ethanporcaro/eric-fulltext-meta huggingface dataset:
TRT EBA Secondary School Channel Social Studies Courses: Attitude and Perceptions of Students
Author: Osmanoglu, Ahmed Emin
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Students,Social Studies,Student Attitudes,Foreign Countries,Educational Television,Distance Education,Grade 5,Grade 6,Grade 7,Teaching Methods

This study aims to determine the attitudes and perceptions of secondary school students, who live in Bingöl and take social studies course, towards this course broadcasted on TRT EBA (Education Information Network) secondary school channel in the second semester of the 2019-2020 academic year. A quantitative research approach was adopted and a cross-sectional survey design was used in the study. The population of the study is 150 students who are in the 5th, 6th and 7th grades of the secondary school located within the borders of Bingöl city center in the 2019-2020 academic year. The data collection tool is the &quot;scale of attitudes and perceptions towards social studies course broadcasted on TRT EBA secondary school channel&quot; developed by the researchers. Factor analysis, correlation analysis, Kaiser-Meyer-Olkin (KMO) and Bartlett's Test were used on the scale. Cronbach's Alpha test was conducted for the reliability of the measurements. IBM Statistical Package for Social Sciences 22.0 (SPSS, Chicago, IL) was used for data analysis. Independent Samples t-test and OneWay ANOVA were applied for differences of general attitudes and perceptions. It was concluded that the attitudes and perceptions of the students are on the border of positive-neutral; social studies courses were not presented in a way to attract the attention of students; and that some changes are needed regarding the studio environment and the presentation of the courses.
The Examination of Job Satisfaction of Teachers in Terms of Commuting Time, Motivation and Some Demographic Characteristic
Author: Önen, Özgür
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Job Satisfaction,Teaching Conditions,Teacher Characteristics,Rural Schools,Teacher Placement,Time,Proximity,Teacher Motivation,Gender Differences,Status,Teacher Responsibility,Marital Status,Predictor Variables

Teachers' appointments &amp; relocations may create problems for both teachers &amp; educational administers in centralized &amp; developing countries. Policymakers should not only consider school needs but also give attention to teachers' needs while appointing teachers to schools in a nationwide system. Current regulations in Turkey give priority to vacancies in schools. However, this priority causes partners to live apart from each other or let one of them work in schools located, generally, in rural districts or villages away from the other partner or family member in need of special care of a relative. Teachers who work under this circumstances complain about online forms, and teacher unions ask governmental agencies to reconsider their priorities. Both teacher unions and teachers argue that this system of reappointment causes them to be exhausted and feel unhappy. This study, it is aimed to understand if commuting time is related to teachers' job satisfaction together with their motivation, gender, seniority, compulsory duty, and marital status. Results indicated that extrinsic motivation, commuting time &amp; gender are significant predictors of job satisfaction. The findings of the study were discussed &amp; possible suggestions are given according to the results.
The Impact of Differentiated Instructional Media on the Motivation and Opinions of Students towards Science Learning in Terms of Learning Styles
Author: Demir, Serkan
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 4,Student Motivation,Cognitive Style,Individualized Instruction,Teaching Methods,Science Instruction,Student Attitudes,Attendance,Student Participation

This study, it was aimed to determine the motivation of students to learn science according to learning styles and the effect of differentiated teaching practices on their opinions. A mixed research design consisting of a preliminary pre test-post test model with a control group and a qualitative data combination was used. The survey was conducted on 4th-grade students. 63 students, 30 in the experimental group and 33 in the control group, constituted the study group. The data were collected using the &quot;Motivation Scale for Science Learning&quot; and the &quot;semi-structured interview form.&quot; As a result of non-working findings, it is concluded that differentiated teaching practices according to learning styles are more effective for students' motivation towards science learning than traditional teaching methods and that teaching-oriented student views support differentiated teaching practices.
Emergent Model for Community Engagement: Developing Courses and Programs
Author: Spector, Barbara S.
Date: 2020-06-00
Type: Journal Articles
Subjects: Graduate Study,Student Certification,Curriculum Development,Informal Education,Science Education,Environmental Education,Professional Development,Communities of Practice,Models,Program Development,Educational Benefits

This retrospective emergent design qualitative evaluation study documents the development of a unique model for community engagement and engaged scholarship in higher education. The primary novel aspect of the model is participatory involvement of both the target audience for the program and representatives of various stakeholder groups who initiated, conceptualized, tested, assessed, and evaluated the courses and program with the professor. Members of the target audience and stakeholder groups also recruited participants, contributed to refining the courses and program to meet the needs of the stakeholder groups, and contributed to redesigning courses for online learning. The model emerged while developing and evaluating the &quot;Informal Science Institutions Environmental Education Graduate Certificate Program (ISI Program)&quot; at the University of South Florida. Garnering the resources of a previously untapped audience, the informal science education (ISE) community, presented the university with a way to increase enrollment. Also reported are sample benefits accrued to learners in the program, to the ISI community, to the community at large, and additional benefits to the University.
Learning from Problem-Based Projects in Cross-Disciplinary Student Teams
Author: Ellingsen, Pål
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Active Learning,Student Projects,Interdisciplinary Approach,Teamwork,Group Dynamics,Leadership Role,Conflict,Student Diversity,Stereotypes,Professional Identity,Student Experience,Undergraduate Students,Social Work,Engineering Education,Foreign Countries

This paper explores how Engineering students and Work and Welfare students reflect upon their own engagement in a one-week cross-disciplinary project. To develop a better understanding of what unfolds during these activities we collected data through anonymous surveys two consecutive years. Data from these 141 respondents were analysed using a learning history approach and are presented as narratives. Results show major disruptions and conflicts driving the student projects, exposing inviting confrontations, social identity threats, managing diversity, and friction of ideas. Whereas this in many cases led to new and better project solutions, these real-world experiences raise awareness of the need for tools and methods for training students. The aim of the paper is to learn from students' experiences through narrative distance, and fill a gap in the literature between problem-based learning (PBL) and the learning history method. Discussing different experiences of cross-disciplinary teamwork through the explanations of these theories, we also lay out potential questions for future research on the topic.
Teaching Critical Vocabulary to Filipino Heritage Language Learners
Author: Parba, Jayson
Date: 2021-00-00
Type: Journal Articles
Subjects: Heritage Education,Second Language Learning,Teaching Methods,Critical Theory,Second Language Instruction,Vocabulary Development,Tagalog,Power Structure,College Students,Dialogs (Language),Classroom Communication,Language Teachers,Teacher Attitudes,Native Language Instruction

Engaging in critical dialogues in language classrooms that draw on critical pedagogical perspectives can be challenging for learners because of gaps in communicative resources in their L1 and L2. Since critically oriented classrooms involve discussing social issues, students are expected to deploy &quot;literate talk&quot; to engage in critiquing society and a wide range of texts. Although recent studies have explored teachers' and students' engagement with critical materials and critical dialogues, research that explores language development in critical language teaching remains a concern for language teachers. In this paper, I share my experience of fostering language development, specifically the overt teaching of critical vocabulary to students of (Tagalog-based) Filipino language at a university in Hawai'i. Through a discussion of racist stereotypes targeting Filipinos and the impacts of these discourses on students' lived experiences, the notion of &quot;critical vocabulary&quot; emerges as an important tool for students to articulate the presence of and to dismantle oppressive structures of power, including everyday discourses supporting the status quo. This paper defines critical vocabulary and advances its theoretical and practical contribution to critical language teaching. It also includes students' perspectives of their language development and ends with pedagogical implications for heritage/world language teachers around the world.
Comparison of Kick Boxers Participating in the Turkey Inter-University Championship According to Their Multiple Intelligence Levels
Author: Bulgurcuoglu, Ahmet Nusret
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Competition,Athletes,College Athletics,Multiple Intelligences,Age Differences,Student Characteristics

The purpose of this study is to compare the multiple intelligence level of athletes participating in Inter-University Kick Boxing Championships in Turkey according to different variables. The universe of the study is created by 650 athletes from 65 universities that attended to the Inter-University Kick-Boxing Championship in Turkey (between 06-11 March 2018). And the sample of the study is 87 athletes who voluntarily accepted to participate in the study. In the study, &quot;Self-Assessment Inventory in Multiple Intelligence Areas,&quot; which was developed by Howard Gardner, translated into Turkish by Saban (2002) and whose validity and reliability ([alpha] = 0.93) were made, was used as the data collection tool in the study. SPSS 20 package program was used to analyze the data. The normality of the distribution was examined using the Shapiro Wilk test. It was observed that the available data had normal distribution. In the analysis of the data, descriptive statistical analysis, one-way analysis of variance (ANOVA) that compares the multiple intelligence levels of the athletes according to the universities they attend, the Tukey test, and the Independent sample &quot;t&quot; test that compares the multiple intelligence levels of the athletes according to the age variable were used. At the end of the study, depending on the age variable, Linguistic intelligence (p = 0.663; p &lt;0.05), Logical intelligence (p = 0.724; p &lt;0.05), Visual intelligence (p = 0.900; p &lt;0.05), Musical intelligence (p = 0.815; p &lt;0.05), Nature intelligence (p = 0.450; p &lt;0.05), Interpersonal intelligence (p = 0.713; p &lt;0.05), Kinesthetic intelligence (p = 0.548; p &lt;0.05), Intrinsic intelligence (p = 0.799; p &lt;0.05) no significant difference was found between the sub-dimension levels and the ages of the athletes.
Developing Data-Driven Administrative Policy for International Montessori Center, Thailand
Author: Ali, Arisara
Date: 2021-00-00
Type: Journal Articles
Subjects: Data Use,Educational Administration,School Policy,Montessori Method,International Schools,Foreign Countries,Kindergarten,Decision Making,Data Collection

This institutional survey research was used to improve administrative policies at International Montessori Center (IMC), a private international kindergarten in Bangkok, Thailand. The main goal of the study was to gather input from school stakeholders regarding daily conditions and functions, with the ultimate goal of improved administrative policy implementation. A literature review indicated no direct prior research. A survey gathered input from four stakeholder groups, including 15 teachers, 104 parents, 17 staff, and 3 administrators, regarding Physical Safety, Child Sense of Being Valued (classroom atmosphere), Classroom Conditions, Information Availability, Parent-Teacher Meeting Quality, Administrative Support, Parental Support (overall), Educational Tools and Technology, Quality of Peer Professional Relationships, and Availability of Needed Supplies. Stakeholders rated the daily operations areas using five-point Likert-style questions and responded to two open-ended questions. In sum, findings highlighted a number of useful perspectives for the little-studied early-childhood administrative community: (a) seemingly mundane school functions are important to those who experience them on a regular basis; (b) all stakeholder input is valuable when gathering school daily operations feedback; (c) similarities &quot;and&quot; differences in stakeholder input help administrators develop a more holistic perspective of school functioning; and (d) stakeholder input is a valuable tool for administrators to use when critically considering responsive policy formulation. Conclusions reached were limited to correlations and patterns found in one institution. However, it is clear that this original research is a valuable step in improving administrative policy implementation at the private international kindergarten level.
The Interactive Effects of Associative Response Priming and Personality Traits on Insight Problem Solving over Time
Author: Yeh, Yu-Chu
Date: 2020-06-00
Type: Journal Articles
Subjects: Priming,Personality Traits,Problem Solving,Personality Measures,College Students,Learning Processes,Foreign Countries,Creativity

Priming effect is, in a great part, an implicit learning mechanism; it may influence insight problem solving both consciously and unconsciously. The present study investigates interactions between personality traits and priming effects in insight problem solving involving novel object associations in complex situations over time. Based on the findings of past literature, a two-path (conscious vs. unconscious process) model exploring the moderation effects of two personality traits (emotional creativity and Big Five personality traits) were analyzed in this study. One hundred and fifteen college students participated in a randomized block design experiment (non-primed vs. primed) which included three runs of insight problem solving. During the experiment, the participants were exposed to partially direct priming with recognition memory tasks that associated novel objects (associative response priming) and then were challenged by situation-based insight problems; the interaction effects of priming manipulation and personality traits on insight problem solving were analyzed. The results showed that emotional creativity as well as extraversion, openness to experience, neuroticism, and conscientiousness play important moderating roles during the processes of insight problem solving when associative response priming was offered. Overall, the priming effects as well as the moderating effects of these personality traits on insight problem solving grew over time. The findings suggest that insight problem solving, although largely governed by an implicit learning mechanism, involves both conscious and unconscious cognitive processes; moreover, mindfulness, focused attention, persistence, positive emotion, and flexible thinking can be important mechanisms that facilitate insight problem solving in primed situations.
Assessment Practices and Beliefs: Teachers&apos; Perspectives on Assessment during Long Distance Learning
Author: Ferretti, Federica
Date: 2021-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Teacher Attitudes,Student Evaluation,Distance Education,COVID-19,Pandemics,Foreign Countries,Formative Evaluation,Professional Identity,Elementary Secondary Education,Web Based Instruction,Technology Uses in Education

The COVID-19 crisis has strongly affected the school system. In Italy, at-distance forms of didactics have been activated, changing the physiognomy of schools in terms of social interaction, practices and the identity of the individuals. In this paper, we address the issue of how teachers are facing the crisis: our focus is on assessment, as a key variable catalyzing personal history; beliefs; the interface between students; teachers and the school system. We study teachers' beliefs as part of their identities and assessment as a fundamental variable of beliefs. A qualitative content analysis of the open-ended answers to an online questionnaire is carried out to understand the main characteristics associated with assessment by teachers and the obstacles to overcome in the context of long distance learning (LDL). The data show that teachers did not identify valid assessment methods for LDL during the lockdown, especially due to the lack of control over the students. A misconception emerges concerning the definition of formative assessment together with a new awareness of the possibilities offered by digital technologies regarding the individualization of didactics. This study helps to understand which teachers' beliefs are related to assessment are and how they are shaped.
Determination of the Effectiveness of Istanbul Strait-Blue Belt Movement Project
Author: Kutlu, Ömer
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pollution,Program Effectiveness,Consciousness Raising,Knowledge Level,Elementary School Students,Secondary School Students,Water Pollution,Information Sources,Teacher Role,Internet,Age Differences,Course Selection (Students),Tests,Scores,Environmental Education,Student Characteristics,Educational Resources,Mass Media,Books

The purpose of this study is to improve students' knowledge and awareness regarding the scale of pollution that has engulfed the Istanbul Strait as well as the general threats faced by the ecosystem. Towards this end, 2310 1-12 grade students were sampled from schools in Istanbul to serve as study participants. To collect the research data, two different instruments namely Personal Information Questionnaire and Information Tests developed by the researchers were used. When the data collected with the questionnaire was examined, it was observed that students' knowledge concerning marine pollution generally came from their teachers and the Internet. Students who took most information from the Internet were those in the high school. The least source of information to students however was civil society organizations. With respect to the courses at school, the students reported taking most information regarding pollution of the sea from their science and social studies' textbooks. When it comes to the results obtained using the tests administered, it was observed that the average scores for posttest were higher than the average scores for pretest across all the levels. In order to examine whether or not the difference between the posttest average scores and the pretest average scores is significant, a t-test analysis was performed; and the results revealed that across all the levels, the differences observed between the average scores for posttest and pretest are significant. These findings and results provide concrete supports for the success of the educational training implemented in the study.
The Effects of a Multicomponent Motivational System Intervention Using Peer-Tutoring for Implementation on the Automation of Single-Digit Addition Tasks of Four Struggling Elementary Students
Author: Karnes, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: Motivation Techniques,Intervention,Peer Teaching,Tutoring,Addition,Elementary School Students,Learning Problems,Program Effectiveness

Derived math fact fluency becomes more imperative across all mathematical content areas during a students' mathematics development. However, many of them struggle to automate the most basic math facts sufficiently and therefore are not able to deal with more complex mathematical problems. This leads to the fact that many of them are already left behind in the early years of their school careers whether they have diagnosed learning disabilities or not. In this single-case research project, we evaluated a peer-tutoring approach designed to extend the number of automated single-digit addition tasks for four struggling elementary students through a multicomponent motivational system including immediate correction of errors, graphical feedback on performance, positive reinforcement, direct instruction flashcards, and a racetrack game. A multiple-baseline design (ABE) across subjects was applied to assess the effects of the treatment. The results indicate significant and large effects of the intervention on the number of automated math facts for the participants. This substantiates the assumption that the math-fact recall performance of struggling students can be improved through the method of peer tutoring even with the limited resources available in everyday school life.
Teacher Training System: According to the Views of Academicians and Teacher Candidates
Author: Yalçin Incik, Eylem
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Educators,Preservice Teachers,Teacher Education Programs,Program Effectiveness,Student Attitudes,Teacher Attitudes,Teacher Qualifications,Student Characteristics,Course Content,Professionalism,Teacher Education Curriculum,Physical Environment,Educational Environment,Social Values,Elementary Secondary Education,Foreign Countries

The primary purpose of this study is to determine the remarks of the academicians and teacher candidates of the faculty of education about teacher training system. The research is an embedded single case study, one of the qualitative research methods The study group of this research consists of 46 academicians working in the Faculty of Education in Mersin University and 60 fourth grade teacher candidates in the 2015-2016 school year. The data of the research were obtained by means of two different forms which were developed by researchers and applied to academicians and teacher candidates. Content analysis, one of the qualitative data analysis techniques, was used to analyze the data in the study. According to the findings obtained in the research, the academicians and teacher candidates evaluated teacher training system generally in terms of curriculum, learning-teaching process, physical conditions, student-academician profile and of the process of entry to the profession.