ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Future Educators during a Global Pandemic
Author: Boivin, Jacquelynne Anne
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Education Programs,Teacher Educators,Barriers,Elementary Secondary Education,School Closing,Educational Technology,Technology Uses in Education,Online Courses,Public Colleges,Private Colleges,Planning,Blended Learning,Practicums,Video Technology

While schools are the center of attention in many regards throughout the COVID-19 pandemic, programs that prepare educators have not received nearly as much attention. How has the reliance on technology, shifts in daily norms with health precautions, and other pandemic-related changes affected how colleges and universities are preparing teachers for their careers? This article walks the reader through the pandemic, from spring 2020, when the virus first shut down the US in most ways, to the winter of 2021. The authors, two educator preparation faculty members from both public and private higher education institutions in Massachusetts, reflect on their experiences navigating the challenges and enriching insights the pandemic brought to their work. Considerations for future implications for the field of teacher-preparation are delineated to think about the long-term effects this pandemic could have on higher education and K-12 education.
Teaching Practice Online: Challenges in Japan, India and Kenya under Pandemic
Author: Hansson, Per-Olof
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,School Closing,Teaching Methods,Electronic Learning,Educational Technology,Barriers,Preservice Teachers,Internet,Access to Computers,Student Characteristics,At Risk Students,Social Influences,Low Income Groups,Internship Programs,Disadvantaged Youth

The coronavirus pandemic affected the whole world in 2020, with high pressure on the health sector, many deaths, reduced business activity, rising unemployment rates, travel restrictions and social distancing. These developments have had severe consequences for all areas of every society around the globe. This also includes education. In many countries, primary and secondary pupils and university students alike were sent home as schools and universities closed abruptly as part of efforts to control the spread of the virus. As teaching moved online, learners and teachers were unprepared for the new situation, which posed a unique set of challenges. In this context, trainee teachers at a Swedish university were encouraged to support online teaching at schools in Japan, India and Kenya. The purpose of the digital internship was threefold: to continue the trainees' teaching placements in the absence of opportunities for in-class teaching; to provide an opportunity for trainee teachers to develop their own competence in online teaching; and to assist the foreign schools in the challenging task of delivering online classes. This article aims to investigate the challenges faced by pupils in Japanese, Indian and Kenyan schools and by 27 Swedish trainee teachers during this project. Data collection consisted of interviews, an online questionnaire, lesson observations, assessment forms, and reports given by trainees. The main challenges identified through our findings included internet access in host countries, the use of a teacher-centred approach to learning, and difficulty for trainees to relate to the pupils' life conditions. However, we conclude that the trainee teachers increased their global awareness through a climate-friendly alternative to the traditional teaching placement abroad.
The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study
Author: Al-Freih, Maha
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Teaching Experience,Emergency Programs,Distance Education,COVID-19,Pandemics,Teacher Attitudes,Foreign Countries,Learner Engagement,Faculty Development,Web Based Instruction,Technology Uses in Education,Blended Learning

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors' perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants' deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students' increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.
Using a Design Thinking Approach for an Asynchronous Learning Platform during COVID-19
Author: Severino, Lori
Date: 2021-00-00
Type: Journal Articles
Subjects: Design,Thinking Skills,Asynchronous Communication,Distance Education,COVID-19,Pandemics,Electronic Learning,Preschool Education,Primary Education,Curriculum Development,Summer Programs,Curriculum Implementation

The COVID-19 pandemic abruptly shut down schools in an urban based school district in the Spring of 2020. As the closures persisted over months, an immediate educational need arose for online curricula that could help alleviate the learning gaps caused by the shutdown. The purpose of this study was to create a process and model for the development of a fully asynchronous online learning environment for prekindergarten through 2nd grade students that could help other districts implement similar projects. Since the turnaround time for development and implementation was a matter of weeks the project team used an iterative process to solve a &quot;wicked problem&quot; and identified solutions to create an improved user experience. A modified design thinking model approach was developed through the process of developing this six-week, theme based virtual curriculum that included interactivities in early literacy, writing, reading comprehension, science and math. This adjusted model includes 6 stages: discover, interpretation, ideation, experimentation, implementation, and evolution. This research focuses on the processes involved during each of the stages and the resulting use by the intended audience. The curriculum was used by over 5,800 prekindergarten through second grade students during the 6-week period of the summer of 2020. The online platform continues to be used by students presently.
Why Graded Assessment for Undergraduates during the COVID-19 Lockdown? An Experience Introspection
Author: Alshamsi, Abdullatif
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Evaluation,Undergraduate Students,COVID-19,Pandemics,Outcome Based Education,Distance Education,Foreign Countries,Summative Evaluation,Formative Evaluation,Computer Assisted Testing,Academic Achievement,Educational Indicators

This paper presents a retrospective evaluation of the Higher Colleges of Technology's student assessments during the COVID-19 lockdown, reflecting the justified decision to deploy graded assessments during the lockdown for students to academically progress and/or graduate on time, while maintaining the quality and rigor of academic awards. The outcome-based evaluation of this paper is intended to provide lessons for any future situations of this significance and magnitude. While online education was the obvious response to the pandemic, the provision of assessments was not possible without risk. Taking a high-stakes decision that would affect the future of thousands of students, for years to come, involved complex steps of reasoning and justification. Addressing the role of graded assessment in supporting institutional accountability and transferability of students' achievements, student efficacy and informed pedagogy alterations were the main objectives. To meet those objectives, the Higher Colleges of Technology was able to deploy an off-campus student assessment model that builds upon three pillars of adjustments (assessment development and deployment; technology infrastructure; and governance resilience) to support students' learning, while mitigating vulnerabilities. The evaluation of student performance indicators and stakeholders' satisfaction rates revealed a successful deployment of off-campus assessment while maintaining the traditional conventions pertaining to evaluation of assessments.
Investigation of the Relationship between Prospective Teachers&apos; Critical Thinking Dispositions and Study Approaches
Author: Yarali, Dilek
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Preservice Teachers,Undergraduate Students,Critical Thinking,Cognitive Style,Personality Traits,Departments,Instructional Program Divisions,Study Habits,Self Concept,Foreign Countries

The study was aimed to investigate not only the relationship between prospective teachers' study approaches and critical thinking dispositions, but also their study approaches and critical thinking dispositions in terms of various variables. In this research survey model was utilized. The participants were 242 prospective teachers at Alanya Alaaddin Keykubat University Faculty of Education. In order to collect data, the &quot;Critical Thinking Disposition&quot; revised by Semerci (2016) and the &quot;Study Process&quot; scales the validity and reliability of which were conducted by Yilmaz and Orhan (2011) were utilized. In the research, the descriptive statistics and Kruskal Wallis H test and independent samples t-test were used. Prospective teachers were found to score at &quot;I agree&quot; levels at the Critical Thinking Disposition Scale and &quot;It is true of me about half the time&quot; at the study approaches. There wasn't significant difference between prospective teachers' both study approaches and critical thinking dispositions in according to gender variable, but there was statistically significant difference in according to class level and program type variables. In addition to, meaningful relationship was found between deep study approach and critical thinking dispositions.
Perceptions of EFL Teachers from Turkey, Germany and Spain on Professional Development and Their Professional Development Activities
Author: Yücedag, Zeynep
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Cross Cultural Studies,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Attitudes,Comparative Analysis,Foreign Countries,Public School Teachers,Student Needs,Seminars,Conferences (Gatherings),Teacher Workshops,Teaching Methods,Information Technology,Technology Integration,Professional Autonomy

In our global world, governments have focused on the professional development of teachers since teachers are seen as key elements of educational settings to increase students' achievements and the overall quality of education. Thus, EFL teachers are required to equip themselves with up-to-date theoretical and pedagogical knowledge in line with the advancements of the globalized world and students' increasing needs. Therefore, this qualitative study aims to compare and investigate Turkish, German and Spanish EFL teachers' perceptions of and activities in professional development. The participants of this study were 45 EFL teachers working at public schools in the capital cities of Turkey, Germany and Spain. The implementation of the study lasted 5 months. The data was collected through structured interviews and analyzed qualitatively. The findings of the study showed that EFL teachers in this study perceived professional development as an ongoing process. Besides, the most frequently mentioned professional development activities were seminars, training courses, conferences and workshops although there was an important difference in regards to the participation of the EFL teachers. That is, conference and workshops were highlighted only by German and Spanish participants. The current study also unveiled that the most common need areas stressed by the participants were integration of technology into class, classroom management and 21st century language teaching approaches. Moreover, the study also showed that difficulty in taking official permission was a major restriction for Turkish participants unlike their colleagues from Germany and Spain. In conclusion, the study suggests that EFL teachers in Turkey should be given autonomy and choice of selection regarding the professional development activities to attend like their colleagues in Germany and Spain, and also the content of the professional development activities should be reanalyzed and reorganized based on the professional needs of EFL teachers.
Effectiveness of the Self-Protection Program for Students with Mental Disabilities against Sexual Abuse
Author: Yektaoglu, Tara
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Effectiveness,Sexual Abuse,Training,Child Safety,Adolescents,Females,Special Schools,Students with Disabilities,Human Body,Emotional Response,Resistance (Psychology),At Risk Students,Self Disclosure (Individuals),Skill Development,Intellectual Disability

The aim of the study was to investigate the effectiveness of the training program which was developed in order to enable students with mental disabilities to acquire self-protection skills against sexual abuse, and to maintain their safety and abilities in other environments. In this qualitative study, the participants were selected via criteria sampling method, and were composed of three girls with mental disabilities at the age range of 14-17 attending a special education and rehabilitation center in Nicosia in 2017-2018 school year. In order to evaluate the effectiveness of the program, multiple probe research design, one of the single subject research models was utilized. Both inter-observer reliability and application reliability data were collected in the study and high reliability results were obtained. The data were collected through video recorded sessions that were held on the 7th, 14th, and 21st days of the implementations in an individual training room, and were analyzed via person to person discussions by the teachers. The results revealed that after seven implementations of three main modules, including &quot;our body and private areas&quot; and &quot;our body and body limits&quot;, and&quot; good and bad secrets&quot;; all of the participant girls achieved the expected goals of the training process.
English Language Teachers&apos; Beliefs and Perceptions on Sustainability
Author: Bedir, Hasan
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Instruction,Teacher Attitudes,Value Judgment,Knowledge Level,Sustainable Development,Environmental Education,Teacher Education Curriculum,Curriculum Development,Teaching Methods,Public Schools,Foreign Countries

This paper reports English language teachers' beliefs and perceptions on sustainability concepts as Sustainable Development (SD), Sustainable Development Goals (SDGs), and Education for Sustainable Development (ESD) using both quantitative and qualitative approaches. The data were collected via a questionnaire and semi-structured interview developed by the researcher. The questionnaire was sent to randomly selected teachers, and they responded to the questions online. Likewise, the interview sessions were conducted with volunteered teachers using platforms providing online interaction. The findings showed that the majority of the teachers hold particular perception on environmental aspects but did not consider societal and economic matters to be aspects of SD. Furthermore, the most perceived SDGs are quality of education, no poverty and zero hunger. Most of the teachers rarely had training on ESD during their formal education. The findings also depicted that the participant teachers were of the opinion that SD and ESD were important issues and ESD should be included in the curricula, and developing knowledge and skills on EDS would develop their ability to integrate ESD into their teaching.
A Leisure Time Educational Tool: Mind and Intelligence Games
Author: Esentas, Melike
Date: 2021-00-00
Type: Journal Articles
Subjects: Leisure Time,Games,Student Attitudes,Game Based Learning,Constructivism (Learning),Problem Based Learning,Foreign Countries,Learning Activities

The purpose of this study is to determine the opinions of the participants regarding the use of mind and intelligence games as a leisure time educational tool. The study population consists of a total of 97 mind and intelligence games trainers and referees as 58 women and 37 men with an average age of 38.103 who voluntarily participated in the study. In the study, the phenomenological design was preferred in order to have an in-depth understanding, and a semi-structured interview form, one of the qualitative data collection tools, was used. Content and descriptive analysis methods were used for the analysis of qualitative data. As a result of the analysis of the data obtained, the participants stated that they described mind and intelligence games as a leisure time educational tool. Another remarkable finding of the study is that the opinions of the participants regarding the acquisitions of mind and intelligence games consist of seven different themes: socialization, problem solving, self-consciousness, self-awareness, self-confidence, skill acquisition and awareness of using leisure time. As a result of the study, according to the opinions of the participants, mind and intelligence games are beneficial for individuals in the learning environment, offer the opportunity to learn by living and contribute to the development of social and cognitive skills. Accordingly, it was suggested to add the course of mind and intelligence games in the curricula of the institutions providing sports education.
An Investigation of Prospective Teachers&apos; Awareness toward Environmental Issues
Author: Özonur, Mesut
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Departments,Public Colleges,Knowledge Level,Consciousness Raising,Environmental Education,Conservation (Environment),Student Attitudes,Student Characteristics,Foreign Countries

A society with high environmental awareness could only be possible through having teachers with a high level of environmental awareness. Therefore, identifying the level of environmental awareness among prospective teachers during their education process is important for training teachers with a greater sense of environmental awareness. For this reason, a descriptive survey study was conducted to measure the level of awareness of prospective teachers pertaining to environmental issues. The participants of the study consisted of 470 prospective teachers in the junior and senior classes of the faculty of education at a state university (256 juniors and 214 seniors) in Turkey. Participants were selected randomly from 8 different departments namely; Computer Education and Instructional Technology, English Language Teaching, French Language Teaching, German Language Teaching, Preschool Teaching, Primary School Teaching, Social Studies Teaching, and Turkish Language Teaching. The &quot;Awareness Scale for Environmental Issues&quot;, which consists of 44 items with a 3-point Likert type scale, was used as the data collection tool for this study. Survey items were grouped into 6 factors. Cronbach Alpha reliability for this scale was calculated to be 0.806. Descriptive statistics were calculated during data analysis; however, because the data was not normally distributed, Mann-Whitney U tests were used for academic year and the Kruskal-Wallis test was used for academic departments. Results suggest that the general awareness level of environmental issues among prospective teachers was above average. Also, when the data were analyzed by academic year and department of study, results indicate a significant difference between prospective teachers' level of awareness regarding environmental issues.
Relations among Sensitivity, Anxiety, Self-Efficacy and the Use of Metacognitive Strategies in Writing: A Structural Equation Modeling
Author: Bayat, Nihat
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Anxiety,Self Efficacy,Metacognition,Psychological Characteristics,Writing Processes,Writing Strategies,Writing Skills,Preservice Teachers,Undergraduate Students,Foreign Countries

The goal of this study is to set up a model of structural equation model about the process of writing through specification of relations among sensitivity in writing, writing anxiety, self-efficacy in written expression and metacognitive awareness of writing strategies. Participants of the research within the associative model are composed of 225 prospective teachers who are studying at different class levels of Turkish Teaching Department. The data of the research are collected through four different instruments. These instruments are Scale of Metacognitive Awareness of Writing Strategy, Writing Sensitivity Scale, Self-Efficacy for Writing Scale (SEWS) and Writing Anxiety Scale. Confirmatory factor analyses and structural path analyses are employed during data analysis. Consequently, it is confirmed that writing self-efficacy affects writing sensitivity and the use of metacognitive strategy, writing sensitivity affects writing metacognitive strategy use, and the use of metacognitive strategy affects writing anxiety. Taking into account these findings, it is observed that the constituted model is verified. Relying on these findings, researches on new models including other writing variables are proposed.
A Critical Evaluation of the Education Policies on Syrian Refugees in Turkey and Jordan
Author: Unlu, Nihan Aylin
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Policy,Policy Formation,Educational Improvement,Educational Research,Access to Education,Compulsory Education,Refugees,Children,Comparative Education,Foreign Countries

As of the beginning of the Syrian war, many Syrian citizens had to relocate and migrate to other countries, which have borders with Syria. Turkey and Jordan are countries, which hosted very high numbers of Syrian refugees. The majority of Syrian refugees are children and they have not been able to integrate into the education system properly in the countries they sought refugee. This study aims to examine education policies of Turkey and Jordan to identify the problems associated with the existing systems and to provide an appropriate framework for the governments about the necessary educational measures to be taken for the refugees. In the scope of this study, it can be observed that refugees in both Jordan and Turkey have had difficulty in accessing basic education and therefore, the governments had to reconsider and make some changes in their refugee education policies to solve the problems encountered. The data of this research were collected through document analysis.