ethanporcaro/eric-fulltext-meta huggingface dataset:
The Reasons for and Results of Ostracism at Schools and Recommendations for Solutions through Teacher Experiences
Author: Hüsrevsahi, Selda Polat
Date: 2021-00-00
Type: Journal Articles
Subjects: Rejection (Psychology),Withdrawal (Psychology),Social Isolation,Elementary School Teachers,Middle School Teachers,Stress Variables,Work Environment,Public Schools,Mental Health,Psychosomatic Disorders,Organizational Communication,Organizational Culture,Foreign Countries,Teacher Administrator Relationship,Principals

As in other organizations, there is ostracism also in educational organizations. Apart from the individual consequences of being ostracized, there are also undesirable organizational consequences. Considering the potential of educational organizations to transform individuals, the effect of ostracism on teachers becomes particularly important. The purpose of the study was to examine the reasons for and results of the ostracism that teachers face at schools by the school principals, and the recommendations for solutions to prevent ostracism. The study group of the study, which was structured with the phenomenology design, consisted of 12 elementary and middle primary school teachers who had personal experience with ostracism. The data collected through interviews were analyzed with content analysis. The study revealed that teachers were exposed to ostracism for political, social and/or individual reasons. Ostracized teachers experienced psychological and organizational problems. The teachers stated that preventing ostracism in schools would be possible with a more democratic and fairer organizational culture.
Views of Pre-Service Mathematics Teachers and Mentor Teachers about School Practicum: A Model for Web 2.0 Based Supervision
Author: Kul, Ümit
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Practicums,Cooperating Teachers,Student Attitudes,Teacher Attitudes,Student Teaching,Web 2.0 Technologies,Practicum Supervision,Middle School Teachers,Foreign Countries

The current research was conducted to evaluate the views of mentor and pre-service teachers participating school-based practicum about the effectiveness of Web 2.0 based supervision. The implementation process with a pilot study in the research lasted two years. In the pilot study, the evaluation of school-based practicum was made within the meetings among the lecturer and preservice teacher at the faculty. It was found that there should be an environment independent of time and place to give feedback to preservice teachers during the practicum. In this context, four of the groups of preservice teachers were randomly selected. A responsible lecturer and mentor teacher were assigned to each group. Google Classroom environment was created to offer pre-service teachers an opportunity to receive feedback from different stakeholders such as a lecturer-mentor-preservice teacher. During the school based practicum, preservice teachers recorded their teaching practice in class and shared their teaching videos in online environment. The data obtained from tools such as video recording of classroom practice, online discussion and interviews were evaluated in the qualitative analysis program. As a result, it was determined that school based practicum in the online environment has its weaknesses and strengths. It was discovered that preservice teachers and teachers have differing views as well as overlapping views. In light of all these views, suggestions regarding school based practicum were made for a model for Web 2.0 based supervision.
An Approach to Co-Design and Self-Regulated Learning in Technological Environments. Systematic Review
Author: Villatoro Moral, Sofía
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Student Centered Learning,Self Management,Learning Processes,Learner Engagement,Teacher Student Relationship,Instructional Design,Educational Cooperation,Models,Educational Research

Present-day society calls for new student-centred didactic methodologies that make the student an active participant in their learning process. Strategies aimed at training citizens and professionals must adapt and respond to a society that is constantly changing. In this context, self-regulated learning and educational co-design emerge as key concepts in the development of new educational approaches. The present study seeks to identify the elements shared by models of self-regulation and educational co-design in technology-enhanced learning environments. To this end, a systematic review of the scientific literature during the period 2014-2019 has been conducted. The search was carried out using five databases: (1) Ebsco Host; (2) Web of Science; (3) Scopus; (4) ERIC; (5) Dialnet. A total of 830 references and 21 papers meeting the criteria for inclusion were identified. An analysis of the studies selected enabled us to identify the self-regulation models associated with co-design learning processes, as well as the elements they have in common. These include planning, motivation, cognition, task management, collaboration, and degree of success. The results provide the first steps for the construction of a co-design model, which includes guidelines for the creation of personalised learning pathways in technology-enhanced environments.
Children&apos;s Right to Play and Its Implementation: A Comparative, International Perspective
Author: Payà Rico, Andrés
Date: 2021-00-00
Type: Journal Articles
Subjects: Play,Childrens Rights,Cross Cultural Studies,Children,Foreign Countries,Treaties,International Law,Barriers,Educational Objectives,Educational Policy,Child Welfare,Reports,Case Studies,Educational History,Program Descriptions,Child Development,Public Policy,Educational Facilities,Recreational Facilities,Strategic Planning,Compliance (Legal),Preschool Children

The child's right to play is specifically addressed in the framework of the Convention on the Rights of the Child. The international recognition of this right is the central theme of this study. Through a documentary analysis of the reports of the States Parties to the Convention and the Concluding Observations of the Committee on the Rights of the Child, the study assesses the recognition of this right. The entry into force of General Comment 17 on the right of the child to rest, recreation, play, recreational activities, cultural life and the arts (art. 31) in 2013 should have marked a turning point in policies on children in the States Parties, but this did not occur. Policies cannot be developed in favour of children where play is ignored. Identifying the difficulties in exercising this right is also a challenge. Play should be part of the objectives, goals and strategies of action plans for children.
An Examination of Open-Ended Mathematics Questions&apos; Affordances
Author: Bingölbali, Erhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Test Format,Test Items,Responses,Mathematics Tests,Performance Factors,Affordances,Thinking Skills,Skill Development,Creative Thinking,Middle School Students,Grade 6,Problem Solving,Foreign Countries

This study explores the affordances that the open-ended questions hold in comparison with those of closed-ended questions through examining 6th grade students' performance on a mathematics test. For this purpose, a questionnaire including 2 open-ended and 2 closed-ended questions was applied to 36 6th grade students. The questions were prepared in the light of four categories: (i) question with one correct outcome (closed-ended), (ii) question with multiple fixed outcomes (closed-ended), (iii) question with multiple variable outcomes (open-ended), and (iv) question with limitless outcomes (open-ended). The collected data were analysed in terms of correct, incorrect, uncategorized and unanswered categories as well as with regard to the diversity of the responses. The findings reveal that students showed lower performances for the question that requires limitless outcomes, there were a lack of generalizations or general rules in their responses and they provided more diverse responses for the open-ended questions. The findings were discussed with regard to higher-order thinking skills such as creativity and divergent thinking as they are often associated with open-ended questions and their affordances. Finally some implications are put forward and further research areas are highlighted.
Preservice Teachers&apos; Material Preparation Knowledge and Points to Be Considered While Developing the Material
Author: Çenberci, Selin
Date: 2022-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Material Development,Mathematics Materials,Knowledge Level,Elementary Secondary Education,Mathematics Education,Instructional Materials,Public Colleges,Foreign Countries

This study aimed to analyze knowledge of preservice teachers on material preparation process for mathematics lesson and their opinions about the points to be considered while developing material. In this context, in addition, it was intended to determine the preservice teachers' differences to use their knowledge on material preparation while developing materials in the course. To that end, 39 preservice teachers in total who studied in Elementary and Secondary School Mathematics Teaching Program at a state university in Southern Anatolia Region in the Fall semester of 2019-2020 academic year and who received &quot;Instructional Technologies&quot; and &quot;Material Design in Mathematics Teaching lessons&quot; were addressed two different open-ended questions in writing. Data obtained as a result of the applications performed were analyzed through content analysis. At this stage, the number of answers given by the students to the open-ended questions was determined and thus qualitative data were quantified. Then, frequency analysis and categorical analysis methods were noted in quantified data. At the end of the study, preservice mathematics teachers' both knowledge on material preparation process and points to be considered while developing material were gathered under three different sub-themes which are material use, content/design, and student. However, it was observed that preservice teachers focused mostly on &quot;content/design&quot; of the material among these sub-themes. It was found that priority order for the subthemes &quot;material use&quot; and &quot;student&quot; varied when looked both at knowledge on material preparation process and points that should be taken into account during material developing. It is seen that there are some differences in the priorities of the use of pre-service mathematics teachers' knowledge on material preparation while developing materials.
An Examination of the Relationships between Pre-Service Teachers&apos; Epistemological Beliefs and Types of Multiple Intelligence
Author: Sardag, Metin
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Elementary School Teachers,Mathematics Teachers,Epistemology,Beliefs,Multiple Intelligences,Foreign Countries

In the literature, there are studies that separately tackled with how the epistemological beliefs and multiple domains of intelligence of the individuals have developed through their experiences. However, no study has investigated the relationship between them. Consequently, this study aims to investigate the pre-service science, elementary mathematics and classroom teachers' epistemological beliefs, their Multiple Intelligence (MI) domains, and the relationship between these. The sample of this descriptive survey study consists of 457 pre-service teachers (PSTs) in total. The data is collected through the 'Multiple Intelligence Inventory' and 'Epistemological Beliefs Questionnaire'. One-way ANOVA and Pearson correlation coefficient were used for data analysis. Findings revealed statistically significant differences in the MI domains and epistemological belief dimensions (EBDs) in terms of the branches of PSTs. Also, there is a significant relationship between some MI domains and some EBDs in terms of PST's branches. In addition to these, the findings imply that the cultures, structures, implicit and explicit rules, adaptation strategies and the content that are imposed by each branch influences this relationship between MI and EBDs.
Collaborative Learning with Mind Mapping in the Development of Social Skills of Children
Author: Polat, Özgül
Date: 2022-01-00
Type: Journal Articles
Subjects: Cooperative Learning,Concept Mapping,Teaching Methods,Interpersonal Competence,Peer Relationship,Learning Activities,Preschool Children,Measures (Individuals),Comparative Analysis,Social Development,Likert Scales,Foreign Countries

During the social process of the preschool period, the aim is to enable children to gain social skills which will help them to adapt to the classroom, and prepare them for their social life. Benefiting from cooperative teaching methods in the development of social skills supports children's interactions with each other. The carrying out of group work with new and different approaches, which incorporate collaboration in the activities, is significant for the development of the social skills and peer interactions of children. Therefore, the purpose of this research is to analyze the effect of collaborative learning with group mind mapping about social skills-related themes on the social skills performance of 60-72-month-old preschoolers. The Social Skills Assessment Scale was used as the data gathering tool in the research. A total of 35 children were included in the study as follows: 18 children in the working group and 17 children in the control group. Children carried out 5 large group mind mapping activities and 19 small group mind mapping activities by creating one mind map each week. In the study, it was concluded that mind mapping activities related to social skills have an effect on the development of the social skills of preschoolers.
Investigation of Teachers&apos; Reflections on Countrywide Tablet PC and Interactive White Board Initiative in Turkish Schools
Author: Pamuk, Sonmez
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Handheld Devices,Interactive Video,Elementary Secondary Education,Access to Computers,Internet,Teacher Attitudes,Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Barriers,Program Effectiveness

The Turkish government made a significant decision in 2012 to transform its educational system and improve educational outcomes through technology. For this purpose, a consortium among different ministries initiated the &quot;Movement of Enhancing Opportunities and Improving Technology&quot; (FATIH) project with the aim of providing each K-12 student with a Tablet PC and every classroom with an Interactive Board using a high-speed Internet connection. Therefore, this study was designed to investigate teachers' reflections on this countrywide technology integration initiative. In 2012 a pilot study in 52 public schools in 17 cities in Turkey was initiated. Participants consisted of 54 teachers in 11 of the pilot schools. Details from teachers' reflections on technology use in teaching and learning as well as issues and problems they faced during the pilot study are provided. Participatory observations, structured interviews, and focus group meetings were held to collect data to answer the research questions. These data were analyzed using content analysis principles. Concerns-Based Adoption Model (CBAM), Technological Pedagogical Content Knowledge (TPACK), and Technology Acceptance Model (TAM) were used as the guiding framework to interpret this study's results. Based on the principles of these three conceptual frameworks, results indicated several factors affected teachers' effective use of technology. These factors can be categorized as teachers' concerns, pedagogical issues, and attitudes toward technology use. Based on these results, in-service teacher training programs, including technological and pedagogical aspects on Tablet PC and interactive board use, are offered for teachers to improve their knowledge and embrace new technology. These results also provided important insights for policy-makers about the dynamics of countrywide technology integration projects.
An Inquiry on the Third Mission of Universities: The Measurement of Universities&apos; Contribution to the Social, Cultural and Economic Development of a City
Author: Altintas, Özge
Date: 2021-00-00
Type: Journal Articles
Subjects: College Role,Universities,Institutional Mission,School Community Relationship,Urban Areas,Improvement,Urban Environment,Cultural Maintenance,Social Change,Economic Development,Foreign Countries

&quot;Development&quot; is a kind of growth that leads to the transformation of social and official organisms including innovation in cultural values, worldview, and consumption and behaviour patterns. Accordingly, development is a living organism as indicated by developments in many fields such as economics, science, art, sports, education, democracy, and freedom to improve prosperity. Since development begins with innovation in human resources and national development processes depends on regional and urban development, education, and educational institutes can be accepted as one of the initiatives and accelerative factors of development. Therefore, the role of city universities is important in the development of cities and countries. The purpose of this study is to determine the contribution of four major universities in Ankara to the social, cultural, and economic development of the city. The data were collected by a structured questionnaire, which was developed by the researchers to be used in interviewing with vice rectors of these four universities. Three of those vice rectors are from state universities, and one of them is from a private university. The qualitative data were analyzed by descriptive analysis. On the basis of results, it is concluded that universities in Ankara play their &quot;third mission&quot; by contributing to the development of their surroundings.
A Study on the Soft Skills of Pre-Service Teachers
Author: Agçam, Reyhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Soft Skills,Skill Development,Preservice Teacher Education,Preservice Teachers,Undergraduate Students,Majors (Students),Student Attitudes,Self Efficacy,Self Management,Interpersonal Competence,Learner Engagement,Study Skills,Foreign Countries,Correlation,Public Colleges

Soft skills refer to the skills, competencies, and characteristics that pertain to personality, attitude, and behaviour instead of to formal or technical knowledge. While they are necessary to ensure a person's success, these skills are not easily demonstrated through a CV, diploma, or certificate and can only be evaluated by specialists. Soft skills cover proficiencies such as communication, problem-solving, timemanagement, teamwork, and leadership, and are considered essential, especially for teachers as they stand at the very heart of the teaching and learning process. This particular research was motivated to investigate the soft skills of pre-service teachers attending teacher training programmes at state universities in Turkey. In line with the research objective, the data were gathered through the soft skills survey adapted from the Brookings Soft Skills Report Card. The participant responses to the five-point items were quantitatively analysed through SPSS 21.0. The research findings indicated that pre-service teachers significantly differ in their perceived soft skills regarding major and seniority; however, no correlation was found between these skills and gender. This research is hoped to contribute to the existing literature on teacher training via the practical implications developed based on its results.
Creating a Reading Culture in a Preschool in Collaboration with Children, Teachers and Parents
Author: Ince Samur, Ayse Özgül
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Reading Instruction,Stakeholders,Preschool Teachers,Parent Participation,Foreign Countries,Action Research,Childrens Literature,Instructional Design,Beginning Reading,Reading Attitudes

Adopting a reading culture is a process that takes shape in family starting from the moment the child is born and school environment. The most critical phase of this process is the &quot;preschool period.&quot; Therefore, the main purpose of this study is to construct a systematic intervention to create a reading culture in the preschool period. For this purpose, the study included &quot;preschoolers, teachers, and parents&quot; as the participants considering them as stakeholders in the process of building a reading culture. The population of the study is the preschools located in the district of Eregli, Zonguldak, Turkey and the sample consists of 16 preschoolers at a preschool in Eregli along with their parents (n=16) and their teachers (n=2). The study was carried out as an action research conducted for a period of 12 weeks. The 12-week intervention timeline is divided into two phases. In the first phase (first six weeks), the seminars on creating a reading culture were given to teachers and parents by a field expert and in-class observations of preschoolers were made. In the second phase, creative reading activities were implemented with the children (as two sections - A and B) for an hour once a week. The data come from observations, interviews, and participant diaries and were analyzed through content analysis. The study is considered to be crucial for the relevant literature as it includes children, teachers and parents, at the same time, as the three key stakeholders in the process of building a reading culture. At the end of the 12-week intervention, both positive and significant changes were observed both in children and parents as well as in teachers in terms of theoretical and practical aspects of adopting a reading culture.