ethanporcaro/eric-fulltext-meta huggingface dataset:
Supporting Children with Special Educational Needs as a Socio-Pedagogical Problem
Author: Zhansulu, Sagatbekkyzy
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Elementary School Students,Students with Disabilities,Inclusion,Teacher Competencies,Teaching Methods,Student Evaluation,Cooperation,Socialization,Special Education,Foreign Countries,Mainstreaming,Gender Differences,Self Efficacy

The purpose of this research is to determine the professional competencies of primary schoolteachers in order to support inclusion students with special education needs from a socio-pedagogical point of view. In this study, professional competencies of primary schoolteachers were evaluated by using the survey model, which is one of the quantitative research methods, in order to support the inclusion students with special education needs from a socio-pedagogical point of view. The research was conducted with 320 primary schoolteachers who continued their educational activities in the 2021-2022 academic year in various primary schools in Almaty, Kazakhstan. The research data were collected with the teacher professional competencies scale for inclusive students with special education needs developed by the researcher. As a result of the research, it has been determined that the professional competencies of primary schoolteachers for mainstreaming students with special education needs are moderate in the sub-dimensions of teaching methods and techniques, diagnosis and evaluation, cooperation and socialisation. In addition, it has been determined that the general average of the professional competencies of primary schoolteachers for inclusive students with special education needs is at a moderate level. It has been determined that the professional competencies of the primary schoolteachers participating in the research for inclusive students with special education needs do not differ according to the gender variable. It has been determined that the professional competencies of primary schoolteachers for inclusive students with special education needs show a significant difference according to their education status for inclusive students. It has been determined that the significant difference in terms of primary schoolteachers' education to inclusive students is in favour of the educators.
The Influence of School Principal Supervision, Motivation, and Work Satisfaction on Teachers&apos; Performance
Author: Suriagiri, Suriagiri
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Supervision,Motivation,Job Satisfaction,Teacher Competencies,Accountability,Educational Quality,Barriers,Teaching Conditions,Teacher Motivation,Teacher Salaries,Foreign Countries

This paper aims to explore the relationship between school principal supervision, motivation and work satisfaction vis-a-vis teacher's performance in Indonesian education system. The accountability and quality assurance mechanism developed by the Indonesian government in the form of principal supervision works and directly impacts teacher's performance. It binds teacher to follow predefined patterns and if they deviate, they can face penalties. Moreover, motivation is linked with choice of profession and excellence in profession. Motivation can be drawn from monetary benefits, power associated with profession and prestige, or social status and respect. It has been observed that teachers are usually demotivated by lack of monetary and social benefits. It has been noted that teacher's performance enhances dramatically when they are not under undue pressure and are given their due liberty. Performance also increases when work place environment is suitable for nurturing the professional and personal skills of teachers. Furthermore, teachers are well motivated when they receive approval from their supervisors and when their colleagues were more cooperative. This also compensates for the lower monetary benefits and prestige associated with teaching. Data is collected from teaching sector of Indonesia via questionnaires. This study will help in ensuring a bright educational future for next generation in Indonesia.
A Systematic Review of the Research on Gifted Individuals with Autism Spectrum Disorder
Author: Gelbar, Nicholas W.
Date: 2022-10-00
Type: Journal Articles
Subjects: Gifted Disabled,Academically Gifted,Talent,Autism Spectrum Disorders,Research Reports,Case Studies,Student Characteristics,Teaching Methods,Special Education

This article includes a current research synthesis on a subpopulation of twice exceptional individuals, those who are academically talented with autism spectrum disorder (ASD). This population is emerging as an increasing focus of research, as the numbers of individuals identified are increasing. A total of 32 articles were included using the study's inclusion criteria, and of these 32 articles, 62.5% presented data, whereas the remaining 37.5% were review or conceptual articles. This review of articles published between 1996 and 2019 suggests little research is being conducted on this population. Some of the research conducted recently involve case studies, others are correlational in nature, and most are descriptive, focusing on participants' characteristics and how they were identified. A wide range of definitions were utilized in the literature, and to date, no empirical research has been published about this population. Implications from the current research base and suggestions for future research are included.
An Investigation of Distance Education Activities of Non-Governmental Organizations (NGOs) in Turkey during the COVID-19 Pandemic
Author: Balkar, Betül
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Learning Activities,Nongovernmental Organizations,Foreign Countries,COVID-19,Pandemics,Educational Change,Educational Practices,Equal Education

This study investigates the distance education activities of Non-Governmental Organizations (NGOs) working in the field of education in Turkey during the COVID-19 pandemic. The distance education activities of NGOs, practices of NGOs assisting distance education, and principles adopted by NGOs in the distance education activities during the pandemic were examined in the study. In this qualitative descriptive study, the distance education activities of NGOs during the pandemic were evaluated through document analysis. The activity reports of ten NGOs for the year 2020 were analyzed as part of the document analysis. The NGOs whose activity reports were addressed were selected using maximum variation sampling, thus reports from NGOs operating in various educational areas were examined. Activity reports were subjected to content analysis using an inductive approach. According to the results, distance education activities of NGOs during the pandemic mostly focused on the creation of digital content and materials, as well as the development of online education programs. The notion of decreasing inequalities in terms of access to education has guided the majority of distant education initiatives of NGOs during the pandemic. The activities of NGOs have been especially effective in preventing digital use divide in society and providing teachers with pedagogical agility.
Approaches to Monitor and Evaluate OER Policies in Higher Education -- Tracing Developments in Germany, Austria, and Switzerland
Author: Neumann, Jan
Date: 2022-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Educational Policy,Policy Analysis,Cross Cultural Studies,Foreign Countries,Higher Education,Web Sites,Universities,Maps,Comparative Education,International Organizations,Case Studies

The 2019 UNESCO recommendation on Open Educational Resources (OER) encourages member states to monitor policies and mechanisms in OER across the world. In higher education, there are many initiatives and policies around OER. This contribution gives insights into the current situation concerning OER policy documents that are of national or institutional relevance for public higher education institutions in Germany, Switzerland, and Austria. For each country, a different approach for identifying OER policy documents was chosen, dependent on the availability of documents and different dominant forms of documentation. Whereas digital documents available on the web were found as helpful sources for Germany, and performance agreements between the national ministry and individual universities were used for analysis in Austria, a survey amongst all universities was the chosen research approach in Switzerland to give an overview about potentially OER related policy documents. All these documents are now made available via the OER World Map. With this contribution, the authors also highlight the possibility of using the OER World Map as a powerful tool to collect and evaluate OER policy documents.
Connectivism
Author: Downes, Stephen
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Theories,Social Networks,Learning Processes,Artificial Intelligence,Information Technology,Brain Hemisphere Functions,Educational Methods,MOOCs,Literacy

Connectivism is the thesis that knowledge is constituted of the sets of connections between entities, such that a change in one entity may result in a change in the other entity, and that learning is the growth, development, modification or strengthening of those connections. This paper presents an overview of connectivism, offering a connectivist account of learning and a detailed analysis of how learning occurs in networks. It then offers readers an interpretation of connectivism, that is, a set of mechanisms for talking about and implementing connectivism in learning networks, and finally, pedagogy.
Digital Transformation and the Way We (Mis)Interpret Technology
Author: Bozkurt, Aras
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Educational Strategies,Educational Change,Social Development,Educational Innovation,COVID-19,Pandemics

For many people, digital transformation offers a great opportunity to keep pace with the requirements of the current age, while for others, it is all hype and needs to be approached with caution. However, be it opportunity or hype, digital transformation impacts every part of our human life, where we especially see and experience it in numerous areas of social domains, including education. Based on these arguments, this paper examines the research that has been conducted on digital transformation from the perspective of education by applying data mining and analytics approaches. Accordingly, in the examination of research papers on digital transformation, five emerging broad themes were identified: (1) strategies and technologies as pillars of digital transformation in social development; (2) digital transformation as a vision that goes beyond mere adaptation of technology; (3) innovative technologies as change agents of digital transformation; (4) the COVID-19 pandemic as a catalyst for digital transformation; and (5) confusion in terminology - digitization, digitalization, and digital transformation. This paper argues that by ignoring the social aspects and not positioning humans at the center of digital transformation and failing to understand the philosophy, vision and mission that lies behind it, we will be at risk of writing failure stories rather than success stories.
Academic Buoyancy of University Students and Its Relationship with Academic Average in Light of Some Demographic Variables
Author: Abdellatif, Mohamed Sayed
Date: 2022-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),College Students,Academic Achievement,Positive Attitudes,Self Efficacy,Learner Engagement,Foreign Countries,Student Attitudes

Academic buoyancy reflects students' ability to encounter ordinary challenges they face in the academic context, and it positively contributes to their behaviour. This study aims to measure the level of academic buoyancy among university students, identify its relationship with their academic average and determine the differences in their academic buoyancy levels in terms of gender and academic discipline. The descriptive-analytical research design was utilised. The academic buoyancy scale was applied to 243 university students (male and female). Data were statistically analysed using correlation coefficient, arithmetic mean and two-way analysis of variance. The results demonstrated that students have a high level of academic buoyancy; there was a significant correlation between academic buoyancy and academic average; and there were no significant differences in the academic buoyancy level with regard to gender (male and female) and academic discipline (theoretical and practical). The research recommended increasing students' academic buoyancy level to help them encounter academic pressures and challenges and to solve the problems they face in their academic lives effectively. [Note: The page range (2361-2370) shown on the PDF is incorrect. The correct page range for this article is p2361-2369.]
Analysis of Problem Based Learning in the Scaffolding Design: Students&apos; Creative-Thinking Skills
Author: Ernawati, Margaret Dwi Wiwik
Date: 2022-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Creative Thinking,Problem Based Learning,Biochemistry,Thinking Skills,Student Attitudes,Teaching Methods,State Universities,Undergraduate Students,Foreign Countries

This study aims to determine how students' creative thinking skills are by applying the scaffolding integrated problem based learning (PBL) model in biochemistry learning. The research method used is the mixed method with a sequential explanatory design. The sampling technique used was total sampling and data collection was carried out using creative thinking ability questionnaires, student observation sheets and interviews with students. Based on the results of data analysis carried out, it was found that the results of student observations were in the good category and students' creative thinking abilities were in the very good category. In addition, there is a significant difference in the average value in each class, namely class A with C, and class B with C. The findings in this study are strengthened by the results of interviews where it can be concluded that the PBL model with integrated scaffolding in learning can improve students' creative thinking skills.
Using Task Analysis to Support Inclusion and Assessment in the Classroom
Author: McConomy, M. Addie
Date: 2022-00-00
Type: Journal Articles
Subjects: Task Analysis,Inclusion,Special Needs Students,Student Evaluation

Task analysis is an evidence-based practice that promotes independence and instruction in inclusive settings. Although task analysis has an extensive history in the field of special education, recent research extends the application to both teachers and students, a pro-active approach, and promotes self-monitoring. When students with extensive support needs are provided tools to self-monitor and self-prompt their academic independence increases. This article provides guidance for practitioners as they develop task analysis to support teachers and students during instruction and assessment within an inclusive classroom setting. Recent research to support the value of using task analysis as an educational tool to promote independence and mastery of academic and social instructional goals is reviewed. Readers will also gain practical skills for developing, designing and revising task analysis for individual students, small groups, whole class and teacher use.
Creating an Interactive Dashboard to Support Middle School Teacher&apos;s Implementation of a Technology-Supported Problem-Based Learning Program
Author: Liu, Min
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Grade 6,Educational Technology,Problem Based Learning,Design,Technology Uses in Education,Space Sciences,Program Implementation

In this design case, we describe our experience of designing and creating a teacher's dashboard as an accompanying tool to support sixth-grade teachers who implement a technology-supported problem-based learning program on sixth-grade space science in their classrooms. We describe in detail the background of this design case, our motivation to create this teacher's dashboard, and our iterative design process over a period of five years. Our design process consists of three phases from the idea generation phase to both low- and high- fidelity versions of the prototyping phase to three iterations of the implementation phase. We present our rationales for making various design decisions over the process and our reflections on this design experience including the challenges we have encountered.
Designing a Board Game for Beginning Block-Based Programmers
Author: Yang, Dayae
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Design,Programming,Computer Science Education,Computation,Thinking Skills,Brainstorming,Aesthetics,Play

Computer programming has become an essential part of K12 education, promoted as a way for students to engage in computational thinking that helps develop students' ability to analyze and solve problems and prepare them for future careers. Tabletop board games are seen as an effective means to help students learn computer programming. Several board games have been developed for teaching computer science to novice students. Still, many are dominated by simple pathfinding movements lacking comprehensive use of various computer programming concepts or have a considerable gap between the game dynamics and the actual coding that takes place on the computer. This paper presents a design case in which we used Kalmpourtzis' (2018) elements of educational game design (game elements, learning, and players) to develop a board game that engages players who are learning block-based computer programming. We present the four major prototypes and the challenges for each step. Then, we highlight three main areas in which our design process offers implications for the design of educational board games.
Driven to Abstraction: A Design Case
Author: Shifflett, Jim
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Design,Online Courses,Internship Programs,Courts,Records (Forms),Documentation,Computer Software,Information Systems,Decision Making,Feedback (Response),Real Estate,Course Descriptions,Cognitive Ability,Curriculum Development,Aesthetics,Graduate Students,Educational Technology,Departments,Ownership,Advanced Courses

This design case documents the development of a new online training program to teach circuit court interns in Wise County, Virginia, how to create smart land records, or land record abstracts stored on a blockchain. The authors first describe the instructional context behind land record abstraction and the clients' original specifications for the curriculum. The authors then detail their empathic design approach, design decisions based on clients' feedback, and reflections-in-action at key points in the course's development. Major design decisions included the composition of a frame narrative to link the course modules, the reordering of the curriculum to mitigate the significant cognitive load in the training's content, and the use of both vertical and horizontal development to maintain aesthetic consistency. This paper concludes with the rationale for the evaluation plan and the establishment of a &quot;multigenerational&quot; partnership between the clients and new graduate students in the Instructional Design &amp; Technology program at Old Dominion University.
&quot;A Place for Everybody&quot;: Students&apos; Perspectives on Inclusive Behavior in School
Author: Siperstein, Gary N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Behavior,Inclusion,Bullying,High School Students,Middle School Students,Peer Relationship,Educational Environment

Understanding students' perspectives on inclusive behavior is important for addressing the bullying, victimization, and exclusion that many middle school and high school students, particularly marginalized students, continue to face at school. This study explored how students give meaning to inclusive behavior at school and the conditions that support inclusive behavior. Using data from 30 focus groups conducted with students, the findings expand on three primary themes: students' broad descriptions of inclusive behavior, their understanding of the qualities and characteristics of an inclusive person, and their beliefs about what makes a school inclusive. Findings from this study can inform organizational practices to facilitate inclusive behavior in schools in a manner consistent with how students themselves view inclusivity.
Didactics of Modern Lessons in the Modernisation of Geographical Education
Author: Y?nglik, Khorgasbay
Date: 2022-00-00
Type: Journal Articles
Subjects: Geography Instruction,Foreign Countries,Teacher Role,Teaching Methods,Student Centered Learning,Preservice Teachers,Teacher Education Programs,Student Attitudes,Instructional Materials

The aim of this research is to reveal the views of prospective geography teachers on the teaching of modern courses in the modernisation of geography education. Study data were collected with semi-structured interview forms. The sample of the study consisted of geography teacher candidates studying at university in Kazakhstan. In the research, the situation of today's geography education, suggestions for modernised geography education, views on modern approaches in geography teaching and the role of the teacher in modern education were questioned. As a result of the research, among the answers to the question about the state of today's geography education, majority of the participants answered indecisively to the questions. Among the answers given to the question asking geography teacher candidates about their suggestions for modernised geography education, majority of the participants stated material. Among the answers given to the question asked in order to evaluate the views of geography teacher candidates on modern approaches in geography teaching, majority of the participants stated student-centred. Among the answers given to the question asked in order to evaluate the views of the geography teacher candidates on the role of the teacher in modern education, majority of the participants stated attractiveness of the course.