ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Self/Pair vs. Teacher Correction and Task Repetition on Individual and Pair Written Performance
Author: Zolghadri, Maryam
Date: 2020-00-00
Type: Journal Articles
Subjects: Task Analysis,Second Language Instruction,English (Second Language),Feedback (Response),Error Correction,Teaching Methods,Groups,Teacher Student Relationship,Peer Evaluation,Writing (Composition),Comparative Analysis,Writing Evaluation,Narration,Accuracy,Language Fluency,Scores,Foreign Countries

A great number of investigations have focused on the subject of task rehearsal (repetition) and its likely influence on language learning. Giving language (L2) learners an opportunity to repeat the task may help them to redistribute their focus on form, since they have already become fairly familiar with the content. Several studies have also documented that providing learners with feedback on their initial task performance has a positive effect on their second performance. Accordingly, this study examined the effects of two types of feedback methods, namely self/pair vs. teacher correction, as well as task repetition (same task repetition and similar task completion) on individual and pair written performances. Six (N=90) groups of EFL learners were asked to write a narrative task individually and three groups in pairs. After task completion, two groups (both in individual and pair groups) received teacher feedback on their writing narrative production, two groups (both in individual and pair groups) attempted to find their mistakes in their own writing (self/pair correction), and the other two groups (control groups) were provided with no feedback or correction on their task performance. After focusing on their mistakes all four groups and the two control groups repeated the same task. Then after a two week interval, a similar task (another narrative task) was given to the learners. Then learners' performances were compared in first (initial performance), second (repetition of the same task) and third (similar task performance) production stages in terms of three measures: complexity, accuracy, and fluency. The results obtained through mixed ANOVA revealed that learners' performances improved in terms of accuracy, fluency, and complexity when they were asked to repeat the same initial task. Learners also benefitted from task repetition when they were asked to perform a similar task. Moreover, the results indicated that individual performances resulted in higher scores of accuracy, fluency, and complexity compared to pair performances. Another finding was that focus on form through self/pair correction and teacher-correction assisted learners in improving their written performance in their second and third productions.
A Portfolio Model for the Teaching and Learning of GIS Competencies in an Upper Secondary School: A Case Study from a Finnish Geomedia Course
Author: Anunti, Henna
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Geography Instruction,Geographic Information Systems,Portfolios (Background Materials),Secondary School Students,Preservice Teachers,Instructional Design,College Faculty,Instructional Materials,Skill Development,Student Improvement,Teacher Education,Pedagogical Content Knowledge,Foreign Countries,Case Studies,Student Motivation,Instructional Effectiveness

The fast rate of technological development in today's modern, digitalized society provides new opportunities and challenges for the future of geography education. The availability of geographic applications and geographical information systems (GIS) also create many interesting possibilities for the analysis, interpretation and production of geographic information (GI). The objective of this paper is to explore and discuss how a digital GIS portfolio can be used as an educational method for teaching and learning about the use of GIS. In this study, a design-based research (DBR) approach is used to develop a portfolio model for use in a Geomedia course in an upper secondary school setting. The design process occurred during January 2019 with pre-service teachers (n=8) and Geography teachers (n=2) at a university in Finland. There were six development cycles including problem analysis, design process and design solutions. The idea of a DBR approach is not only to create instructional materials to support students' in their learning and development of GIS skills, but also to be an educative process for pre-service teachers who have minimal experience in teaching GIS skills. The digital GIS portfolio model follows Bloom's taxonomy and includes progressively more demanding, inquiry-based activities for students. The digital GIS portfolio as a pedagogical practice was tested during Spring semester in 2019 with students (n=17) who were completing a Geomedia course at a local upper secondary school. It turned out that the use of a digital GIS portfolio is a very promising method for GIS education. Use of the portfolio improved student competence at using GIS; it developed student motivation to learn about GIS; and increased students' perceptions about the importance of GIS. However, a teacher-centered approach for teaching about GIS skills was also considered to be very important. The results of this study provide practical knowledge for Geography teachers and useful advice for developing teacher training in Geography.
Teacher Opinions about Children&apos;s Awareness of Zero-Waste and Recycling in the Pre-School Education Years
Author: Bulut, Ayhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Recycling,Environmental Education,Preschool Education,Preschool Teachers,Preschool Children,Teacher Attitudes,Knowledge Level,Conservation (Environment),Consciousness Raising,Developmentally Appropriate Practices,Educational Games,Visual Aids,Foreign Countries,Experiential Learning

The aim of this study is to encourage the development of pre-school teachers by raising their awareness about zerowaste and recycling activities. The need for this research is linked to the lack of prominence about the concept of zerowaste in pre-school programs in Turkey, and also the limited inclusion of opportunities for pre-school students to learn about recycling strategies. This research uses a qualitative design and adopts a case-study approach. The study group was purposefully sampled using criterion-sampling. Interviews were conducted with forty pre-school education teachers who volunteered to support the research, had at least five years experience, and had received training about zero-waste and recycling activities. The interviews with pre-school education teachers were conducted once and took approximately fifty minutes. Content analysis and descriptive analysis approaches were employed. The research findings were based on each interview question, and tables were created under five headings. Research findings indicate that most of the pre-school education teachers stated the children's awareness about zero-waste and recycling was insufficient during the pre-school education years. Teachers have stated that awareness about zero-waste and recycling can be enriched through the inclusion of specific content and the use of visual materials in pre-school education programs. Additionally, pre-school education teachers emphasized that using an educational game will make the learning process about zero-waste and recycling strategies more enjoyable and will also be the most suitable method in terms of the children's age and levels of development. On the other hand, teachers have stated that in order to raise children's awareness about zero-waste and recycling, there should be further studies conducted about how such awareness will contribute to the social and emotional development of children as well as studies about how children can learn-by-doing.
Local Strategies and Models for Availability and Access to Information and Communication Technologies in a Rural Elementary School in Mexico
Author: López-Sandoval, María Guadalupe
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Elementary Schools,Models,Access to Computers,Educational Technology,Technology Uses in Education,Educational Policy,Technology Integration,Ideology,Ownership,Internet,Literacy,Teacher Attitudes,Administrator Attitudes,Educational Resources,Resource Allocation,Knowledge Level,Technological Literacy

This article, which is based on an ethnographic approach, analyses the models and strategies that a rural elementary school community in Mexico has developed to keep available, accessible, and in daily use, digital devices and connectivity despite their marginality conditions. This case study is explored from two theoretical perspectives. First, a critical approach to digital inclusion policies in Latin America (Dussel 2014; González 2014) is used to understand how the school community has &quot;translated&quot; digital inclusion policies to build their own availability models. Second, the access of the school community to ICT is examined under the scope of a literacy access perspective (Street 2016) in order to understand ICT practices according to discourses and ideology that surround practices, the community and institutional structures that support participation, and the relationships with other people who model and promote ways of using ICT (Hernández &amp; López 2019; Kalman &amp; Hernández 2018; Warschauer 2003). This analysis shows the local strategies that allow the school community to keep availability, access and everyday use of ICT, such as, the use of economic resources generated by the school, the incorporation of students' and teachers' own devices, the subcontracting of Internet connectivity, and knowledge sharing practices among teachers.
Education Reform for the Future: A Case Study of Korea
Author: Jeong, Euiryeong
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Case Studies,Information Technology,Technological Literacy,Global Education,Futures (of Society),Program Descriptions,Educational Policy,Foreign Countries,Government Role,Program Implementation,Problem Solving,Creativity,Technology Integration,Teaching Methods,Art Education,Team Sports,Career Exploration,Faculty Development,Teacher Role,Korean,English (Second Language),Second Language Learning,Mathematics Achievement,Achievement Tests,International Assessment,Secondary School Students,High Achievement

This paper describes how the global education community can prepare for the future of education. With the aim of promoting global education and creativity, the paper leverages case studies on Korea's education reform, including the Free Semester Program (FSP) and the SMART Initiative using ICT, which are new education initiatives focused on promoting ICT skills in schools across Korea. The paper highlights critical aspects of successful implementation, the role of government, and the positive impact of these education reform policies. It proposes lessons for scaling up similar practices in other settings.
Social Studies and Geography Teacher Candidates&apos; Views on Coronavirus (COVID 19) and Online Education Process
Author: Ozkaral, Tugba Cevriye
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Geography Instruction,COVID-19,Pandemics,Online Courses,Educational Technology,Preservice Teachers,Student Attitudes,Distance Education,Internet,Barriers,Preservice Teacher Education,Educational Resources,School Closing

In Turkey, all universities started to carry out formal theoretical courses using online education methods after COVID19 pandemic. The aim of this study is to determine the views of Social Studies and Geography teacher candidates about COVID-19 and online education processes. To do so, a qualitative research method was used. The research working group, in the school year 2019-2020, were those studying to be Social Studies and Geography teachers at a Faculty of Education in a Turkish university. A total of 37 teacher candidates participated in the study and a questionnaire consisting of open-ended questions developed by the researcher was used to obtain their views. A content analysis process was used to analyze the data. According to the findings from the study, teacher candidates stated they were more affected by this process because they were in their final year of study. They explained the reason for this situation as being related to their internship being incomplete and their dreams of graduation being negatively affected. Furthermore, the lack of adequate internet access and connection problems experienced amongst the teacher-candidates had a negative impact on their experience of online education processes. Therefore, according to the views of teacher-candidates. the process of considering the services, systems and infrastructure offered by the university needs to occur for effective online education processes to be developed. For example, providing training to Faculty members and providing facilities such as computers to minimize technical problems and solve problems related to lack of access. It is recommended that universities should improve their infrastructure and plan to train lecturers and teachers for online education processes. To do so will benefit both the experience of, and minimize concerns about, online education processes.
Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum
Author: Aktin, Kibar
Date: 2020-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,Textbook Content,Textbook Publication,Social Studies,Active Learning,Experiential Learning,Outdoor Education,Place Based Education,Local History,Field Trips,Student Projects,Homework,Family Involvement,Grade 4,Grade 5,Grade 6,Grade 7,Foreign Countries

The Social Studies course covers many opportunities for students to actively learn-by-doing and learn-by-living outside of the school and classroom environments. In this context, the present study aims to identify how the Social Studies Curriculum in Turkey (Ministry of National Education [MoNE], 2018) supports learning in environments outside of the school; the study also aims to determine the extent to which such learning opportunities are actualized in the activities found in the Social Studies textbooks published during 2019. The current study adopts a qualitative document analysis method. The textbooks to be examined for this study are the Social Studies 4th Grade to 7th Grade textbooks which are printed in 2019 and prepared by different authors and publishing houses. Such textbooks are also listed on Education Information Network (EBA), an official website affiliated with the Ministry of National Education, and the current Social Studies Curriculum (MoNE, 2018). It was determined as a result of the study that most of the activities related to outof-school teaching and learning in the Social Studies Curriculum (MoNE, 2018) occur at 4th Grade and 5th Grade; also the number of such activities gradually decrease across higher year or grade levels. The greatest amount of activities related to out-of-school education in the Social Studies textbooks are found in the 5th Grade. Homework activities, and other activities such as trip-observations, project assignments, oral history, local history, research assignments supported by family participation, and out-of-school activities including interviews were found in these textbooks. Homework is used the most among the out-of-school learning focused activities. Results from the study concludes that many out-of-school activities covered in the Social Science textbooks are carried out as classroom activities because of the uncertainty about how learning can be achieved in out-of-school learning environments. In contrast, numerous gains are specified by out-of-school education, therefore such gains have been transformed into out-of-school activities in the textbooks for the Social Studies curriculum.
Building a Culture of Hope: Exploring Implicit Biases against Poverty
Author: Gibson, Emily L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Bias,Poverty,Social Emotional Learning,Low Income Students,Attitude Change,Teacher Attitudes

A Culture of Hope provides a blueprint for schools wanting to meet the social/emotional needs of youth at risk. In working with staff to develop cultures of hope, the influence of implicit biases and prejudices about people who are living in poverty must be addressed. This essay introduces information and research about implicit biases, illustrates the impact of implicit biases on teaching and learning, and shares strategies for raising awareness about implicit biases against poverty in order to build staff consensus around core beliefs and values.
Grit and Agency: A Framework for Helping Students in Poverty to Achieve Academic Greatness
Author: Kundu, Anindya
Date: 2017-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Personal Autonomy,Poverty,Academic Achievement,Social Structure,Equal Education,Minority Group Students,Teacher Student Relationship,Goal Orientation,Educational Mobility,Mental Health

Recent research in psychology introduces &quot;grit&quot; as a characteristic observable in successful students (Duckworth, 2016). Popular applications of the grit framework can further the notion of &quot;rugged individualism,&quot; placing the onus of achievement upon the individual. This perspective can lead failures to be considered the result of deficiencies, overlooking effects of structural factors associated with learning. Sociologically, certain applications of grit can be limited in explaining mobility: they may not address the social contexts of the people they assess; or, they may lack a dynamic understanding of students' cultures. This article applies a qualitative, sociological framework offering &quot;agency&quot; as a concept to complement grit and understand social structures, which facilitate student mobility. Through in-depth interviews, this research gives voice to students who experienced significant upward mobility, despite low-income backgrounds. These cases suggest that interplay between personal agency and a supportive social structure is necessary for students to navigate barriers towards academic and professional success.
Publication Tendency of Turkish Geography Journals
Author: Özturk Demirbas, Çagri
Date: 2020-00-00
Type: Journal Articles
Subjects: Periodicals,Foreign Countries,Geography,Policy,Faculty Publishing,History,Incidence,Bibliometrics

The refereed and periodical journals, which form the basis of scientific communication, have different functions such as quality control, archival creation, the promotion of authors, and information distribution. Journals that previously addressed wider audiences and disciplines are becoming increasingly thematic today and are beginning to address a particular area of focus. Therefore, this study aims to reveal the publication policies of academic journals in Turkey which are categorized under the theme of Geography. For this purpose, academic Geography journals published in Turkey have been analyzed using a content analysis method. Also, a bibliometric analysis process has been applied to academics who publish in these journals and use the keywords geography education in their work as revealed by an academic search in Higher Education Council (referred to as YÖK in Turkish). A Journal Review Form was used to analyze data from the study, which included seven journals. From this form, the aim, scope, index, frequency of publication, type of publication, and temporal change of journals can be determined and the general trends for these journals ascertained. As a result of the research, it is determined that six journals have been published over 20 years, albeit with interruptions, while one journal was in its 9th year of publication.
Examining the Effects of Using a Porphyrios-Tree Aided Constructive Teaching Approach with Pre-Service Social Studies Teachers to Develop Understanding about Ecological Interspecies Relationships
Author: Yangin, Selami
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Constructivism (Learning),Preservice Teachers,Social Studies,Environmental Education,Geography Instruction,Ecology,Scientific Concepts,Concept Teaching,Misconceptions,Visual Aids,Foreign Countries

This study aims to find out the effects on pre-service teachers of a constructivist teaching approach aided by use of a Porphyrios-tree. Use of a Porphyrios-tree is thought to be the basis of and most principled conceptual teaching tool to aid meaningful comprehension about concepts of interspecies relationships. The study has a quasi-experimental design and uses a single-group pre-test and post-test model. The study group consists of 3rd Grade Social Studies pre-service teachers who are studying in the Faculty of Education at a university in Turkey. The study has a two-tier application, the first of which is dedicated to conducting interviews with each participant for nearly 20 minutes in a suitable environment. Stage two is designed to conclude whether or not the responses from the individual or group interviews about the Porphyrios-tree drawings do help to resolve any misconceptions. A structured grid was used for data collection in these interviews. Data analysis was performed by analyzing the quantitative values obtained from the structured grid with SPSS 22.0. It was found out that pre-service teachers developed the most alternative conceptions in their learning about mutualism and commensalism. Also, after the application of Porphyrios-tree, the students' alternative conceptions about of &quot;positive interaction (mutualism, commensalism)&quot; was eliminated. More strikingly, the pre-service teachers' post-test scores are higher in all statements of the grid. Consequently, it is recommended to carry out further research with different variables to enlighten about whether the Porphyrios-tree is an effective teaching tool in other subjects.
Challenges of Differentiated and Individualized Teaching in Vocational Education: The Case of Slovenia
Author: Ermenc, Klara Skubic
Date: 2020-00-00
Type: Journal Articles
Subjects: Barriers,Individualized Instruction,Curriculum Implementation,Vocational Education,Vocational High Schools,High School Students,At Risk Students,School Administration,School Role,Educational Principles,Adolescents,Student Satisfaction,Foreign Countries

One of the main factors contributing to students' optimal development in school settings is the implementation of appropriate differentiating and individualizing measures. While this topic is well researched and addressed in the context of primary and lower secondary education, the theoretical and empirical research on differentiated and individualized teaching in vocational education and training (VET) programs is relatively scarce. However, well-applied individualization measures seem equally important in the context of VET programs, as they are frequently attended by students with lower educational aspirations, diverse socio-cultural backgrounds, and complex educational and personal needs. Our research explores what kind of individualization practices exist in Slovenian VET programs and what roles teachers and school management play in implementing individualized teaching. A single case study with one class of 16-year-old students (N = 22) attending the confectioner VET program was conducted. The data were collected by means of interviews, observations, and questionnaires, and were analyzed and interpreted by combining qualitative and quantitative methodological approaches. The results indicate that the school strove to address the diversity of the student population and used a number of different activities at institutional (school) as well as individual (teacher) levels. However, the potential of a more individualized approach seems to be largely unexploited. It is necessary to understand individualization as a principle implemented at the level of direct teaching and at the school level. Students should receive guidance that adapts the education process to their individual characteristics and aspirations as much as possible.