participants' attitudes towards distance learning differed by &quot;school type.&quot; A Scheffe's Test was used to make posthoc comparisons to determine the source of significant differences. Qualitative data were collected through focus group interviews using a semi-structured interview form (n=10). The qualitative data were analyzed using content analysis. The results showed that participants had positive attitudes towards some aspects of distance learning, whereas they had negative attitudes towards others. Their DLAS scores significantly differed by &quot;school type,&quot; &quot;work experience,&quot; and &quot;knowledge and experience in distance learning&quot; but not by &quot;gender&quot; and &quot;degree.&quot;
Reviewing of Teachers&apos; Professional Competencies for Inclusive Education
Author: Durdukoca, Sule Firat
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Professionalism,Inclusion,Teacher Attitudes,Students with Disabilities,Predictor Variables,Classroom Techniques,Teaching Methods,Teacher Characteristics,Student Evaluation,Foreign Countries

This study aims to review the professional competencies of classroom teachers for inclusive education according to different variables, to obtain information about teachers' in-class practices and to evaluate their perceptions of professional competencies in depth. The research is a mixed-method study and carried out using the trilinguation. The quantitative data were collected from 203 classroom teachers and the qualitative data from 58 teachers. The data were collected using the &quot;Professional Competency Scale for Teachers on Inclusion&quot; and a semi-structured interview form. The validity and reliability studies of the scale were repeated. The research determined that the professional competencies of participating teachers regarding inclusive education are at a high level, professional competency does not differ according to the variables of gender and seniority, and the professional competency levels of teachers regarding inclusive education differ according to the number of students affected by disability. Besides, it was determined that participant teachers carried out similar classroom practices for their students affected by disability and generally, had a perception that not every student could learn.
Critical Thinking Skills and Their Impacts on Elementary School Students
Author: Sarwanto
Date: 2021-07-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Skill Development,Correlation,Elementary School Students,Elementary School Teachers,Grade 5,Error Patterns,Test Items,Scores,Misconceptions,Foreign Countries

Purpose: This study aimed to examine elementary school students' critical thinking skills and their impact. Methodology: This research was a qualitative case study. The subjects of this study were 29 fifth-grade students and three teachers at an elementary school, chosen by a purposive sampling technique. Data were collected through observation, interviews, and critical thinking skills tests with open description types. The data validation technique used triangulation, applied to the study's methods, sources, and theories. The data analytical framework of this research employed Milles and Hubberman's (1994) interactive analysis model with the following stages: data validity, data collection, data reduction, data presentation, and drawing conclusions. Findings: Based on the research result analysis and discussion, only 10% of students whose scores were above the minimum completeness criteria from the school, and the class average only reached 50 out of 100. The scores on each indicator of critical thinking skills from the highest to the lowest, respectively, were inference with an average of 70, analysis with an average of 63, interpretation with an average of 56, and explanations with an average of 50. This low critical thinking skill was caused by students' mistakes in answering the test questions. This research concluded that elementary school students' critical thinking skills were still very low and caused by student factors: (a) students' answers were not systematic; (b) students identified questions incorrectly and simply summarized the questions, then using them as answers directly; (c) misconception; (d) students relied on memory, not understanding. Meanwhile, the teacher factors comprised: (a) the learning model used by the teachers was dominant in the direct learning model with the lecture method; (b) the problem description provided was not familiar for students; (c) the problem and its resolution strategy offered did not make the students understand; (d) the teachers did not understand the material, lacked expertise in delivering the material, and used the textbook as the only source of information and delivery content. Significance: The study results indicated that the elementary school students' critical thinking skills were still low due to several factors. These factors were originating mainly from the students and teachers themselves. The implication is that the school needs to pay more attention to strategies to improve and develop students' critical thinking skills in the future. The findings can be used as a reference point when considering the planning of effective strategies to improve the teaching and learning of critical thinking skills in elementary schools.
Evaluation of Cognitive Flexibility and Goal Orientation Levels of Students Preparing for Special Talent Exam
Author: Yalcin, Yasemin
Date: 2021-00-00
Type: Journal Articles
Subjects: Goal Orientation,Test Preparation,Talent,Measures (Individuals),Team Sports,Correlation,Cognitive Ability,Comparative Analysis,Universities,College Students,Self Concept Measures,Task Analysis,High Schools,Student Characteristics,Physical Education,Foreign Countries

In the current study, it is aimed to determine the correlation between cognitive flexibility levels and goal orientation levels of the students who are preparing for special talent exams for sports, and to compare these in terms of various demographics. The study group of the research consists of students (n=351) preparing for special talent exams in order to study at faculties/schools of higher education of sports of the universities predetermined through convenience sampling method, which is a sampling method that is not based on probability, that will accept students for 2021-2022 academic year. 180 of the participants are female (51.3%) whereas 171 of them are male (48.7%). In the study, &quot;Cognitive Flexibility Inventory&quot; (CFI) and &quot;Task and Ego Orientation in Sports Questionnaire&quot; (TEOSQ) are used. In order to evaluate CFI and TEOSQ levels of the participants in terms of various demographic features, t-test, ANOVA and Pearson Correlation tests are used. Before the statistical analysis of the obtained data, skewness and kurtosis values of the data are calculated to determine if the data has normal distribution, and it is determined that the data has normal distribution. As a result of the research, it is determined that there is a significant and positive correlation between cognitive flexibility and task-oriented goals and ego-oriented goals. In addition, it is seen that there is a significant difference in control subscale of cognitive flexibility and goal-oriented and ego-oriented targets subscales of participants when the high schools of the participants are considered.