ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of School Counselors&apos; Role in Building Partnerships with Linguistically Diverse Families
Author: Yildiz, Nadire Gulcin
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Family School Relationship,Partnerships in Education,Language Usage,Diversity,School Community Relationship,Counselor Attitudes,Counselor Characteristics,Institutional Characteristics,Elementary Secondary Education

School counselors play a critical role in creating a welcoming climate towards these students in the school environment. The purpose of this study is to learn about the perceptions of school counselors' partnerships with linguistically diverse families (LDF). In the study, qualitative research design was adopted to shed light on how to build partnerships that integrate the school and community. The data were collected from eight volunteer school counselors from the United States, using an open-ended online interview form which was developed by the researcher. The data were analyzed via thematic content analysis, one of the qualitative analysis methods. The results revealed that there were four distinct factors that tapped into shaping school counselors' perceptions in building partnerships with LDF. These factors were; a) school counselor related factors; b) school related factors; c) school counselor perception on issues about LDS related factors and d) school counselor perception on issues about LDF related factors.
An Investigation of Nature of Science Views of Science Teachers in Project Schools in Turkey
Author: Yesiloglu, Sevinç Nihal
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Teachers,Scientific Principles,Teacher Attitudes,Correlation,Teacher Characteristics,Beliefs,Knowledge Level,Inferences,Theories,Science Experiments,Social Influences,Cultural Influences,Creativity

The aim of the study was to examine nature of science (NOS) views of science teachers in project schools in Turkey. The sub-research questions of the study targeted at the relationships between the teachers' views on NOS in terms of different demographic features of the participant teachers. The participants were composed of convenience sample of 47 science teachers in different project schools in Turkey. Views on the Nature of Science-C questionnaire developed by Lederman, Abd-ElKhalick, Bell and Schwartz (2002), and a demographic data form developed by the researcher were utilized as the data collection tools. The data were collected via Google form application and analyzed via content analysis, one of the qualitative data analysis methods. The findings of the study showed that nature of science views of the participant science teachers were not in line with the contemporary views about nature of science.
An Investigation of the 21st Century Skills Use of University Students in Turkey
Author: Ilhan, Elif
Date: 2021-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Undergraduate Students,Student Characteristics,Correlation,Gender Differences,Departments,Academic Achievement,Preservice Teachers,Public Colleges,Thinking Skills,Self Management,Cooperation,Creativity,Innovation,Critical Thinking,Technological Literacy,Foreign Countries

This study aims to investigate the 21st century skills use of university students. The study was designed in a relational survey model. The study group consisted of 244 undergraduate students studying in different departments of an educational faculty of a state university in Turkey and determined by a random sampling method. The data in the study were collected via &quot;21st century learner scale&quot; developed by Orhan Goksun &amp; Kurt (2017) and analyzed with the help of parametric tests and discussed based on the variables such as gender, grade level, department, and academic achievement. Some of the findings are as follows: The students generally apply cognitive and innovation skills; but sometimes autonomous and collaboration/flexibility skills. Female students have higher cognitive skills, which makes a significant difference from male students. On the other hand, there is no gender-based significant difference in terms of other skills. Considering department-based differences, there is only one significant difference in favor of the students at the classroom-teaching department in the collaboration and flexibility dimension. The analyses considering the class level shows the higher the grade level is, the higher level of 21st century skills the students have. Lastly, there is a linear relationship between skill scores and the academic achievement scores of the students. Based on the results of the study, it can be suggested that effective teaching/learning methods in gaining 21st century skills be determined/applied. In addition, necessary precautions should be made to enable students to gain autonomous and innovative skills as well as collaboration and flexibility skills, especially in curriculum development studies in the context of higher education.
An Investigation of the Prospective Teachers&apos; Viewpoints about Distance Education during the COVID-19 Pandemic
Author: Karagöz, Savas
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Positive Attitudes,Negative Attitudes,Barriers,Affordances,Distance Education,Electronic Learning,COVID-19,Pandemics,Individual Development,Internet,Instructional Improvement,Public Colleges,Foreign Countries

The recent COVID-19 pandemic affected educational systems around the world. In order to prevent the virus from spreading, educational institutions around the world have adapted distance education--universities being no exception. To ensure that students benefit the most from online teaching, it is necessary to discover views and suggestions of students to align distance education in parallel to their needs. In this milieu, preservice teachers' views are especially significant for they will implement distance education when they become professional teachers in near future. Thus, the primary purpose of the study was to determine positive and negative aspects of distance education in effect during COVID-19 pandemic, and to uncover suggestions for improving it from the perspective of preservice teachers in College of Education at Aksaray University. A qualitative approach was adapted to achieve the research aim. Data were collected from 214 students registered to an undergraduate program by asking them open-ended questions about their positive and negative views as well as suggestions on distance education. Data were analyzed iteratively as a result of which codes and themes were created. Results indicate that five themes construct participants' view on distance education: Advantages, Personal Development, Internet Connection, Instruction, Other. Generally, it was found that distance education provided many benefits such as giving chances to students to repeat the material, providing equity in opportunity for students, helping students to gain the habit of time management, being efficient and economical, establishing continuity, being helpful to students who need assistance, and being environment friendly by saving paper waste. On the other hand, it is ineffective due to absence of live lectures, lack of technological devices, internet quota, problems because of infrastructure and family environment.
Intelligence and Creativity: Mapping Constructs on the Space-Time Continuum
Author: Corazza, Giovanni Emanuele
Date: 2021-00-00
Type: Journal Articles
Subjects: Intelligence,Creativity,Taxonomy,Time,Models,Measurement

This theoretical article proposes a unified framework of analysis for the constructs of intelligence and creativity. General definitions for intelligence and creativity are provided, allowing fair comparisons between the two context-embedded constructs. A novel taxonomy is introduced to classify the contexts in which intelligent and/or creative behavior can be embedded, in terms of the tightness vs. looseness of the relevant conceptual space S and available time T. These two dimensions are used to form what is identified as the space-time continuum, containing four quadrants: tight space and tight time, loose space and tight time, tight space and loose time, loose space and loose time. The intelligence and creativity constructs can be mapped onto the four quadrants and found to overlap more or less, depending on the context characteristics. Measurement methodologies adapted to the four different quadrants are discussed. The article concludes with a discussion about future research directions based on the proposed theoretical framework, in terms of theories and hypotheses on intelligence and creativity, of eminent personalities and personality traits, as well as its consequences for developmental, educational, and professional environments.
An Investigation of Scientific Process Skills of Children in the Reggio Emilia Kindergarten and in a Private Kindergarten
Author: Özkan, Banu
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Process Skills,Scientific Literacy,Reggio Emilia Approach,Preschool Education,Preschool Children,Kindergarten,Private Schools,Gender Differences,Employed Women,Mothers,Predictor Variables

This qualitative study aimed to compare the scientific process skills of 5-6 years old preschool children in kindergartens where Reggio Emilia approach was implemented and not implemented. For this purpose, upon obtaining consent forms from the parents, in total 80 purposefully selected children participated in the study; 35 in a kindergarten adapting the Reggio Emilia program, and 45 in the kindergarten of a private school where Reggio Emilia program was not utilized (n = 80). The data were collected via 'Scientific Process Skills Scale for 60-72-Month Children' developed by Özkan (2015), and analyzed using independent groups t-test and one-way analysis of variance (ANOVA) in accordance with the variables of gender, mother's education status, mother's employment status, number of siblings and school type. The results revealed that there was a significant difference between the variables of school type, gender, and mother's working status and children's scientific process skills, whereas there was no significant difference between other variables and scientific process skills.
When Figurative Language Goes off the Rails and under the Bus: Fluid Intelligence, Openness to Experience, and the Production of Poor Metaphors
Author: Silvia, Paul J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Figurative Language,Intelligence,Personality Traits,Experience,Cognitive Processes,Concept Formation,Semantics,Creative Thinking

The present research examined the varieties of poor metaphors to gain insight into the cognitive processes involved in generating creative ones. Drawing upon data from two published studies as well as a new sample, adults' open-ended responses to different metaphor prompts were categorized. Poor metaphors fell into two broad clusters. Non-metaphors--responses that failed to meet the basic task requirements--consisted of &quot;adjective slips&quot; (describing the topic adjectivally instead of figuratively), &quot;wayward attributes&quot; (attributing the wrong property to the topic), and &quot;off-topic idioms&quot; (describing the wrong topic). Bad metaphors--real metaphors that were unanimously judged as uncreative--consisted of &quot;exemplary exemplars&quot; (vehicles that lacked semantic distance and thus seemed trite) and &quot;retrieved clichés&quot; (pulling a dead metaphor from memory). Overall, people higher in fluid intelligence (Gf) were more likely to generate a real metaphor, and their metaphor was less likely to be a bad one. People higher in Openness to Experience, in contrast, were more likely to generate real metaphors but not more or less likely to generate bad ones. Scraping the bottom of the response barrel suggests that creative metaphor production is a particularly complex form of creative thought.
The Good, the Bad, and the Clever: Faking Ability as a Socio-Emotional Ability?
Author: Geiger, Mattis
Date: 2021-00-00
Type: Journal Articles
Subjects: Deception,Ability,Social Emotional Learning,Test Construction,Cognitive Processes

Socio-emotional abilities have been proposed as an extension to models of intelligence, but earlier measurement approaches have either not fulfilled criteria of ability measurement or have covered only predominantly receptive abilities. We argue that faking ability--the ability to adjust responses on questionnaires to present oneself in a desired manner--is a socio-emotional ability that can broaden our understanding of these abilities and intelligence in general. To test this theory, we developed new instruments to measure the ability to fake bad (malingering) and administered them jointly with established tests of faking good ability in a general sample of n = 134. Participants also completed multiple tests of emotion perception along with tests of emotion expression posing, pain expression regulation, and working memory capacity. We found that individual differences in faking ability tests are best explained by a general factor that had a large correlation with receptive socio-emotional abilities and had a zero to medium-sized correlation with different productive socio-emotional abilities. All correlations were still small after controlling these effects for shared variance with general mental ability as indicated by tests of working memory capacity. We conclude that faking ability is indeed correlated meaningfully with other socio-emotional abilities and discuss the implications for intelligence research and applied ability assessment.
An Investigation of the Variables Affecting the Problem-Solving Achievements of Pre-Service Secondary School Mathematics Teachers
Author: Yilmaz, Lütfiye
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Skills,Preservice Teachers,Secondary School Mathematics,Self Efficacy,Predictor Variables,Undergraduate Students,Student Attitudes,Metacognition,Reflection,Foreign Countries

In this study, whether the variables of pre-service teachers' reflective thinking related to problem solving, attitude towards mathematical problem solving, metacognitive awareness, mathematical literacy self-efficacy, belief related to mathematical problem solving and problem solving achievements differ according to class level and the prediction condition of these variables for problem solving achievement were investigated. The predictive correlational research method, among the quantitative research methods, was employed in the research. 226 pre-service secondary school mathematics teachers, from the Department of Secondary School Mathematics Teaching in the Faculty of Education in Eastern Anatolia Region, participated in the research. Data were collected with the &quot;Reflective Thinking Skill Scale towards Problem Solving&quot;, &quot;Attitudes towards Mathematical Problem Solving Scale&quot;, &quot;Metacognitive Awareness Inventory&quot;, &quot;Mathematical Literacy Self-efficacy Scale&quot;, &quot; Belief Scale Related to Mathematical Problem Solving&quot;, and &quot; Problem Solving Achievement Test&quot;. The One Way MANOVA and Structural Equation Model were applied in data analysis according to the aims. At the end of the analyses, it was observed that reflective thinking, attitude, metacognitive awareness and mathematics literacy levels of the pre-service teachers were higher in the first class compared to the second class, but increased again in the third and fourth classes respectively. The belief related to problem solving and problem solving achievement levels increased as the class level increased. In addition, it was concluded that the mathematical literacy self-efficacy levels predict the problem solving achievements of the pre-service teachers directly; on the other hand, reflective thinking, attitude, metacognitive awareness and belief variables predict problem solving achievement through the variable of mathematics literacy.
An Investigation of Non-Native EFL Instructors&apos; Behavioral, Emotional and Speech Disorders
Author: Sari, Seyda
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Teacher Behavior,Emotional Response,College Faculty,Foreign Countries,Language Impairments,Speech Impairments,Schizophrenia,Theory of Mind,Teacher Background,Work Environment,Fear,Correlation,Teaching Experience

The study aimed to investigate the tendency of non-native instructors who teach English as a foreign language (EFL) in terms of their behavioral, emotional and speech disorders while teaching in a class, or while speaking in front of public. The study adopted a quantitative case study research design. The participants of the study comprised purposefully selected 45 volunteer instructors (32 females and 13 males) who were teaching at the School of Foreign Languages of a state university in Konya, Turkey in 2015-2016 academic year. The data were collected via a 5-point Likert type questionnaire developed by the researchers, and was composed of 30 items and 4 sub dimensions. The data about the demographic information of the participants were analyzed using non-parametric tests such as frequency, percentage and mean scores, and the relationships between the sub-dimensions were analyzed via some parametric tests such as One Way ANOVA, Kruskal Wallis, and Mann Whitney U Test. The results revealed that the participant EFL instructors were like to have behavioral, emotional and speech disorders in their first five years of the professional life due to several conditions, such as their personality, emotions, and working conditions.
An Action Research to Improve Change and Continuity Perception in Social Studies
Author: Sel, Burcu
Date: 2021-09-00
Type: Journal Articles
Subjects: Action Research,Social Studies,Skill Development,Change,Time,Time Perspective,Elementary School Students,Grade 4,Misconceptions,Pretests Posttests,Scores,Foreign Countries,Achievement Tests

The purpose of this study is to develop the students' skills of change and continuity through activities based on the objects in fourth-grade social studies. In alignment with the scope, an action research design was used in which the researcher is also the executor. A criterion sampling was used for recruitment which resulted in 17 fourth-grade students agreeing to participate in the study. Data collection tools included achievement test, open-ended questions, semi-structured interview forms, video recording and student journals. Wilcoxon signed ranks test, grading key and content analysis were used in the analysis of the data. The results of the study showed that there is a significant difference between the pre-test and post-test scores of students in object-based activities. Within the scope of change and continuity, it was seen that students can identify similarities and differences, make estimations on the perception of future time, discover the effects of sociocultural context along with change and continuity, provide chronological visual evidences, and put them in order. However, it was found that students can't develop multiple causality relationships related to change, that they interpret causes in relation to change and continuity from a limited perspective, that they do not consider different disciplines when expressing the powerful effects of technology in change processes.
An Investigation of EFL Teachers&apos; Viewpoints on the Secondary School English Language Curriculum in Turkey
Author: Ayçiçek, Burak
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Teacher Attitudes,Secondary School Teachers,Foreign Countries,Modern Language Curriculum,Curriculum Evaluation

The aim of the study is to determine the opinions of English as a foreign language (EFL) teachers about the objective, content, teaching and learning process, and assessment and evaluation elements of the secondary school English language curriculum implemented in Turkey. The study adopted the case study design, one of the qualitative research methods. The participants of the study consisted of 14 EFL teachers from seven different public schools in Turkey. The participants were selected using criterion sampling model. The data were gathered during the fall semester of 2020-2021 academic year via an open-ended question form developed by the researcher. Content analysis was used for analysis of the data gathered. The results showed that the opinions of the participants about the objective element of the secondary school English language curriculum were generally positive. On the other hand, it was concluded that the curriculum was not appropriate for students' needs, interests and readiness levels. In addition, insufficient time for activities, limited number of activities and insufficient course hours were noted as negative aspects by the participants.
An Evaluation of Students Studying English Language and Literature about Transitioning to Online Classes during COVID-19 Pandemic
Author: Yükselir, Ceyhun
Date: 2021-09-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Online Courses,Electronic Learning,COVID-19,Pandemics,Undergraduate Students,Student Adjustment,Student Satisfaction,Young Adults,Delivery Systems,Virtual Classrooms,Course Content,Public Colleges,Foreign Countries

There are ever-increasing studies about online classes and their applications in terms of benefits and deficits in transitioning to online education especially after the outbreak of COVID-19 pandemic in the world. This study investigates the English language learners' evaluations about transitioning to online classes in higher education in a sample of students at English language and literature (ELL) department. In addition to this, following a mixed-method design, it attempts to find out the students' preferences whether this change about online delivery in higher education is well welcomed or not. ELL students' preferences and evaluations were assessed through a five-point Likert survey and a focus group interview. After employing convenience sampling, 96 ELL students responded to the survey and 10 students who answered the survey participated in the focused interview voluntarily. The results showed that both groups of learners had positive evaluations about transitioning to online classes in terms of the content, delivery and structure during pandemic. The participants also thought that their professors utilized online classes effectively leading to a seamless transition to online learning for them. The implications of these findings for online classes in Turkish higher education context are discussed.
A Systematic Review of Concepts in Understanding Null Curriculum
Author: Cahapay, Michael B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum,Fundamental Concepts,Curriculum Research

Amidst the effort to extend its knowledge base, however, there is still a difficulty in understanding the null curriculum. Thus, the general purpose of this paper is to synthesize the concepts in understanding the null curriculum. Following the research method of the systematic review, relevant materials were searched, gathered, and analyzed. Based on the results, it can be concluded that the null curriculum takes multiple dimensions, occurs at hierarchical levels, and can be identified using different frames of reference. When placed in a broader analytical perspective, the overlaps in the intellectual processes dimension, the inconsistencies of the implemented and experiential levels, and the unknown scope of universal curriculum draw challenges in fully understanding the null curriculum. It is recommended that the ground where the concepts intersect should be consistently used, the boundaries of the null curriculum as regards the different levels should be established, and the scope of the universal curriculum as a frame of reference should be explored in research.