ethanporcaro/eric-fulltext-meta huggingface dataset:
A Narrative Inquiry into Educational Decision-Making in Thai-Japanese Families in Thailand
Author: Watanabe, Yukinori
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Spouses,Migrants,Marriage,Foreign Nationals,Decision Making,School Choice,Socioeconomic Status,Place of Residence,Family Environment,Language Usage,English,Multilingualism,Migrant Children,Migrant Education

In the past decades, marriage migrants in Asia, including Thai-Japanese couples, have increased. Previous literature predominantly focused on issues related to adaptation and integration for &quot;foreign wives&quot; into the host society underlining the hypergamous (marrying a spouse of a higher status) nature of their marriage, which renders the majority of husbands and non-hypergamous marriages understudied. Therefore, the current study focuses on a population that includes husbands and wives, Japanese migrants, and Thai spouses. This study is exploratory and employed a qualitative approach with snowball sampling, which resulted in the inclusion of five Thai nationals and three of their Japanese spouses raising children in Thailand as participants. The study aims to examine their educational decision-making, including the language used in each family and school choice, since the parenting process is a succession of adjustments in response to the conditions of society, where values are explicitly manifested. Data were collected through face-to-face or online interviews, and content analysis was used to clarify themes. Analysis revealed factors that relate educational decisions to preconditions, such as the place of the first encounter, socioeconomic status, and location of their home. Another prominent issue is the strong belief in the English language. All participants claim that their decisions were made unanimously, while their characteristics, high levels of education and overseas experience, the preference of Japanese spouses to live in Thailand, and their lack of knowledge about educational options in Thai society contribute to the rational recount of their decision-making process.
An Investigation of the Attitudes of Students Studying in the Field of Sports Sciences towards Future Expectations and Brain Migration
Author: Sanlav, Ramazan
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,Team Sports,Expectation,Athletics,Measures (Individuals),Management Development,Undergraduate Students,Futures (of Society),Correlation,Economic Factors,Prediction,Work Environment,Likert Scales,Attitude Change,Student Characteristics

This study aims to determine the future expectation of university students studying in the field of sports sciences and to examine how it affects their attitudes toward brain migration. The &quot;Brain Migration Scale&quot;, developed by Öncü et al. (2018), was used to evaluate the attitude toward brain migration, and the &quot;Future Expectation Scale&quot;, developed by Simsek (2012), was used to measure the future expectation of the students. The approval of the ethics committee was obtained for the study. This program data was collected by applying Sports in different universities with Sports Management program in Istanbul. 299 students responded to the survey questions via the google form link. The data were analyzed with SPSS 25.0 package program. It was determined that the data showed normal distribution. Multiple regression analysis and Pearson Product-Moment correlation tests were applied to the research data. According to the results of the research, it was found that there are significant and positive relationships between the participants' attitudes towards brain migration and their personal and professional future expectations, educational, economic, and total future expectations. On the other hand, it has been determined that there is no significant relationship between students' attitudes toward brain migration and their expectations for a social future. When looking at the impact force, it was seen that students' economic future expectation was more effective in predicting the attitude toward brain migration than their future expectation of education. In this context, it is important to ensure economic stability and improve working conditions in our country.
A Structural Equation Model of Factors Affecting Effective Academic Affairs Administration of Secondary Schools in Northeast of Thailand
Author: Yuongsuwan, Duongjan
Date: 2022-00-00
Type: Journal Articles
Subjects: Structural Equation Models,Predictor Variables,Academic Support Services,Pupil Personnel Services,Secondary Schools,School Administration,Foreign Countries,Educational Indicators,School Effectiveness,Leadership,Teacher Competencies,Community Involvement

The purposes of this research were (1) to develop components and indicators of effective academic affairs administration of secondary schools, (2) to examine the congruence of the developed models of the components and indicators of effective academic affairs administration of secondary schools, and (3) to determine the congruence of a structural equation model of factors affecting effective academic affairs administration of secondary schools in the Northeast of Thailand with the empirical data. The scope of the research was 1,205 government secondary schools in northeastern Thailand. The population included the 1,205 directors/deputy directors of academic affairs. Stratified random sampling was administered to draw 400 sample informants. A 5-point rating scale questionnaire was developed to collect data from the sample informants. The reliability of the questionnaire was 0.98. Statistics for data analysis included frequency, percentage, mean, S.D., Confirmatory Factor Analysis, and Structural Equation Model (SEM). The results were as follows: (1) The effective academic affairs administration was consisted of 4 components and 16 indicators; academic affairs effectiveness with 5 indicators, academic leadership with 5 indicators, teacher competence with 3 indicators, and public participation with 3 indicators. (2) The developed models of the 4 components and 16 indicators were consistent with the empirical data. The factor loadings of these models ranged between 0.43-1.00. They were interpreted as acceptable as the range was higher than 0.30. (3) The developed structural equation model of the factors affecting effective academic affairs administration of the secondary schools in northeastern Thailand was congruent with the empirical data.
Crowd Context-Based Learning Process via IoT Wearable Technology to Promote Digital Health Literacy
Author: Nittayathammakul, Vitsanu
Date: 2022-00-00
Type: Journal Articles
Subjects: Internet,Assistive Technology,Technology Integration,Digital Literacy,Technological Literacy,Context Effect,COVID-19,Pandemics,Health Education,Health Promotion,Disease Control,Information Seeking,Reflection

The crowd context-based learning process via IoT wearable technology [IoTW-driven Crowd context-based learning (CCBL)] is a new learning paradigm that integrates Technological Cybergogical Content Knowledge (TCACK) based on connectivism, cognitive tools and information processing theories to promote digital health literacy. In this study, the IoTW-driven CCBL was designed by incorporating content, cybergogical, and technological elements, which can become a sustainable solution in educational settings during the global COVID-19 pandemic. The researchers collected qualitative data by confirmatory focus groups from 12 experts who hold doctoral degrees or equivalent and have at least 3 years of relevant experience. The results of these studies found that the IoTW-driven CCBL involves three specific learning contents (healthcare, disease prevention and health promotion); five dynamic learning steps (context-aware alerting step; observing and questioning step; social information-seeking step; action step; and self-reflection step as all cognitive tools embedded in IoTW devices help promote all digital health literacy components); and four cognitive tools (notification tool; communication tool; searching tool; and monitoring tool). The IoTW-driven CCBL will allow learners to respond to real-life situations by utilising IoT devices to access, apprehend, appraise and apply health information from digital technologies in daily life for well-being, especially in educational settings.
Enhancing Understanding about the Nature of Local Science: An Action Research in Primary Education
Author: Songsee, Keeratikan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Science,Elementary School Students,Grade 6,Scientific Principles,Scientific Literacy,Cultural Relevance

Through local scientific learning, this action research attempts to improve primary school students' understanding of the nature of science. The target group consisted of nine grade 6 students from a school in Thailand's northeast. The observational tools were the understanding of nature of science test, understanding of nature of science questionnaire test, and interviewing. The research tools were action plans based on local science and observational tools were 1the understanding of nature of science test, understanding of nature of science questionnaire test, and interviewing. Mean, standard deviation, and percentage were used as descriptive statistics. According to the data, students improved their knowledge of science by 62.96 percent after the first learning cycle. Students achieved 92.59 percent of their grasp of science during the second learning cycle. Qualitative data could be used to help future research discussions.
Coping Strategies Used by Pre-Service Teachers to Overcome Writing Challenges
Author: Akiskali, Eylem Ezgi
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Writing Difficulties,Coping,Cognitive Processes,Psychological Patterns,Writing Instruction,Writing Processes,Barriers

This study aimed to determine the challenges encountered by pre-service teachers in the writing process and the coping strategies they used to cope with these challenges. For this purpose, being one of the qualitative research methods, the case study was used. Based on existing writing models in the literature, the study group of the research included 69 third-year pre-service teachers who studied in the Turkish Language Teaching program of a state university during the 2018-2019 academic-year. Prior to the data collection, the participants were asked to write a 1500-2000-word essay in the triangle of &quot;reader-writer-context&quot;. Next, they were asked to answer two open-ended questions were asked and they were asked to answer these questions and descriptive analysis technique was used to analyze the data. When the writing difficulties experienced by the pre-service teachers in the writing process were examined, it was determined that they had the most writing challenges at the process level, followed by the writing difficulties at the control level, and the least at the resource level. Coping strategies used by pre-service teachers in response to their writing challenges in the writing process, it was determined that coping strategies aimed at providing cognitive support were used the most, which was followed by coping strategies towards providing instrumental support, and strategies towards creating affective support. In conclusion, problems encountered in the professional training process and the ability to come up with solutions for these problems will be the predictor of the potential resolutions created by pre-service teachers for the problems they might face while performing their own professions.
We Asked Teachers: Do You Know What Dyscalculia Is?
Author: Mutlu, Yilmaz
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Mathematics Skills,Mathematics Teachers,Elementary School Teachers,Secondary School Teachers,Special Education Teachers,Knowledge Level,Teaching Experience,Etiology,Intervention,Symptoms (Individual Disorders),Foreign Countries,School Counselors

This study aims to determine the knowledge levels of primary school, mathematics, special education, and Psychological Counseling &amp; Guidance (PCG) teachers on Dyscalculia. A descriptive survey model was used for the research. Four hundred eighty-nine teachers were selected for the study, including 254 primary school teachers, 130 high school math teachers, 53 psychologists, 28 special educators, and 24 secondary school math teachers. A survey form devised by Dias, Pereira, and Van Borsel (2013) during the research, including 18 questions, 2 of which were open-ended and 16 closed-ended, was used. The obtained data reveal that most participating teachers do not have adequate knowledge and experience on the meaning, effects, root causes of dyscalculia, and intervention strategies for dyscalculic children.
The Predictive Relationships between Pre-School Teachers&apos; Classroom Management Skills and Their Thinking-Supportive Behaviours
Author: Alkin-Sahin, Senar
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Classroom Techniques,Teacher Student Relationship,Classroom Design,Thinking Skills,Correlation,Self Control,Communication Skills,Student Behavior,Predictor Variables,Reflection,Time Management,Teacher Characteristics,Foreign Countries,Teacher Attitudes,Preschool Children

This is a predictive study aiming to determine the extent to which pre-school teachers' classroom management (CM) skills predict thinking-supportive behaviours. Within the study, 183 preschool teachers participated. The data of the study was collected using Pre-school Teachers' Classroom Management Skills Scale (CMSS) and Thinking Supportive Teacher Behaviours Scale (TSTBS). In the analysis of the data, Pearson correlation analysis and multi-linear regression were used. In light of the strong predictive relationships obtained from the current study, it can be said that pre-school teachers should effectively manage their classrooms in order to display behaviours that support thinking in learning environments. The subdimension of Communication and Behavioural Regulations yielded the highest correlation with teacher behaviours that support thinking and was found to be a significant predictor. While there is no relationship between the Plan-Program Activities sub-dimension and the predicted variables, Time Management significantly predicted the clarity needed to support thinking, and Classroom Physical Arrangements significantly predicted reflection through documentation.
The Effect of the 5W1H Technology Model on Some Variables Related to Reading Skills in Primary School
Author: Kesik, Cengiz
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Technology Uses in Education,Models,Reading Skills,Elementary School Students,Phonological Awareness,Reading Rate,Electronic Books,Books,Student Attitudes,Reading Attitudes,Reading Achievement,Foreign Countries

The main purpose of this research is to examine the effect of the technology integration model-based application example on some reading variables of primary school freshmen. For this purpose, the research was designed in a single-group post-test weak experimental design and a single-group pre-test-post-test weak experimental design. The study group of the research consists of 30 freshmen studying in a branch of a primary school at the middle socioeconomic level determined by criterion sampling method. Dependent t-test and descriptive statistics analysis were used in the analysis of the research data. The application example based on the technology integration model has been effective in the development of phonological awareness skills of primary school freshmen, their transition time to reading, and their reading speed and levels on paper and screen. It was determined that primary school freshmen made fewer reading errors in reading on screen than reading on paper, and the students' reading levels from the screen were better. It was determined that students' attitudes towards reading were quite high.
Antecedents of Classroom Teachers&apos; Intention to Use Distance Education Environments: A Structural Equation Modeling Approach
Author: Baser, Derya
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,Intention,Distance Education,Technology Uses in Education,COVID-19,Pandemics,Self Efficacy,Educational Benefits,Teacher Attitudes,Predictor Variables

Distance education's importance has recently been understood more compared to the period prior to the COVID-19 pandemic. Teachers' intentional use of distance education environments is considered effective in taking advantage of the distance education medium. In order to benefit from classroom teachers' experiences during the pandemic when aiming to incorporate distance education's advantages into formal K-12 education, factors regarding teachers' behavioral intention to use distance education environments were investigated in this study within the framework of the technology acceptance model. The study aimed to assess classroom teachers' self-efficacy, perceived benefit, attitude toward the use of distance education environments, as well as each of these variables' influence on teachers' intention to use distance education environments. Data were collected from 370 classroom teachers through a self-reporting scale. Structural equation modeling approach was then used to test the measure and structure models, with descriptive statistics applied to assess teachers' levels for the constructs. The results indicated that classroom teachers' self-efficacy, perceived benefit, and attitudes towards the use of distance education environments significantly influence teachers' behavioral intention to use distance education environments. Both researchers and educational policymakers should consider these significant predictors to promote classroom teachers' intentional use of distance education environments in their future classrooms.
Exploring the Learning Analytics Equation: What about the &quot;Carpe Diem&quot; of Teaching and Learning?
Author: Bozkurt, Aras
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Analytics,Teaching Methods,Learning Processes,Prediction,Bibliometrics,Interdisciplinary Approach,Technological Literacy,Social Networks,Network Analysis,Data Analysis,Instructional Improvement,Multimedia Materials,Instructional Design,Ethics,Privacy,Social Values,Research Reports

Humans have always been lured by the idea that they can use data to understand a phenomenon and make predictions about it. Learning analytics, in this sense, promise to understand and optimize learning and the environments in which it occurs by collecting data from learners and learning contexts. In this regard, this study systematically examines research on learning analytics through bibliometric, data mining, and analytics approaches. This paper argues that research interest in learning analytics is increasing steadily; some countries, higher education institutions, and researchers have a specific research agenda that indicates their intention to specialize in that field. It is also noted that there is a need for more interdisciplinary studies on learning analytics and a further need to merge technological capabilities with pedagogy. Based on the findings of text-mining and social network analysis, the following themes were identified: (1) learning analytics to improve teaching and personalize learning, (2) hegemony of data-driven teaching and learning practices, (3) multimodal learning analytics as the next generation practice, (4) learning design for learning analytics, (5) formative assessment through learning analytics, (6) learning analytics for social online learning spaces, and (7) privacy and ethical concerns to overcome. This paper suggests focusing on issues such as ethics and privacy and warns researchers to pay attention to the risks of both an educational panoptic society and quantified decision-making processes. Furthermore, rather than relying on algorithms, it is suggested to incorporate social values and center the learners in the learning analytics processes. Finally, this paper asks the following: &quot;If we quantify the learning processes, how can we benefit from the carpe diem of educational processes and then seize the beauty of teaching and learning?&quot;
Design Considerations for MOOCs with Mathematics Education Context: Let&apos;s Listen to the Voice of Learners
Author: Yig, Katibe Gizem
Date: 2022-00-00
Type: Journal Articles
Subjects: MOOCs,Mathematics Education,Mathematics Instruction,Instructional Design,Student Attitudes,Preservice Teachers,Course Evaluation,Teaching Methods,Mathematics Teachers,Secondary School Teachers,Distance Education

Massive open online courses (MOOCs) can be designed with different pedagogical approaches and course components as in face-to-face courses. In this context, the development of some standards and field-specific design principles related to MOOCs is seen as a critical step for the creation of quality online courses. The aim of this study is to examine the MOOC experiences of the learners in mathematics education and proposing reflections about design principles of MOOCs for mathematics education. In this respect, the MOOC experiences of 30 teacher candidates enrolled in MOOCs (with mathematic education context) were analyzed, and the general course structure, pedagogical orientations, and mathematical connection elements used in these MOOCs were examined. The data obtained from the participants revealed a comprehensive course evaluation structure including 7 categories and 85 codes under 3 themes and mathematical connection findings consisting of 3 categories and 3 subcategories. The research findings uncovered that teacher candidates had course experiences that differed according to national/international MOOC evaluation criteria in terms of audiovisual elements, video/course durations, interaction-feedback features, teaching methods, measurement/evaluation, and mathematical connection dimensions. Course evaluation codes/propositions and mathematical connection findings that emerge as a result of this research can be considered as a resource that can be used in the design of MOOCs to be planned in mathematics education.