ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of Graphic Reading and Interpretation Skills in Socio-Scientific-Based Problem Situations: The Example of COVID-19 Parabolic Graph
Author: Kaleli Yilmaz, Gül
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Elementary School Teachers,Mathematics Teachers,Science and Society,Graphs,COVID-19,Pandemics,Data Interpretation,Accuracy,Visual Perception,Teaching Methods,Freehand Drawing,Foreign Countries

The aim of this study is to examine the graphic reading and interpretation skills of teacher candidates with problem situations prepared in the context of the COVID-19 pandemic, which is a socio-scientific situation. The study is conducted with case study of qualitative research methods. The participants of the study consisted of 52 elementary school mathematics preservice teachers studying in the third year. Participants were determined via the typical case sampling method, one of the purposive sampling methods. As a data collection tool, an open-ended question form consisting of five options based on a socio-scientific situation-based scenario with a vital aspect was used. In the analysis of the data, content analysis method was used together with descriptive statistics (frequency, percentage). When the data obtained from the research were examined, it was seen that a significant part of the pre-service teachers had the skills to read and interpret the parabola graphs given in the context of COVID-19. However, it was determined that most of the pre-service teachers who gave wrong answers to the questions about graphic reading and interpretation were at the level of visual or quantitative perception and had difficulties in transitioning between representations. For this reason, drawing activities that require more context-based qualitative understanding or technology-assisted teaching applications can be made in the teaching of graphics.
Investigation of the Relationship between Prospective Teachers&apos; Attitudes towards Mobile Learning and Their Readiness for Mobile Learning
Author: Akkaya, Sümeyra
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Readiness,Student Satisfaction,Learning Motivation,Gender Differences,Internet,Access to Computers,Foreign Countries

The aim of this research is to investigate the relationship between prospective classroom teachers' attitudes towards mobile learning and their mobile learning readiness levels. For this purpose, data were collected from prospective teachers using the Mobile Learning Readiness and Attitudes towards Mobile Learning scales, and the relationships between the dimensions that determine the scale levels of pre-service teachers were examined through correlation and regression analyses. T-test, one-way analysis of variance (ANOVA) and post hoc (Tukey, LSD) analyses were used to examine the differences in scale levels according to the descriptive characteristics of pre-service teachers. As a result of the study, it was found that the attitude towards mobile learning increased the general level of mobile learning readiness. The attitudes, satisfaction, impact on learning, motivation, and usefulness scores of prospective teachers towards mobile learning do not differ according to gender, the status of education studied via mobile learning. However, it has been found that there is a significant difference according to the internet access status. As a result of the research, it can be suggested that the internet infrastructure of universities should be improved, and prospective teachers should be encouraged to use mobile learning tools.
E-Mail Literacy in Higher Education Academic Settings
Author: Konuk, Sümeyye
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Mail,Higher Education,Academic Language,Language Usage,Writing Skills,Multiple Literacies,Error Patterns,Text Structure,Punctuation,Spelling,Letters (Correspondence),College Students,College Faculty,Foreign Countries,Business Communication,Standards

The research purpose was to identify (1) the problems encountered by academic and administrative staff in emails received from students, (2) positive and negative qualities of the authentic emails of higher education students, (3) functional explanations of the academic email, (4) the problems encountered by students in emails received from academic and administrative staff, and (5) higher education students' email writing awareness. An exploratory sequential mixed design was used. The study group consisted of 15 staff and 1064 higher education students. The qualitative data were collected from staff interviews and 80 authentic emails of students. And a survey was prepared based on qualitative data and then quantitative data were collected. The problems encountered by staff are style, carelessness, articulacy problem, spelling and punctuation problem, email incivility. The negative qualities of authentic emails are as follows: not using institutional username, formal language, paragraph structure in the email body, salutation, closing statement, contact information; username without name and surname, blank subject line, spelling and punctuation problems, sloppy wording, lack of self-introduction. Non-descriptive, late, and short answers, not getting answers, sloppy answers, emails with negative feelings disturbed students. Students' awareness of writing academic emails displayed a more positive picture than the emails they wrote. Items in which students' awareness is weak are as follows: trying to reflect their feelings to email, using punctuation marks to convey the feeling, writing email for long and complex matter, using paragraph structure, adding contact details, CC - BCC. Research results were discussed with relevant literature.
Investigation of 21st Century Learner Skills Usage Levels of Turkish Language Teacher Candidates
Author: Maltepe, Saadet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,21st Century Skills,Turkish,Cognitive Ability,Grade Point Average,Instructional Program Divisions,Cooperation,Innovation,Personal Autonomy,Gender Differences,Success,College Students,Preservice Teachers,Language Teachers,Native Language Instruction

In this study, it was aimed to determine the 21st century learner skills usage levels (cognitive skills, autonomous skills, collaboration and flexibility skills, and innovation skills) of Turkish language teacher candidates in terms of some variables (gender, grade level, success status). In this study, singular screening, causal comparison and relational screening models were used together within the framework of quantitative research approaches. The respondents were 259 students studying in Turkish Language Teaching Program of Turkish and Social Sciences Department at Balikesir University Necatibey College of Education in the 2018-2019 academic year. The &quot;21st Century Learner Skills Usage Scale&quot; developed by Orhan Göksün (2016) was used as the data collection tool. The scoring of the five-point Likert-type scale consisting of 31 items was made from never (1) to always (5). The 31 items in the scale were gathered under four factors as cognitive skills, autonomous skills, collaboration and flexibility skills, and innovation skills. In the analysis of the data obtained, mean for descriptive analysis, t-test and analysis of variance techniques for comparisons made by the related variables were used. In the study, it was found that the 21st century learner skills usage levels of Turkish language teacher candidates differed in favor of males only in the innovation skills dimension of the scale. It was concluded that as the grade level and grade point average increased, the level of 21st century learner skills use of the participants also increased.
Restructuring the Civic Education Paradigm in Indian Schools: Measures to Cultivate a Generation of Responsible Citizens
Author: Goyal, Arya
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Political Science,Secondary School Students,Grade 11,Civics,Citizenship Education,Barriers,Course Selection (Students),Student Attitudes,Cultural Differences

Political science as a subject is integral to the development of sensible and patriotic citizens, yet it is not given the attention it deserves in the Indian education system. Solidified by the findings of field research conducted in five schools that cater to India's middle-income bracket (the largest segment of the population), this research paper brings forth the reluctance of over 92% of the representative sample to undertake education in a discipline as important as political science- a distressing figure indeed. The sample involved random selection of students of grade 11 in the five schools mentioned herewith; qualitative research was obtained through anonymous questionnaires allowing a safe space for truthful responses, and quantitative data were obtained through access to the schools' records pertaining to subject selection for grades 11-12. This paper will highlight some of the current deficiencies in the system, undertake a comparative study of how it stands vis-à-vis those of European countries, and arrive at recommendations to the National Council of Educational Research and Training (NCERT) and to the Central Board of Secondary Education (CBSE) on how to improve civic education among high school students in the country, eventually fostering a moral and capable Indian generation.
Rethinking the Design of English Language Teaching Online Using the Flipped Classroom Approach
Author: Musa, Rose Jummai
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Computer Software,Videoconferencing,COVID-19,Pandemics,Educational Change,Distance Education,Language Teachers,Online Courses,Synchronous Communication,Instructional Design

Online teaching has been in use for a while, but not many people cared to embrace it as a method of teaching until the COVID-19 pandemic literally forced them into giving it a consideration. The sudden outbreak of the COVID-19 pandemic led to the shutting down of schools across the country and several parts of the world. Consequently, many state governments and educational institutions turned to media broadcasts as well as online teaching to keep learners engaged. For the first time in decades, teleconferencing applications and Internet services such as Zoom, Microsoft Teams and Skype witnessed a surge in their use for teaching and learning as well as for conducting meetings in different spheres of life such as governance and business. Thus, many English language instructors began to teach online without any appreciable time to understand the specialized techniques for the design of online teaching for maximum benefit to learners. Many English language instructors arranged for synchronous online classes that lasted between one to three hours. From personal experiences, the researchers observed that many learners in such classes experienced boredom and disengaged from the live online classes. This prompted the researchers to rethink how online English language teaching can be designed for maximum engagement of learners. This paper proposes the incorporation of the flipped classroom approach into the design of online English language teaching and presents steps that English language instructors need to take to be able to incorporate the flipped classroom approach into online English Language teaching for maximum benefits and learners' engagement.
School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre-Primary School Pupils in Edo State Nigeria
Author: Musa, Rose Jummai
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Environment,Preschool Children,Montessori Method,Rural Schools,Urban Schools,Listening Skills,Speech Skills,Reading Skills,Writing Skills,Kindergarten,Foreign Countries,Teaching Methods,Geographic Location,Play,Academic Achievement

The study investigated the effects of school environment and methods of teaching on language skills achievement of pre-primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre-primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre-primary school pupils and that pre-primary school owners should provide materials adequately for teaching and learning.
Senior High School Teacher Readiness in the Implementation of Learning from Home in COVID-19 Adaptation Period
Author: Yuliana, Lia
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Teachers,Readiness,Educational Change,Distance Education,COVID-19,Pandemics,Foreign Countries,Web Based Instruction,Teacher Attitudes,Student Evaluation

This research is intended to determine senior high school teacher readiness in the implementation of Learning from Home in COVID-19 adaptation period. This was a policy evaluation research which used a mixed method approach in analyzing the data. Primary data was obtained from interviews via telephone and Focus Group Discussion (FGD) through Zoom. Sample's data were taken using purposive sampling technique in Banten and Gorontalo. The data analysis technique of this research was Miles and Huberman model. The results show that during the pandemic, all schools carried out learning from home. The average of lesson duration in a week is 1 to 3 hours. Learning carried out by some teachers is still pursuing the completeness of the curriculum for all subject matter. Assessment in learning used qualitative assessment. The conditions and facilities owned by the school are that most of the teachers face problems on the weak Internet connection disturbing the implementation of the teaching and learning process.
Social Media in the Eye of Parents
Author: Sahin, Münir
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Social Media,Educational Technology,Technology Uses in Education,Student Behavior,Access to Information,Barriers,Time Management,Secondary School Students,Foreign Countries,Individual Characteristics

The purpose of this study is to identify the views of parents about social media. In accordance with phenomenological research design, one of qualitative research methods, the data was collected with semistructured interview questions developed by the researcher under the control of experts. In the determination of the work group of the study the criterion sampling was used. The data was collected by recording the interviews and analysed by using the content analysis. In the findings of the study, the opinions of the parents about the effects of social median on students' behaviours were grouped as positive and negative behaviours. While parents stated that &quot;gathering information about the lessons&quot; and &quot;positive shares&quot; are important positive behaviours, students' &quot;wasting time&quot; and &quot;causing violence&quot; were stated as negative behaviours. An important ratio of the parents stated that social media may improve students academically, however, more than half of the parents stated that social media could not improve students school success as students waste their time on social media and do not use it for educational purposes. According to parents, social media supports education by providing easiness to reach information and including so many sources. Causing waste of time and being exposed to undesirable content are accepted as obstacles to education. In order to have a more educative social media, parents suggest that we should raise awareness of using social media healthily. People should share more educational sources on social media and a mechanism to supervise social median must be developed.
Meranao ESL Students&apos; Experiences in Online Learning in Time of COVID19 Pandemic
Author: Hadji Omar, Junaisah M.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Student Experience,Secondary School Students,College Students,Student Attitudes,Student Satisfaction,Telecommunications,Handheld Devices,Family Environment,Internet,Teacher Student Relationship,Interaction,Barriers,Computer Mediated Communication,Foreign Countries,Computers

COVID19 pandemic has compelled educational institutions to re-navigate their learning modalities to that of fully online learning, thus, generating a totally new experience for teachers and learners who are novices in the flexible or blended learning. This study, therefore, attempted to explore the students' experiences of online learning in time of COVID19 via in-depth quantitative method. A total of 171 students from secondary, tertiary, to graduate levels engaged in online learning were selected as participants using purposive sampling technique. The researchers-made questionnaire focusing on students' satisfaction and dissatisfaction with online learning, as well as their desired improvement, was distributed online to these students from which responses were collected. Based on the results, the most common environment and methods for participating classes were student homes and mobile phones (touchscreen/android). Students indicated that they are satisfied with the following features of online classes: selecting a quiet place for online learning, quality classes at home, and being with the family at home while doing online learning. In contrast, students are dissatisfied about the internet connectivity, not getting full attention from teachers, and have difficulty in sharing ideas. Areas that need improvement according to the students were closely related to the causes of complaints, such as improving network connectivity, microphone and sound quality, and smooth communication during online classes. These findings imply that students' educational environments are important and the quality of interactions can vary depending on the teachers and technology used. This study recommends that an improved and effective online learning system, maintaining academic achievement similar to traditional classroom teaching can be designed in preparation for any possible future crisis like COVID19.
Organisational Commitment Levels of Primary School Teachers in the Context of the Learning School: A Mixed Method Research
Author: Yildiz, Baran Baris
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Foreign Countries,Teacher Persistence,Teacher Characteristics,Institutional Characteristics,Predictor Variables,Teamwork,Systems Approach,Professional Development,Schemata (Cognition),Educational Objectives

The aim of this study was to reveal the relationship and effect of learning school with organisational commitment behaviours, examined as a psychological concept. In the research model, sequential explanatory design from mixed-method research designs was preferred. In the quantitative aspect of the study, teachers working at primary schools in Istanbul were selected as the population and 1387 teachers, determined by the cluster sampling method from the random sampling method, constituted the research sample. In the qualitative dimension of the study, the phenomenology research design was applied. A total of twenty teachers participated in the quantitative dimension and working at schools were determined as the study group, determined by the purposive sampling technique. Within the framework of the research problems, the one-way analysis of variance (ANOVA) was applied to determine whether there was a significant relationship between descriptive statistics values, teachers' age and length of service, and learning school and organisational commitment scales and their sub-dimensions. Additionally, Pearson Product-Moment Correlation was used to investigate the relationships between teachers' perceptions of the learning school and their organisational commitment, and the simple linear regression analysis was used to investigate the results of the perceptions of the learning school in predicting their organisational commitment. According to the research results, it was seen that there was a significant difference in the learning school and organisational perception levels of the teachers according to the variables of age and length of service, a positive correlation was determined, and the learning school predicted the organisational commitment behaviour at a significant level. The teachers' opinions on organisational commitment in the dimensions of learning school transforming around five disciplines and its effects on commitment were determined during the qualitative research process.
Study Motivation and Gender Differences -- A Paradoxical Situation in Swedish Upper Secondary School
Author: Boström, Lena
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Gender Differences,Foreign Countries,Surveys,Student Attitudes,Secondary School Students,Learning Strategies,Family Influence,Teacher Influence

The background to this study is the increasing differences in grades and throughput between males and females in Swedish upper secondary school. The study aimed to investigate the relationship between beliefs about study motivation and gender in Sweden in seven different study programs in upper secondary schools. The study adopted quantitative research design. The data were collected via a questionnaire of &quot;Patterns of Adaptive Learning Study&quot; (PALS) designed by Midgely (2001) and adopted to Swedish contexts by Blomgren (2016). The questionnaire consisted of 38 items that were administered to 155 female and 107 male students in upper secondary school in one region in Sweden. The data obtained were analyzed using Mann-Whitney test. Results revealed that overall males and females to 2/3 held similar beliefs about their motivation to study but to 1/3 differed at a significant level. Overall, the importance of schools, teachers, families and their own efforts was highly appreciated in the study. The difference was evident mainly in the value of the teacher's importance and role in the classroom, where males had higher estimate. However, females were of the opinion that the school was less safe, that the classrooms were less inviting and that there was less silence in the lessons compared to males. The study partly explained the seemingly paradoxical situation in students' different learning strategies and addresses didactic improvements to teachers.