ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Information and Communication Technologies in Classroom Management in Primary Schools
Author: Hamedoglu, Mehmet Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Classroom Techniques,Elementary School Teachers,Foreign Countries,Internet,Teaching Methods,Access to Computers,Social Media,Electronic Mail,Telecommunications,Computer Use,Computer Mediated Communication

The purpose of this research is to determine the access level of the primary school teachers who worked in Sakarya city center in 2018-2019 academic year to today's information and communication technologies and in which level they used these technologies in classroom management activities such as communication, research, giving homework and using as a course material. With this research, it was aimed to identify in which level today's information and communication technologies are used in classroom management activities like the arrangement of learning environment, the management of teaching and the management of parent-student relationship. The teachers are going to notice that they can use the information and communication technologies which they have not used before or used in different environments in classroom management, as well, with this research. As a result of the research, it was found out that almost all of the teachers had internet access and used the internet at the most for literature review, communication and giving homework while the channels such as WhatsApp, Facebook and Twitter were used for communication with parents and students.
Teachers&apos; Use of Web 2.0: Education Bag Project Experiences
Author: Kurt, Adile Askim
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Technology Uses in Education,Web 2.0 Technologies,Faculty Development,Training,Teacher Attitudes,Expectation,Program Effectiveness,Test Construction,Computer Simulation,Internet,Foreign Countries,Elementary Secondary Education,Secondary School Teachers,High School Teachers

The main purpose of this research is to determine teachers' views on using Web 2.0 tools in education in accordance with this purpose, participant teachers were asked to express their expectations for the training before they took the training and perceptions on the training after completing it. Additionally, teachers were asked which Web 2.0 tools they liked the most. Within the scope of the project entitled &quot;Education Bag: The Use of Web 2.0 Tools in Education&quot; the research where teachers' views about the process were taken was conducted in accordance with the qualitative research method. 148 teachers from 21 different cities participated in this TÜBITAK project. An online structured form prepared for the purpose of the research was shared with the participating teachers. This form included three questions as (i) teachers' expectations for the training, (ii) training efficiency and (iii) which Web 2.0 tools they liked/favoured during the training process. Data was analysed with content analysis. Data obtained from the content analysis were discussed under two sub-titles as expectations related to education and post-education views. Participant teachers' training expectations were gathered under four different themes. These themes are teacher, course, education and student. Participant teachers' post-training views were also shaped under four themes. These themes are training, content, teacher and instructors. Majority of the participant teachers liked online test preparation tool Quizizz most. Second most liked Web 2.0 tool is Metaverse that can develop augmented reality applications. Edmodo, Google Forms, Edpuzzle and Nearpod are among other favoured educational Web 2.0 tools.
&apos;Playing It Safe&apos; or &apos;Throwing Caution to the Wind&apos;: Risk-Taking and Emotions in a Mathematics Classroom
Author: Lake, Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Risk,Emotional Response,Mathematics Instruction,Mathematics Teachers,Affective Behavior,Secondary School Teachers,Foreign Countries,Teaching Styles,Classroom Environment,Teacher Student Relationship,Standards,Classroom Techniques

This paper attends to teacher intellectual risk-taking when attached to expression of positive emotions, in order to explore some of the reasons why teacher risktaking may not appear in mathematics lessons. We know that risk-taking can be beneficial, but research has not really examined what form this might take in a classroom. In recent research, I investigated how positive emotions are discussed and used by experienced mathematics teachers. In particular how to examine the 'in-the-moment' emotions of the teacher, and what the modelling of experienced teachers tells us about the role of affect in mathematics teaching. This paper examines some affect episodes for elements of teacher risk-taking. The evidence suggests that teacher risk-taking enables the use of emotions, and vice versa, is integral to 'good' teaching, and that, in Bandura's Social Learning Theory terms, modelling such behaviours appears beneficial to student learning and should be encouraged.
Examination of Preservice Teachers&apos; Lifelong Learning Trends by Online Information Searching Strategies
Author: Canan Gungoren, Özlem
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Lifelong Learning,Search Strategies,Online Searching,Foreign Countries,Predictor Variables,Problem Solving,Learning Strategies,Metacognition,Information Literacy

This study aimed to examine the relationship between the lifelong learning trends of preservice teachers and the online information searching strategies used by them. Accordingly, this is a quantitative study using the correlational research design. The study group was composed of 317 preservice teachers studied at Sakarya University. The Lifelong Learning Trends Scale and the Online Information Searching Strategy Inventory were utilized. It was concluded in the study that there was a statistically significant relationship among Lifelong Learning Trends Scale and all factors of the Online Information Searching Strategy Inventory. The stepwise regression model which was created to determine to what extend all the online information searching strategies predict lifelong learning trends was statistically significant. It was observed that preservice teachers' lifelong learning trends were statistically and significantly predicted by problem-solving strategies in the first place which were followed by disorientation strategies and purposeful thinking strategies, respectively.
The Effect of Digital Teaching Material (Public Service Ad) Development Process on Preservice Teachers&apos; Creative Thinking Skills
Author: Basarmak, Ugur
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Creative Thinking,Thinking Skills,Instructional Materials,Computer Uses in Education,Material Development,Creativity Tests,Foreign Countries,Preservice Teacher Education,Student Attitudes,Instructional Effectiveness

This research was aimed at finding answers to the question how preservice teachers use creative thinking skills in a digital teaching material development process. The mixed method using both quantitative and qualitative methods was preferred in the research. The Torrance Tests of Creative Thinking (TTCT) Figural Form A was applied to the preservice teachers at the beginning and the end of the research. The SPSS software was used for analyzing the quantitative data. According to the pretest and posttest results of TTCT Figural Form A, the preservice teachers had significantly higher scores in the fluency, originality and elaboration factors in the posttest but no significant difference was observed in favor of the posttest scores in the abstractness of titles and resistance to premature closure factors. Interviews with the preservice teachers, observations and video records constitute qualitative data sources. It was aimed with the qualitative data triangulation to examine the effect of digital teaching material development process on preservice teachers' creative thinking skills. Descriptive analysis and content analysis methods were used for analyzing the qualitative data. The results showed that the preservice teachers had positive opinions of the course in general, and they reported that they had fun and spent productive time as they did something practical.
Effect of Web-Based Intelligence Tutoring System on Students&apos; Achievement and Motivation
Author: Cakir, Recep
Date: 2019-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Educational Technology,Technology Uses in Education,Teaching Methods,Program Effectiveness,Academic Achievement,Student Motivation,College Students,Student Attitudes

This study aims to investigate the effect of Web-Based Intelligence Tutoring System on Students' Achievement and Motivation in the computer introduction course. For this purpose, an intelligent tutoring system called Office Master was designed and developed that can be reached on the internet. With this software, subjects are taught to students, are presented in audio, visual, and written form. A specific sequence of subjects was determined in the system. The system includes intelligence features for intelligent tutoring systems. Thanks to these features, when students start the lesson, their preliminary information about the subject is checked, and they can follow the subject from the required unit. In addition, students' logs are recorded in the system. A quasi-experimental design with the pretest-posttest control group was used as a quantitative research design to evaluate the effectiveness of the system. It was observed that the achievement of the students was significantly increased as a result of the application, and it was also concluded that the students were very motivated with the system when the results of the motivation survey were examined. It is recommended that similar systems should be applied in other courses so that the courses taught in universities will be more effective and efficient.
Prospective Mathematics Teachers&apos; Self-Referential Metaphors as Indicators of the Emerging Professional Identity
Author: Portaankorva-Koivisto, Päivi
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Self Concept,Figurative Language,Professional Identity,Student Development,Student Teacher Attitudes,Expertise,Teacher Role,Foreign Countries,Teacher Education,Personality Traits

Ideals play a key role in a student teachers' identity work. They form targets to strive for and a mirror for reflection. In this paper, we examine Finnish mathematics student teachers' metaphors for the teacher's role (N=188). We classified the metaphors according to a model that identified teachers as subject matter experts, didactical experts, and pedagogical experts, with the addition of another two categories, self-referential and contextual. For the exploration of emerging professional identities, we studied the self-referential metaphors, which formed the most common category in the data. We observed that every third metaphor described either student teachers' personalities or their incompleteness as teachers, or new beginnings or eras. Although these aspects were expected, they also inform us as teacher educators of the values and ideals that student teachers have in terms of teaching and being a teacher. The metaphors that mathematics student teachers produced illustrated their identity processes and their emerging identity as a mathematics teacher.
Exploring the Influence of Pre-Service Mathematics Teachers&apos; Professed Beliefs on Their Practices in the Sri Lankan Context
Author: Wadanambi, Gayanthi Malika
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Mathematics Instruction,Context Effect,Influences,Beliefs,Secondary School Mathematics,Teaching Methods

Research on impact of teacher beliefs on their practices has been recognized as one of the important aspects in the discipline of mathematics education. This study reports the results of a case study that gives an insight about the influence of professed beliefs of pre-service secondary mathematics teachers on their instructional practices in the Sri Lankan context. The pre-service teachers' professed beliefs were examined by using a questionnaire of six-point Likert scale items. Data on instructional practices were collected through classroom teaching observations and follow-up post-lesson interviews. Qualitative analysis of the audio-taped classroom teaching observation transcripts was performed, using a list of sensitizing concepts that reflected flexible and rigid beliefs aspects. The results reveal that professed beliefs encouraged them to adopt flexible practices, but to differing extents due to the influence of social expectations and contextual demands embedded within this educational context.
Investigation of Finnish and German 9th Grade Students&apos; Personal Meaning with Relation to Mathematics
Author: Suriakumaran, Neruja
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Comparative Education,Teacher Student Relationship,Self Concept,Mathematics Instruction,Foreign Countries,Grade 9,Relevance (Education),Secondary School Students,Context Effect,Inclusion

This study focuses on a comparison of personal meanings that students from Finland (FIN) and Germany (GER) assign to (learning) mathematics. Participants are 256 Finnish and 276 German ninth graders. The survey consists of 18 scales that are based on the theory of personal meaning. The original German version was translated into Finnish. Using item response theory (IRT) partial credit models, the psychometric properties of the scales were found to be good. As statistical procedure, Differential Item Functioning (DIF) analysis and mean comparisons were conducted to compare the two groups' (FIN and GER) responses. Indicators of educational system and curriculum could be found in students' responses to explain similarities and differences between the two samples. In both countries, social inclusion is meaningful for most of the students (&quot;Support by teacher,&quot; &quot;Experience of relatedness,&quot; and &quot;Emotional-affective relation to teacher&quot;). In addition, it is personally meaningful for Finnish students to do well in mathematics. This shows a link to identity-related questions such as confirming important aspects of the self. Hence, personal meanings related to mathematics are more common in Finland than in Germany (&quot;Active practice of mathematics,&quot; &quot;Cognitive challenge,&quot; and &quot;Self-perfection&quot;).
Empathy in Primary School Life Sciences Course: The Roles Assumed by Pre-Service Teachers
Author: Ütkür, Nur
Date: 2019-10-00
Type: Journal Articles
Subjects: Elementary School Science,Biological Sciences,Empathy,Preservice Teachers,Public Colleges,Learning Activities,Foreign Countries,Educational Quality,Program Effectiveness,Teacher Education Programs,Conservation (Environment),Child Development,Student Developed Materials,Curriculum Development

It is known that students face daily life problems in the life sciences course in primary school; therefore, it is particularly important to use empathic skills in resolving these problems. However, research has determined that the teachers allocate only limited time to empathic activities, and there also very few such activities in textbooks. Therefore, this study aimed to provide pre-service classroom teachers with empathy-based training that they could use in their future life sciences classes. This research was planned as a case study among qualitative research designs. The participants were 52 third-year pre-service teachers attending the Department of Classroom Teaching at a state university. The pre-service teachers received empathy-based training consisting of the use of empathy, what empathic roles are, and how to use them in the life sciences course. The data collection tool was document analysis, and the quality of the empathetic texts created by pre-service teachers was examined after the training. Fifty-two empathic texts created by the pre-service teachers were examined. Most of the texts referred to a fire-damaged tree and a bird affected by environmental pollution with the least number of texts referring to grass affected by environmental pollution and a bird affected by the hunting season. In the activities created by the pre-service teachers, the basic criteria in the written empathic activities were found to be more appropriate than the quality-improving criteria. Of the 52 activities, only two activities did not comply with the empathic process and two did not comply with the given subject. Consequently, it can be argued that the training the preservice teachers received in this study was successful.
Adult Learners&apos; Participation in a Blended Learning Environment: A Case Study on Imposed Pace Learning
Author: Ilgaz, Hale
Date: 2019-00-00
Type: Journal Articles
Subjects: Blended Learning,Distance Education,Professional Development,Adult Education,Self Evaluation (Individuals),Computer Simulation,Adult Learning,Student Attitudes,Occupational Safety and Health,Certification,Foreign Countries,Computer Software,Videoconferencing,Specialists

Distance education provides individuals with extensive learning opportunities. Learners of all ages enjoy the opportunity to become well-equipped individuals as many educational institutions offer flexible and blended programs that can aid in personal and professional development. The current study focuses on adult learners and aims to determine how requirements of the learning environment affects the learning process by collecting their opinions of an imposed pace e-learning environment. This study employed a qualitative research design and interviewed 30 individuals and found that mandatory attendance increased participants' interaction with the content by eliminating other responsibilities and obligations as excuses for non-participation. Additional factors affecting participation included instructors' voices in a narrated online course and integration activities that allowed for self-evaluation during the course. Virtual and face-to-face interactions were also found to be important factors. Session timing, communication abilities, technical issues, and effective communication were the other emergent findings in this study.
Enhancing the Learning of Packaging Design through Service-Learning Programs
Author: Natadjaja, Listia
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Design,Service Learning,Manufacturing,Program Effectiveness,Program Evaluation,Active Learning,Problem Solving,Citizenship Responsibility,Urban Areas,Rural Areas,Student Development

Learning packaging design requires knowledge of the design theory and practice of packaging making that can then be applied in the community. Our packaging design class was first implemented as a regular program for five years and has been a service-learning (S-L) program for 13 years. We observed that the quality of packaging design learning improved after implementing the S-L program. In order to identify an effective program, we examined packaging design learning by comparing classes that use a regular program to classes that implement the S-L program. We collected the data from students' reflections and interviews with them. The study outcomes provide important discussions about S-L programs and how students enhance their learning by moving from passive through active learning to solve real design problems. Through the experiences of dealing with real clients and problems, students develop their sense of civic responsibility and citizenship. Moreover, students have contributed their packaging design to the welfare of urban and rural people in need. Regarding character development, students become more concerned with their attitudes. In addition to the positive outcomes from a S-L program, we also evaluate some challenges related to economic, cultural, and social aspects of S-L. The S-L program helps us to solve real problems in packaging design.
&quot;I Live Both Lives&quot;: Exploring Double Consciousness in Resident-Students at an Engaged Institution
Author: Dahan, Thomas A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Theory,Service Learning,Student Development,Citizen Participation,Identification (Psychology),Place of Residence,Disadvantaged Environment,School Community Relationship,Student Responsibility,Minority Group Students,College Students,Self Concept,Urban Areas,World Views,Attitude Change,Stereotypes,Race

This research incorporates theories of intersectional identities, place identity, and critical geography to synthesize a conceptual framework for &quot;double consciousness&quot; in students from a racialized city attending an engaged college in that city. Through 21 phenomenological interviews with resident-students, two themes about the city related to stereotypes and civic engagement emerge. In the interviews, students tell personal narratives of transcending these stereotypes and express responsibility for success among future generations from their city. The study identifies the critical need for service-learning practitioners in higher education to be aware of and sensitive to portrayals of the community, particularly related to issues of racialization, civic engagement, and student development. We propose additional lines of inquiry that will improve our understanding of place identity and service-learning.
What Works in Service-Learning?: Achieving Civic Outcomes, Academic Connection, Career Preparation, and Personal Growth in Students at Ngee Ann Polytechnic
Author: Choo, Juliet
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Service Learning,Best Practices,College Students,Civics,Career Development,Student Development,Humanities Instruction,Social Sciences,Student Improvement,Outcomes of Education,Curriculum Design,Experimental Groups,Control Groups,Faculty Development

Service-learning (S-L) was adopted as a signature pedagogy in Ngee Ann Polytechnic in 2016. The present study investigated students' civic and academic learning, personal growth, and career preparation in S-L at the School of Humanities &amp; Social Sciences, using mixed methods. The scales and subscales used in this study had acceptable internal consistency (Cronbach's alpha ranged from 0.71 to 0.93). Results showed that students perceived significant improvement to their civic outcomes when they participated in S-L compared to when they did not (n = 351), strong academic connection and career preparation development through the S-L experience (n = 832), and growth in interpersonal and personal development. Significant relationships were found between the student outcomes and S-L design and delivery features, such as perceived impact of S-L, preparedness for S-L, quality of reflection prompts, and amount of interaction with community. Frequency of reflection activities was significantly related to academic connection and career preparation but not civic outcomes. The findings suggest that student outcomes can be optimized through improvements in S-L course design and hold implications for faculty training and development.