ethanporcaro/eric-fulltext-meta huggingface dataset:
An Action Research to Eliminate Mistakes in Multiplication and Division Operations through Realistic Mathematics Education
Author: Yorulmaz, Alper
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Elementary School Mathematics,Grade 4,Mathematics Skills,Error Patterns,Error Correction,Multiplication,Division,Problem Solving,Mathematics Education,Misconceptions,Mathematical Applications,Action Research

In the current study, it is aimed to determine the activities that need to be done to eliminate the mistakes made by primary school fourth grade students in multiplication and division operations and to present solution suggestions for eliminating these mistakes. The study employed action research, one of the qualitative research methods. The study group was constructed by the criterion sampling method, one of the purposive sampling methods. The study group is comprised of 10 fourth graders attending a primary school in the spring term of the 2016-2017 school year in the city of Istanbul and making similar mistakes. A student information form, clinical interview form and student worksheets were used as data collection tools in the study. Activities prepared in line with the principles of Realistic Mathematics Education (RME) were applied in order to eliminate the mistakes made by the students in the multiplication and division operations. When the mistakes made by the students in the multiplication and division operations were examined, it was revealed that the source of the mistakes was the operational, conceptual and problem situations. During the implementation of RME activities, it was determined that the mistakes of the students started to be eliminated. After the implementation, it was found that the mistakes of the students committed in the multiplication and division operations decreased. Thus, it can be said that RME is an effective application in reducing the mistakes in multiplication and division operations made by students in primary school.
Using MOOC and Gamification Hybrid Learning Models in Rural Public Schools in Thailand
Author: Panyajamorn, Titie
Date: 2022-09-00
Type: Journal Articles
Subjects: Foreign Countries,MOOCs,Public Schools,Program Effectiveness,Electronic Learning,Educational Technology,Rural Schools,Gamification,Blended Learning,Science Instruction,Secondary School Students,Grade 7,Grade 8,Grade 9,Grade 10,Recall (Psychology),Retention (Psychology),Focus Groups,Peer Teaching,Group Discussion,Group Activities

This study investigates the effectiveness and knowledge retention of elearning models that could solve education problems in rural areas by considering two different examples: massive online open courses (MOOCs) and gamification hybrid learning. The study also proposes suitable and effective features that could influence student abilities in the context of language and science learning in rural areas. Data were collected from 283 students using field testing methods at rural schools in Thailand's Chaiyaphum province. One hundred and sixty students (13-16 years old) in secondary-school grades 7-10 were randomly selected for MOOC-based hybrid learning, and 123 students participated in gamification hybrid learning. The methodology featured two distinct steps. First, content and pattern examinations were conducted to verify the validity, reliability, and consistency of the content. Second, the sample group was tested to indicate and compare the efficiency of the models and the knowledge retention it then produced. Given the approach's quantitative nature, dependent sample t-tests were conducted to indicate differences in pretest and posttest mean scores, with Cohen's d effect size testing used to analyze subsequent effects. The results reveal that both MOOCs and gamification hybrid learning models are effective and suited to solving rural education problems. Both models improved student learning retention compared to traditional elearning models. Nonetheless, focus groups, peer tutoring, forum discussions, and group activities also significantly influenced learning. The study's findings could also benefit course instructors and program designers to help them create appropriate content using a well-designed framework, which could increase accountability and effectiveness and support class demand.
Teaching Experience on Online Learning in Higher Education: Generational Analysis
Author: Kesumaningsari, Ni Putu Adelia
Date: 2022-08-00
Type: Journal Articles
Subjects: Teaching Experience,Online Courses,COVID-19,Pandemics,Teacher Attitudes,Learning Processes,Distance Education,Educational Change,Teaching Methods,Instructional Design,Age Differences,Psychological Patterns,Age Groups,Teacher Characteristics,Instructional Effectiveness,Teacher Student Relationship,Foreign Countries

A transition in learning model implementation occurred in higher education during the COVID-19 pandemic. Online learning answers the needs of long-distance learning. However, not all higher education institutions are thoroughly prepared for online learning. Therefore, this study aimed to understand the online learning experience at higher education institutions from the perspectives of multigenerational teaching staff. This study utilized mixed-method research through a quantitative and qualitative study. A total of 93 participants; male (n=40) and female (n=57) teaching staff filled out a research questionnaire consisting of closed and open questions about online learning. The data were analyzed using descriptive statistics and qualitative thematic analysis. The results indicated positive and negative contributions of the online learning process that affect the effectiveness of online learning according to multigenerational teaching staff perspectives. These findings contribute to the global discussion about the online learning process in higher education and recommend the usage of online learning for teaching staff across generations, complemented with an effective instructional design that would help provide a rigorous learning environment.
The Relevance of Social Capital in Efforts to Develop Entrepreneurship Education
Author: Putro, Herry Porda Nugroho
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Capital,Entrepreneurship,Teaching Methods,Social Networks,Trust (Psychology),Foreign Countries,College Graduates,Unemployment,Self Employment,Outcomes of Education

Universities in Indonesia create millions of graduates, but the labor market does not absorb most graduates, so they become unemployed. One of the ways to overcome unemployment is through entrepreneurship education to encourage them to become entrepreneurs to create their jobs. The success of entrepreneurship is determined by utilizing capital, one of which is social capital. This study aimed to find out how the relevance of social capital in developing entrepreneurship education. This was qualitative study, and data was gathered through in-depth interviews, observation, and documentation. Data analysis went through the stages of reduction, presentation, and conclusion drawing and was finally verified. The results of the research explained that the elements of social capital, including networks, norms, and trust was built through entrepreneurship education.
An Evaluation of John Taylor Gatto&apos;s Opposition to Compulsory School Education
Author: Topcu, Ihsan
Date: 2022-00-00
Type: Journal Articles
Subjects: Compulsory Education,Criticism,Public Education,Role of Education,Misconceptions,Educational Attitudes,Nontraditional Education,Validity,Educational Practices

Education has an important role in people's lives, both individually and socially. For this reason, it is accepted by almost everyone that education has a decisive power in the economic development and multifaceted improvement of societies. From this point of view, education systems, which are among the most important institutional structures of the society, have been formed in order to provide a better education service to the individuals of all countries. Different approaches have been introduced on the establishment, functions and efficiency of education systems from past to present. These different approaches and perspectives can contribute to benefiting more from the power of education in increasing the effectiveness of education systems and providing all aspects of social development through education. However, completely opposing the education system and schools and arguing that it is unnecessary is incompatible with the reality of the life we live today. This study aims to make a scientific and academic evaluation of the criticisms of an American retired teacher named John Taylor Gatto on compulsory and public education. As it is known, John Taylor Gatto's popular book Weapons of Mass Instruction: A schoolteacher's journey through the dark world of compulsory schooling (2009; in Turkish 2018) made an impact all over the world and started an important discussion compulsory education. With the publication of mentioned book, John Taylor Gatto's thoughts on compulsory and public education have recently become the agenda all over the world, as well as in Turkey. The aim of the study is to bring a different perspective to this debate, to put forward the necessity of compulsory and public education with its scientific justifications. It also aims to correct the wrong perceptions that emerged with the publication of the books by John Taylor Gatto. Case study, one of the qualitative research methods, was used in the study. In this research, John Taylor Gatto's views on compulsory education and schools, which he included in his books and writings, especially in his book, &quot;Weapon of Mass Instruction&quot;, which has also been translated into Turkish, has been discussed and scientifically criticized. From the findings and evaluations, it has been concluded that Gatto's thoughts on education do not have a counterpart in today's and future world in many ways and do not comply with scientific facts.
Students&apos; Perspective on Online Learning during the COVID-19 Pandemic
Author: Irawaty, Irawaty
Date: 2022-08-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Student Attitudes,Online Courses,College Students,Instructional Effectiveness,Teacher Competencies,Barriers,Educational Technology,Technology Uses in Education,Blended Learning,Foreign Countries

The COVID-19 pandemic has impacted changing the model of learning activities. Teaching and learning activities that have usually been done face-to-face have now turned into online learning. This study identified student perspectives on online learning activities for Department of Civics Education students at the Faculty of Teacher Training and Education at Halu Oleo University, Indonesia during the COVID-19 pandemic. This study used a survey method by distributing questionnaires in the form of Google Forms to students, and a total of 227 students participated in this study. Our study focused on online learning media, learning effectiveness, lecturers' abilities, obstacles, and student recommendations regarding online learning during the COVID-19 pandemic. Data analysis in this study was carried out descriptively, presented in the form of frequency, percentage, and graph. The study results found that the most effective online learning media felt by students at the Department of Civics Education were Google Meet and Zoom Cloud Meetings. Besides, the majority of students considered online learning to be no more effective than face-to-face lectures. Lecturers need to provide two-way learning materials through discussion as well as question and answer. Furthermore, the main determining factors that cause online learning to be ineffective are network constraints and internet quotas. Therefore, students expected the lecturers to understand the network constraints experienced by students during online learning and recommend implementing learning activities for blended learning (combination of online and offline) while still complying with the health protocols.
A Validity and Reliability Study on Developing a Scale for Assessing Classroom Teachers&apos; Attitudes towards Illustrated Children&apos;s Books
Author: Ates, Seyit
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Childrens Literature,Test Construction,Test Validity,Test Reliability,Foreign Countries,Psychometrics,Picture Books,Illustrations

The aim of this research is to create a scale to assess classroom teachers' attitudes towards illustrated children's books and to reveal the psychometric aspects of the scale. Between September 13th and December 22nd, 2021, data for the study were collected from classroom teachers in various provinces of Turkey via social networks. Data were collected from a total of 819 people, 517 of whom were included in the exploratory factor analysis in the first stage, while 302 of whom were included in the second-order confirmatory factor analysis (CFA) in the second stage. The exploratory factor analysis (EFA) done with the first sample group yielded a three-component construct with 20 items, ensuring the construct validity of the scale. A second-order CFA was conducted using the second sample group to give evidence for the construct. The convergent validity of the scale was examined with the average variance extracted (AVE) and combined reliability (CR) values, while the divergent validity of the scale was examined by comparing the [square root] AVE values with the correlation coefficients among the factors. Cronbach's alpha coefficient (Cr [alpha]) and combined reliability (CR) values were used to assess the scale's reliability. The scale was found to be valid and reliable in measuring classroom teachers' attitudes regarding illustrated children's books as a result of these examinations.
Challenges and Solutions of Syrian Refugee Children in the Process of Acquiring Basic Language Skills
Author: Tas, Halil
Date: 2022-00-00
Type: Journal Articles
Subjects: Refugees,Grade 1,Elementary School Students,Turkish,Second Language Learning,Language Skills,Parent Attitudes,Teacher Attitudes,Student Attitudes,Barriers,Foreign Countries,Listening Skills,Speech Skills,Reading Skills,Writing Skills

The aim of this study is to determine the problems experienced by Syrian refugee children in the 1st grade primary school in the process of acquiring basic Turkish language skills (listening, speaking, reading and writing) and the solutions to these problems according to the views of teachers, parents and students. Since the most Syrian refugees in the world are in Turkey, this study was based on basic language skills in Turkish. This research was designed as a survey model. The study group of the research consists of 126 classroom teachers, 15 parents and 15 students. In the research, criterion sampling method was used to determine the participants to be surveyed, and snowball sampling method was used to determine the participants to be interviewed. The research data were collected with the data collection tool titled &quot;Teachers' Opinions on Basic Language Skills&quot; developed by the researcher and a semi-structured interview form. Frequency (f) and percentages (%) were used in the analysis of quantitative data, and descriptive analysis technique was used in the analysis of qualitative data. It has been concluded that Syrian refugee children have problems in describing the text they listen to determining the subject of what they listen, and answering questions about what they listen. In the study, it was determined that Syrian refugee children had severe problems related to the acquisition and use of basic Turkish language skills. It has been concluded that these children can be solved by providing basic Turkish language skills with contemporary approaches, methods and techniques enriched with appropriate materials and supported by technology and cultural elements.
Secondary Mathematics Teachers&apos; Use of Learners&apos; Responses to Foster Justification Skills
Author: Pfende, Hilda
Date: 2022-08-00
Type: Journal Articles
Subjects: Mathematics Teachers,Mathematics Instruction,Teaching Methods,Secondary School Teachers,Learning Processes,Urban Schools,Audio Equipment,Teacher Attitudes,Integrity,Teacher Student Relationship,Problem Solving,Foreign Countries,Test Preparation,Mathematics Tests,Mathematics Skills

This study aimed to understand how secondary mathematics teachers engage with learners during the teaching and learning process. A sample of six participants was purposively selected from a population of ordinary level mathematics teachers in one urban setting in Zimbabwe. Field notes from lesson observations and audio-taped teachers' narrations from interviews constituted data for the study to which thematic analysis technique was then applied to determine levels of mathematical intimacy and integrity displayed by the teachers as they interacted with the students. The study revealed some inadequacies in the manner in which the teachers handled students' responses as they strive to promote justification skills during problem solving, in particular teachers did not ask students to explain wrong answers. The teachers indicated that they did not have sufficient time to engage learners in authentic problem-solving activities since they would be rushing to complete syllabus for examination purposes. On the basis of these findings, we suggest teachers to appreciate the need to pay special attention to the kinds of responses given by learners during problem-solving in order to promote justification skills among learners.
Determining Secondary School Students&apos; Knowledge Levels on Ecosystem, Biodiversity, and Environmental Problems
Author: Aydin, Emine
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Knowledge Level,Ecology,Biodiversity,Environmental Education,Gender Differences,Foreign Countries,Public Schools,Problems

The present study aimed to determine the knowledge levels secondary school students have on ecosystem, biodiversity, and environmental problems within the context of a science class and to identify the relationship between their knowledge levels on these subjects according to gender and science course grades. The study applied the survey design, a quantitative research method. The participants for the study included 400 eighth-grade students from a public secondary school in Ankara, Turkey during the 2018-2019 academic year. The Ecosystem, Biodiversity, and Environmental Problems Achievement Test (EBET) was used to collect the study data, and SPPS 17 software was used for data analysis. The students' responses to EBET were evaluated based on Bloom's Original taxonomy. The results revealed that the students had no difficulty in answering knowledge and comprehension questions, partial difficulty in answering application questions, and great difficulty in answering analysis questions. There was a positive, moderately significant relationship between the students' science course grades and their scores on the knowledge and comprehension questions; however, no significant relationship was found between their science course grades and their scores on application and analysis questions. Regression analysis was performed to determine the predictive value of science course grades on the knowledge levels of ecosystem, biodiversity and environmental problems. The students' knowledge and comprehension scores varied significantly by gender in favor of the female students, whereas their application and analysis scores did not vary significantly by gender.
School Literacy Movement Program in Elementary School, Indonesia: Literature Review
Author: Kartikasari, Erlin
Date: 2022-08-00
Type: Journal Articles
Subjects: Literacy Education,Program Descriptions,Elementary School Students,Foreign Countries,Reading Improvement,Periodicals,Learning Activities,Principals,Administrator Role,Educational Finance,Elementary School Teachers,Teacher Role,Student Role,Student Interests,Reading Material Selection,Books,Reading Interests,Reading Habits,Teaching Methods,Guides,Parent Participation,Barriers

The Ministry of Education and Culture developed the school literacy movement (SLM) program. This program aims to foster student interest in reading and improve reading skills so that knowledge can be mastered better. The author uses a literature review design by collecting data from various journal sources relevant to the SLM program in elementary schools, Indonesia. This research is an analytical descriptive study, which is a regular breakdown of the data that has been obtained, then understanding and explanation are given so that it can be understood well by the reader. The selected journal criteria are journals published in 2015-2021. SLM activities in elementary schools are influenced by supporting and inhibiting factors. The supporting factor is that the principal has a good commitment to carry out SLM activities, teachers and students and other components of the school also contribute to the success of SLM activities in elementary schools. Availability of sufficient funds to provide the necessary books is also a factor supporting SLM. While the inhibiting factor is that there are still very few books available so students cannot choose reading books that match their interests. Reading books is the main factor that must exist to make this SLM activity a success. Therefore, the procurement of reading books is very necessary. Students' reading habits are still low, they are still waiting for the teacher's orders to carry out SLM activities. The SLM schedule is not fully for 15-minute reading activities as specified in the manual. Lack of parental involvement in SLM activities.
How Management Styles Predicts School Culture: A Regression Analysis Study
Author: Erdem, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: School Administration,School Culture,Leadership Styles,Principals,Organizational Culture,Correlation,Elementary School Teachers,School Districts,Foreign Countries,Measures (Individuals),Teacher Administrator Relationship,Power Structure,Gender Differences,Teacher Attitudes,Predictor Variables

The purpose of this research is to determine the relationship between management styles and organizational culture in elementary schools. Relational survey model as a quantitative research methodology was employed in the study. The research population consists of 6058 school teachers working in public schools in Sahinbey and Sehitkâmil districts of Gaziantep in the academic year 2018-2019. The sample consists of 388 teachers determined by cluster sampling. The &quot;Perceived Manager Management Style Scale&quot; was used to measure management style, and the &quot;Organizational Culture Scale&quot; was used to measure organizational culture. As a result, it is found that school principals exhibit a collaborative management style and managers do not have authoritarian, resistant and indifferent management styles. Although supportive culture and success culture in schools were determined as dominant cultures, role and power culture was also in moderate levels. The views of male and female teachers about the sub-dimensions of administration style and organizational culture did not show significant difference yet, there are significant low and medium level relationships between management style sub-dimensions and organizational culture. Management style subdimensions are a significant predictor of organizational culture. Authoritarian management style had the highest correlation with power culture. Except for resistant management style, a significant relationship was found between management styles and success culture. Collaborative management style had the highest relationship with the culture of success. Collaborative management style had the highest relationship for management styles and support culture. One unit of change in the collaborative management style predicted. 51 units of change in the support culture.