ethanporcaro/eric-fulltext-meta huggingface dataset:
Prospective Social Studies Teachers&apos; Perceptions of 21st Century Skills Efficacy
Author: Öksüzoglu, Irem Elçi
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,21st Century Skills,Social Studies,Self Efficacy,Gender Differences,Instructional Program Divisions,Academic Achievement,Technological Literacy,Grade Point Average

The aim of this study was to examine prospective social studies teachers' efficacy perceptions of 21st century skills based on gender, grade, academic success and mastery of information-communication technologies. Descriptive survey model was adopted in the study. The sample of the study consisted of a total of 257 prospective social studies teachers, 175 females and 82 males, from two different state universities in Türkiye. The participation was on a voluntary basis. The findings revealed that the participants had a high level of 21st century skills perceptions. It was also found that the participants' efficacy perceptions of 21st century skills differed significantly by gender in favor of female participants in the total scale and life and career skills sub-dimension. However, there was no significant difference in the sub-dimensions of learning and regeneration skills and information, media and technology skills in terms of gender. In addition, it was found that the participants' efficacy perceptions of 21st century skills and sub-dimensions differed significantly in favor of those thinking that they had mastery of information and communication technologies in the total scale and in the sub-dimensions of life and career skills and information, media and technology skills. However, no significant difference was found in learning and regeneration skills sub-dimension in terms of mastery of information and communication technologies. Finally, it was found that the participants' 21st century skills perceptions did not differ by grade and academic success. [For the full proceedings, see ED630948.]
The Place of Poetic Texts in Turkish-Literature Education and Their Reflections on Secondary School Turkish Textbooks
Author: Yalap, Hakan
Date: 2022-00-00
Type: Journal Articles
Subjects: Poetry,Turkish,Literature Appreciation,Aesthetics,Teaching Methods,Vocabulary Skills,Moral Values,Literary Genres,Textbooks,Content Analysis,Textbook Evaluation,Language Acquisition,Secondary School Students,Instructional Materials,Foreign Countries

Literary texts have an important function in the education of Turkish and literature. It is certain that literary texts will steer the development of individuals in either lingual or emotion and value education. As for poetic texts involved in literary texts, they have a great role in increasing the aesthetic and artistic skills of their addressees, improving their vocabulary, making them aware of all the possibilities of the language, and increasing their perception of national and moral values. Due to all of these reasons, the poetic texts selected to be used in the Turkish textbooks are to meet some specific criteria. During the course of this study, the poetic texts in the Turkish textbooks recommended to be used in 2020-2021 school year favouring the principles of &quot;harmony,&quot; &quot;imaginary characteristics,&quot; &quot;literary autonomy,&quot; and &quot;suitability for children&quot; constituting text characteristics have been evaluated by the experts in the literature, and some results have been achieved. It has been concluded that 20 of the 66 poetic texts analysed for this study are &quot;good,&quot; 34 are &quot;average,&quot; and 12 are &quot;weak.&quot; In other words, 30% of the 66 poetic texts are &quot;good,&quot; 51% are &quot;average,&quot; and 19% are &quot;weak.&quot; Based on these results, required sensitivity has not been shown to the poetic texts selected for textbooks. Considering the fact that secondary school students improve their language skills encountering quality texts, the poetic texts proposed to be used in the 5th, 6th, 7th, and 8th grades have been stated at the end of the study.
Psychological Testing at Entrance Exam at &quot;Dunarea de Jos&quot; University of Galati, Romania
Author: Andrei, Mihaela
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Psychological Testing,College Entrance Examinations,College Admission,Personality,College Applicants,Learning Motivation,Student Interests,Academic Aptitude,Admission Criteria,High School Graduates,Data,Educational Change

The university admission test comes after the high school graduation exam - the baccalaureate. The baccalaureate results of each candidate must be known by the university admissions committee. They provide information on the degree of intelligence, the skills acquired up to this date, but also the presence of inclinations and skills indispensable to the fulfillment of professional aspirations. The university entrance exam should not be focused only on quantity and quality of knowledge. Besides that, one of the objectives of this exam must be to test the interest in completing the studies through the university level for which he opts, but also the candidate's skills that &quot;offer&quot; him the productive and satisfying course of the entire cycle of higher education, even the perspective of future achievements. To realize that three psychological investigation tools of candidates (tests) can be used, necessary to highlight: (1) personality profile of the candidate; (2) interest profile, motivational; and (3) aptitude profile. The paper proposes a new admission methodology: the data collected through the proposed tests and correlated with the high school graduation data can accept the candidates, as admitted to the profile they opted for, or can redirect them to choose the right path. [For the full proceedings, see ED630948.]
Review of Gifted Students&apos; Perceptions towards Receiving Homework
Author: Er, Zübeyde
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Academically Gifted,Student Attitudes,Gifted Education,Mathematics Education,Homework,Gender Differences,Instructional Program Divisions,Foreign Countries,Grade 4,Grade 5,Grade 6

In this study, the aim is to examine the perceptions of special talented students towards the homework given in mathematics courses with various variables. The research was conducted with 149 gifted students studying at the science and art center in the southern region of Turkey. This study is a descriptive study in screening model. In the collection of the data, &quot;Mathematics Course Student Homework Perception Scale&quot; developed by Uçar (2018) was used. The data was analyzed by t-test, Anova test, Kruskall Wallis and Mann Whitney U-tests on SPSS package program. As a result of the research, it was concluded that the perceptions of the students about the homework given in mathematics courses were positive. In addition, while there was no significant difference in the perception of the homework given in mathematics courses in variables such as gender and education status, it was seen that there was a significant difference in some sub-factors in terms of grade level and group variables. [For the full proceedings, see ED630948.]
Students&apos; Difficulties in Solving Mathematical Literacy Problem Level 3, Level 4 and Level 5
Author: Rum, Ahbi Mahdianing
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Mathematics Education,Problem Solving,Grade 10,High School Students,Word Problems (Mathematics),Mathematics Skills,Mathematical Logic,Literacy

This study aims at describing students' difficulties in solving mathematical literacy problem level 3, level 4 and level 5. Qualitative research was used in this study. Participants of the research were 10 tenth-grade students randomly selected from a senior high school. The research was conducted at Senior High School 1 North Bengkulu. Data collected through mathematical literacy skill test, questionnaire, and interview. Data analysis revealed that in level 3 student had difficulties in calculating the arithmetic operation and interpreting the problem which make them solve the problem without understanding the question well. In level 4 students have difficulties in interpreting the problem, calculating the arithmetic operation, making mathematical models, communicating explanation and arguments, solving the problem due to forget the prior knowledge and not knowing how to apply the formula. In level 5 students also have difficulties in interpreting the problem, calculating the arithmetic operation, devising the strategy to solve the problem, making mathematical models, and using the formula. In this level students also have difficulty in communicating their interpretation and reasoning and have difficulty in using well-developed thinking and reasoning skills. [For the full proceedings, see ED630948.]
The Digitalization of Higher Education in Morocco, Limits, Challenges and Perspectives: Case Study of the Faculty of Letters and Human Sciences University of Ibn Zohr Agadi
Author: Attou, Amal Ben
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Change,Educational Practices,Higher Education,Technology Uses in Education,Student Behavior,Teaching Methods,Student Attitudes,French,Departments,College Faculty,Teacher Attitudes,Barriers,Technology Integration,Learning Processes,Instructional Innovation,Foreign Countries,Educational History,COVID-19,Pandemics,Distance Education,Comparative Analysis,Computer Assisted Instruction,Information Technology,Resilience (Psychology),Universities

This article's interest is to approach the impact and changes occurred by integrating digital pedagogical practices in the Moroccan higher educational system. The paper emphasizes the use of digital technology in the university curriculum, and how the latter shaped students' behavior as well as learning development. Our research methodology is based on observation sessions in which we measured and accessed students' knowledge acquisition, and how the use this digital learning in their research and study process. We also worked on focus groups with students of French department in the faculty of letters and human sciences of Agadir to measure how the digital learning process could increase student's creativity and critical thinking. This methodology is adopted in order to present an overview or the educational context and the appearing challenges in order to propose innovative work perspectives and to design a model of digital learning strategy enhancing student's analysis and interpretation competencies. The main concern of our paper is how can we integrate an innovative impactful digital strategy in the process of learning and teaching in higher education, knowing that this system remains somehow resilient? [For the full proceedings, see ED630948.]
Students&apos; Perceptions of Implementing Independent Learning-Independent Campus Curriculum: Benefits and Challenges
Author: Al Qorin, Amami Shofiya
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Foreign Countries,Curriculum Implementation,Student Exchange Programs,Student Research,Internship Programs,Barriers,Affordances,Undergraduate Students,Independent Study,Arabic,Second Language Learning

This article aims to analyze students' perceptions of the benefits and challenges of implementing the MBKM curriculum. In this qualitative descriptive study, the data were collected from students of the Arabic Education Study Program, at Malang State University, who participated in the program with a questionnaire and interview method. The results obtained from this study are: (1) students' perceptions of the benefits of implementing the curriculum are the best practices generated from the programs such as student exchange, research program, internships (calligraphy and translation minor), and teaching practicum. The main benefits are inviting students to be creative and adaptive humans. They will be better prepared upon graduation, bringing students closer to work and industry and training students who can face social-cultural changes and rapid technological developments. (2) Students' perceptions of technical and administrative challenges in implementing the program. The implementation of this program was not as smooth as expected because students faced various technical issues, such as conducting the program remotely because of the COVID-19 pandemic, and administrative issues, such as building partnerships between campus and external institutions. [For the full proceedings, see ED630948.]
Ohio Black Student Equity Report
Author: Smith, Everrett A.
Date: 2023-08-00
Type: Reports - Research
Subjects: African American Students,College Students,Equal Education,Racism,Student Experience,Police,Student Financial Aid,Debt (Financial),College Environment,Student Needs,College Faculty,College Administration,School Policy,Racial Relations,Black Colleges,Predominantly White Institutions,Racial Discrimination,Student School Relationship,Loan Repayment,Student Loan Programs

In this paper, we focus on how Black students matter, from their perspective, in Ohio higher education. To better support Black students, policymakers, college leaders, and organizers must understand what is happening on the ground from students themselves. The words of the essayist and thinker, James Baldwin, are pertinent here: &quot;Not everything that is faced can be changed, but nothing can be changed until it is faced.&quot; This Ohio Black Student Equity Report is our contribution to ensuring that Ohioans face the state of racial (in)equity in higher education as it relates to Black students. Over the past year, we have worked as a team of undergraduate student organizers, Ohio Student Association (OSA) staff and leadership, policy researchers, and education researchers to collect data and write a report that could provide a glimpse of Black college students' experiences throughout the state of Ohio. In what follows, we provide insight with the most comprehensive report to date about Black college students' experiences in higher education in Ohio. [This report was produced by the Ohio Student Association (OSA).]
Analysis of Postgraduate Theses on the Concept of &quot;Information Literacy&quot; in Turkey
Author: Bulut, Mesut
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Masters Theses,Information Literacy,Information Retrieval,Databases,Content Analysis,Doctoral Dissertations,Institutional Characteristics,Trend Analysis,College Faculty,Graduate Students,Doctoral Students,Gender Differences

This research examines the postgraduate theses on the concept of information literacy from various perspectives. In this study, which was conducted within the framework of a qualitative research approach, document analysis was used for data collection. Within the scope of the study, &quot;information literacy&quot; was written as a keyword in the database of the Council of Higher Education (YÖK) National Thesis Center and scanned electronically and (f=33) postgraduate theses published in Turkey with &quot;information literacy&quot; in their titles were reached. In the study, theses were analyzed by content analysis in terms of type, year, language, university, affiliated institute, department, research method/approach, study group/participants, and thesis advisor titles. Because of the research, it has been determined that there are more master's theses than doctoral theses and that master's theses are mostly done in state universities. It has been determined that the number of postgraduate theses in 2019 is higher than in other years, the most common title for faculty members who are thesis managers is &quot;professor doctor,&quot; according to gender, women have prepared (f=21) theses, and men have prepared (f=12) theses. It has been determined that most of the &quot;survey method&quot; studies are conducted in postgraduate studies, most studies are conducted with &quot;students&quot; and most studies are conducted in &quot;Hacettepe University.&quot; Additionally, it has been determined that since 2018, the number of postgraduate theses using the concept of &quot;information literacy&quot; has increased, most of the research is done in the &quot;institutes of educational sciences&quot; of universities, and most of the postgraduate theses are prepared in the &quot;Information and Document Management Department.&quot; It has been determined that the language of the theses is Turkish except for 1 (one) study. According to the results of the research, it was determined that the &quot;survey method/quantitative studies&quot; method was used the most. [For the full proceedings, see ED630948.]
Sociocultural Factors and Global Education Goals of Education for All
Author: Hurley, Eric A.
Date: 2020-10-27
Type: Reports - Evaluative
Subjects: Access to Education,Educational Objectives,Global Approach,Sociocultural Patterns,Cultural Differences,Equal Education,Culturally Relevant Education,Educational Practices,Achievement Gap,Foreign Countries,Leadership

All over the world, nations have spent much of the last 20 years scrambling to increase and improve access to basic education. Globally, the number of people without access to a basic education has fallen significantly in the years since the goals of Education For All (EFA) were announced in 2000 at the World Education Forum in Dakar, Senegal, and extended at Incheon, South Korea, in 2016. This is ostensibly very good news. While universal access to a basic education is certainly a worthy goal, one can raise significant questions about the orientation of these efforts and the manner in which they are being pursued. For example, very little attention seems to have been paid to what the schools are or will be like, or to how the nations and people they must serve may be different from those for whom they were designed. To understand the inevitable problems that flow from this potential mismatch, it is useful to examine education in nations that have achieved more or less universal access to basic education. Many of the educational, social, economic, and social justice disparities that plague those nations are today understood as natural effects of the educational infrastructures in operation. Examination of recent empirical research and practice that attends to the importance of social and cultural factors in education may allow nations that are currently building or scaling up access to head off some predictable and difficult problems before they become endemic and calcified on a national scale. Nations who seize the opportunity to build asset-based and culturally responsive pedagogies into their educational systems early on may, in time, provide the rest of the world with much needed leadership on these issues. [This paper was published in &quot;Oxford Research Encyclopedias, Education.&quot;]
Opinions of Psychological Advisors on PDR Services Carried out through Distance Education during the COVID-19 Epidemic
Author: Erciyes, Sevval
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Counselor Role,COVID-19,Pandemics,Counselor Attitudes,Internet,Barriers,Counseling Services,Distance Education,School Counselors,Student Participation,Technological Literacy,Family Size,Privacy,Guidance,Video Technology,Professional Development,Foreign Countries,Stress Variables,Computer Mediated Communication

This research was conducted to determine the opinions of psychological counselors working in Gaziantep about their professional experiences during the COVID-19 epidemic period. The semi-structured interview form prepared for data collection was applied face to face in accordance with the course of the epidemic process. The data obtained from the data collection tools used in the research were coded and the quantitative data were analyzed using SPSS and the qualitative data were analyzed using MAXQUADA2020. As a result of the analysis, it was determined that psychological counselors faced problems such as internet connection problems during distance education, low participation of students, difficulty in using the Web tool, high number of siblings in the family, late arrival of tablets to be delivered to students to benefit from online education, lack of privacy due to family members being at home. In addition, it was observed that psychological counselors were worried about revealing their images in online interviews. It has been determined that online guidance services are mainly carried out in the form of group guidance and educational guidance services. In addition, it was stated that psychological counselors had hesitations about opening the camera during the online video training and guidance process they carried out with the students. It was found and discussed that the psychological counselors were able to benefit from the online training they received during the epidemic, that they were of the opinion that distance education should not continue after the epidemic is over, and that they did not find their professional and personal satisfactions satisfactory throughout the process. [For the full proceedings, see ED630948.]
On the Contributions of Competitive Exhibitions to Art Education
Author: Öztürk, Mahmut Sami
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Competition,Art Education,Exhibits,Art Activities,Aesthetics,Psychological Patterns,Standards,History,Art History,Social Influences

Continuing art activities in art try to undertake a different mission. It is very valuable and important for individuals who receive Art Education to be able to say I am in art activities. Because of the spread of art and the understanding that it is a value on its own, the exhibitions provide a lot of benefits to the field in terms of accepting that it is an original method of expression. The importance of those who are enthusiastic to see many good works together, the pride and determination have given to them if they have been exhibited, raising the standards of aesthetic perception with the psychology of competition and increasing their interest in the field are important situations. In the field of deep-rooted competitive exhibitions, the links of the chain can be seen year by year and a social memory of art can be created. The fact that it is not possible to collect artistically qualified works that have achieved certain standards from a historical perspective is important. In addition, if the historical development and perspective of social memory from an artistic point of view are to be mentioned, it will be better understood why similar activities are important. [For the full proceedings, see ED630948.]
Pareto Analysis on the Academic Service as an Effort to Improve Total Quality Management at Higher Education
Author: Ayu Safitri, Heriani Dhia
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Total Quality Management,Higher Education,Educational Quality,Student Attitudes,Educational Improvement,Expectation,College Administration,Visual Aids,Academic Support Services,Foreign Countries,Likert Scales,Computer Software,Social Media,Alumni,College Students

The concept of TQM is really needed by educational institutions, considering the needs and user satisfaction are the main goals of services in an educational institution. The synergy of student expectations and campus interests will be achieved if academic services are carried out by prioritizing aspects of quality, adequate facilities, and professional management. Therefore, service provided to the students must be improved in terms of its quality. This study used descriptive quantitative method to find out which aspect(s) of higher education academic service that most likely needs an improvement. Although numerous studies on students' satisfaction with academic service have been conducted, a study involving the Pareto analysis method has not been clear yet. Based on the results of the study, the academic service quality that is highly expected from higher education is a domain related to information on service procedures, information on service requirements, and the responsiveness of service officers in responding to complaints. [For the full proceedings, see ED630948.]