ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Competence Areas&quot; as a New Notion Instead of Teacher Competencies
Author: Ayranci, Bilge Bagci
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Foreign Countries,Curriculum Evaluation,Content Analysis,Teacher Effectiveness,Teaching Skills,Turkish

The concept of &quot;teacher competence&quot; has been used as a defining concept in explaining the competence levels of teachers in different fields since the early 2000s. However, with the publication of the 2019 Turkish course curriculum, it was seen that this concept was not included in the program, but instead &quot;competence areas&quot; were explained in detail. In this context, the study aimed to evaluate the 2019 Turkish Lesson Curriculum in terms of teacher competencies. Before the publication of the curriculum 2019, primary teaching competencies in the literature were investigated and listed, and the Turkish lesson curriculum was then evaluated considering those teacher competencies. In the 2019 Turkish Lesson Curriculum, unlike other programs, the scope and content of competency areas were defined in detail. Thus, the analysis of competency areas by teacher competence contributes to the literature. In the literature, teacher competencies were associated with various skills such as &quot;digital competence,&quot; &quot;learning to learn,&quot; &quot;social and civic competencies&quot; and &quot;the sense of initiative and entrepreneurship.&quot; The 2019 Turkish Lesson Curriculum was assessed considering those skills. Accordingly, in the Turkish Lesson Curriculum 2019, the most critical competence area is the &quot;digital competence&quot; dimension. We can see the reflections of digital competence in the definition of skills and educational text types. The precondition for fostering digital competence in students is that teachers have digital competence. Thus, it is suggested to redefine and determine teaching competencies, knowledge, and skills related to &quot;digital competence.&quot;
Learning to Survive: Wicked Problem Education for the Anthropocene Age
Author: Keenan, William J. F.
Date: 2020-06-00
Type: Journal Articles
Subjects: Higher Education,Interdisciplinary Approach,Problems,Postmodernism,Curriculum,Global Approach,Ideology

This article addresses major lacunae in higher education from the standpoint of Anthropocenic survival. &quot;Wicked problems&quot; transcend national, cultural and disciplinary boundaries. Eco-survival, international migration, destabilized global markets, shifts in the balance of strategic power, population pressures, cultural imperialism, post-secular quests for meaning-in-life, ambivalence of bio-scientific progress, to name a selection, are &quot;global.&quot; The case is put that features of a &quot;postmodern&quot; orientation to the academic curriculum--transdisciplinarity, transnationalism, wicked problem engagement--are better equipped to meet the &quot;fuzzy&quot; knowledge interests of tomorrow's world than traditional mono-disciplinary curricula. However, both subject-based and transdisciplinary approaches can coexist with profit in the education of tomorrow's global citizens. A paradigm shift in how we educate for survival is proposed here.
Computer Assisted Education&apos;s Effects of Learning the Eighth Grade Math Subjects with Geometer&apos;s Sketchpad on Students&apos; Performance Grades and Academical Achievements and Students&apos; Opinions: A Mixed Method Study
Author: Sabuncu, Firat Hayyam
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Mathematics Instruction,Geometry,Computer Software,Mathematics Achievement,Middle School Students,Grade 8,Student Attitudes,Learning Processes,Self Esteem,Geometric Concepts,Relevance (Education),Foreign Countries,Experimental Groups,Control Groups,Scores,Mathematics Tests,Achievement Tests

In this study, it was aimed to show the effect of computer assisted learning on the academic achievement, performance levels and computer attitudes of 8th grade students in &quot;Transformation Geometry&quot; subject and determine students' opinions about this learning environment. The study was conducted with embedded design, one of the mixed method designs. As a result of the analysis, no statistically significant difference was found between the academic achievement of control and experimental groups. Experimental group students stated that the Geometer's Sketchpad (GSP) software was useful, they expressed that they learnt the subjects better and easier, learning by applying increased their self-confidence and sense of curiosity. It was determined that students were able to establish relationships between the concepts they learnt about real life and the subject of transformation geometry and realized that they could experience mathematical concepts in many areas in daily life.
Concept Teaching in a History Course: An Analysis of Secondary Education History Curriculum and Course Books in Turkey
Author: Bal, Mehmet Suat
Date: 2021-00-00
Type: Journal Articles
Subjects: Concept Teaching,History Instruction,Secondary School Curriculum,Textbooks,Textbook Content,Social Studies,Grade 9,Grade 10,Grade 11,Teaching Methods,Curriculum Development,Foreign Countries

The purpose of this study was to review concept teaching for a history course, and analyze and compare the case of secondary education history curriculum and course books in Turkey in this context over the past decade. The concepts to be taught were written item-by-item in the 10th-grade (2008) history course curriculum, whereas this was not the case in the 9th- (2007) and 11th- (2009) grade history course curricula. The history course curricula that was prepared for the 9th, 10th, and 11th grades in 2018, and consolidated into a booklet, drew attention to the importance of concept teaching and aimed to teach the concepts within the course; however, it did not specify the concepts to be taught in this curriculum. While examining the history course books prepared for secondary education, it was observed that the 9th-grade history course book prepared in 2009 introduced the concepts under the heading 'Basic Concepts' at the beginning of each subject, and the 10th-grade history course book introduced the concepts under the heading 'Basic Concepts' at the beginning of each unit; however, there was no list of concepts in the 11th-grade history course book, neither at the beginning of the unit nor at the beginning of the subject. As a result, it may be suggested that the target concepts should be introduced word-byword in history course curricula and these concepts should be taught in history course books using alternative teaching methods.
Determining Preservice Teachers&apos; Levels of Self-Efficacy and Occupational Anxiety
Author: Ozonur, Mesut
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Self Efficacy,Anxiety,Correlation,Teaching (Occupation),Teaching Experience,Self Concept Measures,Foreign Countries

Teachers are among the key actors of education who are responsible for preparing students to become qualified and well-educated individuals. Therefore, teachers should be trained well throughout their education. The knowledge and skills that teachers acquire throughout their study may have either a positive or a negative impact on their future professional careers. Identifying factors involved in the teaching professional early in the teacher training processes and finding applicable solutions will change the direction of that impact. Against this background, the purpose of this study was to explore the relationship between preservice teachers' levels of teaching self-efficacy and occupational anxiety and find out whether their self-efficacy and occupational anxiety differ according to the year of study. To this end, a descriptive survey research design was used. The sample consisted of 156 preservice teachers studying at the faculty of education of a university. The &quot;Occupational Anxiety Scale for Prospective Teachers&quot; and the &quot;Teachers' Sense of Efficacy Scale&quot; were employed as data collection instruments. The analysis results showed that preservice teachers' self-efficacy differed according to the year of study, while their occupational anxiety did not differ. The results also showed a moderate positive correlation between preservice teachers' levels of teaching self-efficacy and occupational anxiety. Thus, based on the correlation between teaching self-efficacy and occupational anxiety, it is recommended to make efforts to increase preservice teachers' self-efficacy and decrease their occupational anxiety during their study. [Paper presented at the International Scientific Research Congress (10th, 2021).]
An Application Example for the Teaching Fractions with the Developed Digital Fraction Transparency Material
Author: Ipek, Jale
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Fractions,Grade 4,Elementary School Mathematics,Mathematics Achievement,Student Attitudes,Computer Attitudes,Foreign Countries,Computer Assisted Instruction,Elementary School Students

The aim of the current study is to investigate the effects of digital teaching materials on 4th graders' academic achievement on fractions subject and attitudes towards mathematics and computers. The study was planned with a pretest and posttest control group design. The participants of the study were 60 students studying in a public elementary school in Karabaglar district of Izmir province. Through a pilot study, groups were selected to administer an academic achievement test to all fourth classes in the school. Initial analyses suggested A and E classes' achievement scores did not differ significantly; thus, these classes were included in the study. Class A with 32 students was randomly selected as the experimental group. 55% (n = 33) of the participants were male and 45% (n = 27) were female. The experimental group received technology-enhanced presentations, whereas the control group had traditional presentations from the same teacher. Participants had access to interactive digital materials within course hours on the classroom computer. The study took four weeks (16 course hours). Data were collected through fractions achievement test, mathematics attitude scale and computer attitude scale. Results revealed no significant differences between achievement and computer attitudes scores of the groups. However, the mathematics attitudes scores show significant differences between groups.
A Proposed Literature-Based Syllabus for EAP Writing
Author: Perkins, Kyle
Date: 2020-06-00
Type: Journal Articles
Subjects: English for Academic Purposes,Literature,Writing Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Syntax,Literary Genres,Reading Writing Relationship,Advanced Students,Course Descriptions,Reading Comprehension,Writing Skills,Teaching Methods,Metacognition,Writing Strategies,Scaffolding (Teaching Technique),Foreign Students,College Students

This paper proposes a literature-based composition course for advanced Non-native English Speaking (NNES) students in an English for Academic Purpose (EAP) program and provides a rationale, a syllabus, and some suggested pedagogy for consideration. The principal reasons for choosing a literature-based format include the following: (1) extended writing about a text, or texts, should lead to reading comprehension improvement; (2) culturally responsive literature should enhance engagement; (3) reading literature, as writerly reading, will assist NNES students with developing strategies applied to reading-to-write tasks and to integrated writing skills; (4) reading for writing (RFW) will expose NNES students to a wide range of genres, syntactic constructions, discourse structures, and words and word families; (5) RFW should lead to the development of multiple-documents literacy; and (6) contemporary writing models incorporate reading as a component of the composing process, which emphasizes the inter-dependency of reading and writing.
An Investigation of the Relationship between Preschool Teachers&apos; Individual and Administrative Creativity and Job Satisfaction
Author: Güven, Yildiz
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Preschool Teachers,Females,Creativity,Organizational Climate,Job Satisfaction,Private Schools,Public Schools,Class Size,Career Change,Teacher Characteristics,Foreign Countries

The creativity skills of individuals have started to gain importance in adapting to today's changing conditions. In this context, teachers need to transfer their individual creativity to the organizational environment. In order to do this, they need to provide personal pleasure and satisfaction from their work. The main aim of this study is to examine the relationship between preschool teachers' individual and administrative creativity and job satisfaction. The study, which is designed as relational survey model, was carried out with 173 preschool teachers. The data obtained from Personal Information Form, Organizational Creativity Scale and Job Satisfaction Scale. As a result of the research, the organizational creativity scores of preschool teachers in the dimension of individual creativity showed a significant difference according to the type of institution, and no difference was found according to the status of wanting to do a different profession, the number of students in the class, professional seniority and weekly working hours. There was a difference in the administrative creativity of teachers according to the type of institution, their willingness to do a different profession and the number of students in the classroom, while professional seniority and weekly working hours make no difference. There was a difference among teachers' job satisfaction scores according to the type of institution, their willingness to do a different profession, and the number of children in the classroom, but not according to professional seniority and weekly working hours. According to the result of the research it can be claimed that as the organizational creativity scores of preschool teachers in individual and administrative dimensions increased, their job satisfaction increased too. It was suggested that conditions improving organizational creativity and job satisfactions of preschool teachers should be given place in schools.
Determining Social Sciences Teachers&apos; Views for Specific Days and Weeks in the Distance Education Period: A Mixed Method Study
Author: Körükcü, Melek
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Social Responsibility,Values Education,Consciousness Raising,Teaching Methods,Barriers,Teacher Attitudes,Elementary School Teachers,Middle School Teachers,Distance Education,COVID-19,Pandemics,Holidays,Cultural Activities,Foreign Countries

In the study, it was aimed to determine the opinions of social studies teachers in distance education for specific days and weeks. An explanatory sequential pattern, one of the mixed method designs, was used. The quantitative sample consists of 204 social studies teachers. 112 of the teachers are women and 92 are men. The qualitative study group consists of 14 teachers selected from the quantitative sample. The quantitative data collection tool is the &quot;Opinions of Social Studies Teachers on Benefiting from Specific Days and Weeks in Raising Social Responsibility Awareness.&quot; The scale was developed by Yazici, Koca and Dönmez (2017). Qualitative data were collected using a semi-structured interview form developed by the researcher. Data were collected by e-mail. IBM SPSS 24.0 package program was used in the analysis of the data. Qualitative data were analyzed with content analysis. No difference was found in the variables of gender, age and professional seniority of teachers for specific days and weeks. In terms of school type, a difference was found in favor of teachers working in primary schools. It was found that teachers mostly used expression, presentation and question-answer techniques. It was determined that the importance of the day could not be grasped by the students. The attendance to the lessons was low and this was due to digital reasons. Teachers suggested an increase in digital support and sharing platforms.
Breaking Silence: The Voices of Syrian Refugee Children in the Canadian Classroom
Author: Shahbazi, Sara
Date: 2020-06-00
Type: Journal Articles
Subjects: Children,Refugees,Elementary School Students,Public Schools,Student Experience,Socialization,Classroom Environment,Peer Acceptance,Friendship,Teacher Student Relationship,Student Needs,English Language Learners,Learning Motivation,Native Language,Semitic Languages,Literacy,Foreign Countries,Holistic Approach

The researchers in the study explored the lived experiences of Syrian refugee students in the Canadian classroom. The participant sample included four students who entered their first year in a South-western Ontario public school as of the 2015-2016 calendar year. Data were collected through one-on-one semi-structured interviews. Analysis of results indicated the District's growing need for understanding refugee students using a holistic approach, utilizing and building peer relationships for language acquisition, and recognizing the effects of the structure of the learning environment on student experiences.
Application of the Zoom Meeting Application in Online Learning during the Pandemic
Author: Gunawan, Guntur
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Learning Processes,Videoconferencing,Computer Mediated Communication,Meetings,Synchronous Communication,COVID-19,Pandemics,Internet,Barriers,Affordances,Religious Colleges,Islam,Foreign Countries

In the midst of the COVID-19 pandemic outbreak, almost all Indonesians, including Bengkulu province, expect to experience the spike in positive cases of COVID-19, particularly in the Rejang Lebong Regency, resulting in many very significant changes in almost all fields, especially in the field of education. The learning process, consisting of synchronous learning, is carried out internet (online), namely face-to-face by video calls/ zoom meetings and asynchronous, namely by assignments. Using observational data methods, interviews, and notes, the research approach used is a qualitative research method. The aim of this study is to provide some explanations of the use of the zoom meeting application during a pandemic in online learning, to evaluate the constraints of using the zoom meeting application and the benefits of the application for zoom meeting from several features during a pandemic in online learning. The findings of this study show that it can be easier for lecturers and students to interact synchronously in the learning process by applying the zoom meeting application to learning during this pandemic.
Effects of Drama Method on the Decision-Making Skills of Primary School Students
Author: Seven, Mehmet Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Dramatic Play,Teaching Methods,Instructional Effectiveness,Decision Making,Skill Development,Elementary School Students,Grade 4,Children,Pretests Posttests,Foreign Countries

The purpose of this study is to determine the effects of courses that integrate drama method in primary schools on the decision-making skills of students. In line with this purpose in present study pretest-posttest control grouped experimental research pattern has been employed. The study was conducted in Cahit Sitki Taranci Primary School located within Ergani district in the city of Diyarbakir. Population of the research consisted of classes 4/C (control group) and 4/D (experimental group) in the particular school. Experimental group received drama activities for a period of 8 weeks whilst control group received no drama activities. To the end of measuring students' decision-making skills, &quot;Decision-making Skills Assessment Scale (DMSAS)&quot; developed by Karakas (1999) was employed. For the aim of analyzing the difference between pretest scores of the groups, dependent groups t-test and lastly in order to detect the difference between posttest scores of groups &quot;Covariance Analysis&quot; was implemented. At the end of conducted study, no significant difference could be identified between scores of experimental and control groups. It has thus been concluded that implemented drama activities triggered no statistically significant difference in the decision-making skills of the participants.
The Representation of Multiple Intelligences in the Secondary School Turkish Curriculum
Author: Aydeniz, Süleyman
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Curriculum,Multiple Intelligences,Secondary School Students,Student Educational Objectives,Learning Strategies,Listening Skills,Reading Skills,Speech Skills,Writing Skills

This study aims to investigate to what extent learning objectives in the secondary school Turkish curriculum (2019) reflect and engage Gardner's theory of multiple intelligence. Furthermore, the study considers the frequency with which each intelligence type is presented in the curriculum. In the study, a total of 112 objectives are focused on. These objectives have been checked and rated by each of the experts. The study employs document analysis method as a research design. Research data has been collected and analysed through using document analysis descriptive and analysis techniques, respectively. Careful analysis of these objectives reveals that the intelligence profile of the curriculum is primarily verbal/linguistically (103). This is followed by mathematical/logical (17), visual/spatial intelligence (12), social/interpersonal (3), and bodily/kinesthetic intelligences (2), respectively. It further reveals that there are no objectives that cater to internal, musical/rhythmic and naturalistic intelligences. These findings suggest several courses of action for future researches.
Values Education Practices in Preschool: The Case of Turkey and the United States
Author: Yenen, Emin Tamer
Date: 2021-12-00
Type: Journal Articles
Subjects: Values Education,Social Values,Moral Values,Preschool Education,Preschool Curriculum,Preschool Children,Child Development,Preschool Teachers,Teacher Attitudes,Cultural Differences,Comparative Education,Student Evaluation,Teaching Methods,State Standards,Foreign Countries

In this study, the aim is to determine national and universal values that are tried to be taught to children in pre-school education institutions of different cultures and to compare programs and practices in the context of value education within the framework of teachers' views. Case study, one of the qualitative research methods, was used in the study. In the study, criterion and convenience sampling methods, one of the purposive sampling methods, were used in determining the study group. In this context, the study group of the research consisted of 52 pre-school teachers who participated in the study voluntarily from Turkey and the United States, Ohio. In the study, semi-structured interview form was used as the data collection tool. The data of the study was analyzed by content analysis method. The results show that values education cannot be provided only through the integration of values in the curriculum, and that value transfer is a sophisticated process involving many disciplines. It is understood from the findings that there are significant differences in value perception as well as differences in practice in both countries. For example, in both countries the priority national values were found to be different. Although there are similarities in the methods and techniques used in values education practices in both countries, it was concluded that in terms of assessment methods teachers from Ohio were able to employ more diverse methods and observe their students better. In addition, teachers from Ohio do not experience as many problems as Turkish teachers and are solution-oriented in values education practices.