ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Constructivist Learning Model&apos;s Effects on Student Outcomes: A Second Order Meta-Analysis
Author: Demir, Mustafa
Date: 2022-10-00
Type: Journal Articles
Subjects: Constructivism (Learning),Outcomes of Education,Models,Teaching Methods,Student Attitudes,Meta Analysis,Learning Processes,Instructional Effectiveness,Academic Achievement,Thinking Skills,Foreign Countries

The effects of the constructivist-learning model on student outcomes are analyzed in this research study. For this purpose, the results of 19 meta-analysis research focusing on the effects of constructivist learning models on student outcomes are combined with the second-order meta-analysis method. The research included in the process had been carried out between the years 2015 and 2021. At the end of the research process, it is determined that the effect of constructivist learning models on student outcomes is medium level. On the other hand, it is determined that the effect of constructivist learning models on student thinking skills and academic success is high-level. Besides, it is found that the effect of constructivist learning models on student attitudes is medium level. At the end of the moderator analysis based on location, it is observed that the effects of constructivist learning models on student outcomes vary. Atelier studies can be carried out in education zones to develop teaching skills about the application of constructivist learning models. On the other hand, it is seen that studies on the issue mostly focus on academic success and attitude. Following this, the effects of constructivist learning models on the other student outcomes can be analyzed.
Analysis of the Relationship between Teachers&apos; Perceptions of Organizational Identification and Meaningful Work
Author: Yilmaz, Salih
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Identification (Psychology),Work Attitudes,Employer Employee Relationship,Attachment Behavior,Group Membership,Job Satisfaction,Self Concept,Predictor Variables,Teacher Attitudes

Teachers that identify with their organizations and find meaning at work can contribute to their students and schools from various aspects. However, there is limited evidence on teacher perceptions of organizational identification and meaningful work in the literature. The present research aims to determine the relationship between teachers' organizational identification and meaningful work perceptions. This quantitative research is in correlational design. The sample of the research consists of 330 teachers working in Kahramanmaras. The scales of meaningful work for educational organizations and organizational identification were used as data collection tools. In the analysis of the data, Pearson correlation coefficient was calculated, and regression analyses were performed. Research findings show that there is a positive, moderately significant relationship between organizational identification and meaningful work. Organizational identification is a significant predictor of meaningful work. Organizational identification has positive and moderately significant relationships with the subdimensions of meaningful work (meaning at work, transcendence at work, work relationships, meaning leadership at work, humility at work), and it is a significant predictor of these dimensions. Nevertheless, it shows no significant relationship with the dimension of search for meaning at work. Implications for identifying with organizations and meaningful work are discussed.
Is Presenteeism Good or Bad? A Phenomenological Study in Schools
Author: Uslukaya, Alper
Date: 2022-10-00
Type: Journal Articles
Subjects: Phenomenology,Foreign Countries,Teacher Attendance,Psychological Patterns,Teacher Attitudes,Administrator Attitudes,Work Attitudes,Diseases,Religious Factors,Work Ethic,School Culture,Decision Making,Policy Formation,Work Environment,Faculty Workload,Economic Factors,Physical Health,Pain,Stress Variables,Anxiety,Depression (Psychology),Behavior Disorders,Diabetes

The study aims to analyse the phenomenon in a holistic and comprehensive way according to the perceptions of education workers who experience presenteeism more frequently and reveal the relationship of presenteeism with the sociological, psychological, and theological dynamics of Turkish society. The study was conducted with a phenomenological design, one of the qualitative research methods. The study group consists of five teachers and five school administrators working in Elazig, a province in Türkiye in the 2020-2021 academic year. It was determined that educators can voluntarily decide to work when they are not feeling well due to motivations such as a sense of responsibility, conscience, commitment to work, public service, and religious sensitivity. In addition, some participants stated that due to organisational pressure, economic difficulties, and workload, employees make a forced decision to work when they are not well. Finally, in addition to the negative results of presenteeism, positive results, which are rarely seen in the literature, were also obtained. Therefore, the experience of presenteeism should be evaluated considering its positive and negative effects on organisations and employees. Finally, suggestions were developed to monitor the situation of employees experiencing presenteeism, develop policies regarding this, and prevent them from being forced to work in bad situations they cannot tolerate.
Organizational Gossip and Teachers: Threat or Opportunity?
Author: Agalday, Bünyamin
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Information Dissemination,Error Patterns,Reputation,Organizational Culture,Communication (Thought Transfer),Social Cognition,Gender Differences,Marital Status,Status,School Size,Antisocial Behavior,Opportunities

This research examines teachers' perceptions of gossip in schools. The research employed an explanatory approach of mixed methods. Quantitative data were obtained through the &quot;Organizational Gossip Scale&quot; and qualitative data were obtained through the semi-structured interview form. Quantitative data were collected from 302 teachers selected by simple random sampling method in secondary schools in Turkey. Qualitative data were collected from ten teachers chosen by the maximum variation sampling method. The research first revealed that gossip is a frequently used communication mechanism in schools, although participants have different perceptions of gossip. In addition, the results showed that gossip might be seen as an opportunity in school, given its functions of having information and developing relations. However, in terms of harmful effects such as poor performance and burnout in the qualitative results, gossip will be a threat to the school's stakeholders. Still, it can also be a threat in terms of organizational harm. In conclusion, gossip's significance in informal processes in schools was emphasized. Implications were made to practitioners and researchers that the threat aspect could be turned into an opportunity.
Effect of Creative Drama Method on the Success in Basic Language Skills, Grammar and Vocabulary Teaching Fields in Turkish Lesson: Meta-Analysis Study
Author: Geçici, Fidan
Date: 2022-10-00
Type: Journal Articles
Subjects: Teaching Methods,Drama,Creativity,Language Skills,Grammar,Vocabulary,Foreign Countries,Educational Research,Effect Size,Bias,Elementary Education,Turkish

The purpose of this study was to determine the effect of the creative drama method on the success in basic language skills (listening, reading, speaking, writing), grammar, and vocabulary teaching fields in Turkish lessons by using the meta-analysis method. 37 Effect sizes within 24 different studies were reviewed. Publication type, class level, skill areas, practice time were used as moderator variables in this research. Comprehensive Meta-Analysis 2 (CMA 2) was utilized to analyze the studies determined in the research. According to the results, the creative drama method creates positive (significant) impacts on basic language skills, grammar, and vocabulary teaching fields (z=9.959; p=0.000). As time increases in creative drama applications, the effect of application increases at the same time. However, it is also found that the effect of the creative drama method on students' success does not significantly vary by publication type and class level. Moreover, the effect of creative drama on students' success varies by skill areas while the highest effect size is in speaking skill and the lowest effect size is in vocabulary teaching.
Reflective and Clinical Teacher Education: A Model Proposal towards Application
Author: Alan, Bülent
Date: 2022-10-00
Type: Journal Articles
Subjects: Reflective Teaching,Theory Practice Relationship,Foreign Countries,Preservice Teacher Education,Preservice Teachers,Teacher Competencies,Models,Teaching Skills,Microteaching,Mentors,Team Teaching,Research Skills,Scientific Research

Very few teacher education models have integrated theory and practice on a context basis and used formative assessment in teachers' personal and professional development. Two are the Clinical Teacher Education Model and the Realistic Teacher Education Model based on reflection. These models prepare teacher candidates (TCs) for their profession as early as possible and most effectively by integrating their professional knowledge, skills, attitudes, and values with personality traits. In Turkey, what needs to be done for teacher education is a meta-philosophical mentality change, and this study aims to lay its foundations. Inspired by these two models, this theoretical study proposes a new and unique teacher education model based on reflection and teaching competencies considering the structure and resources of the Turkish teacher education system. In this model, TCs continue their professional development in a learning community where they internalize the determined competencies in a spiral structure every year, systematically reflect on every phase of the process and obtain regular feedback from their peers, advisors, and teachers from practice schools. This study explains the theoretical background and justifications of the model incorporating theory and practice in a four-year-teacher education, and concrete, practical examples are presented.
Examining Science Teachers&apos; Performances at Planning Geology Lesson through TPACK-Based Argumentation Practices
Author: Unal-Coban, Gul
Date: 2022-10-00
Type: Journal Articles
Subjects: Geology,Lesson Plans,Pedagogical Content Knowledge,Technological Literacy,Science Teachers,Faculty Development,Persuasive Discourse,Science Instruction,Instructional Design,Foreign Countries,Teacher Attitudes

This study aims to reveal science teachers' performances in designing TPACK-based argumentation practices for teaching geology. This study used a holistic single case study design where thirty-two science teachers participated in a professional development program. All materials such as videos, etc. used by the teachers and the Pedagogical Reasoning Assessment Form (PRAF) were used as data collection tools. Descriptive analysis was conducted through the scoring rubric for lesson plans and content analysis for PRAF. Findings indicated that teachers successfully used TPACK indicators in their lessons. Findings also revealed that although teachers thought that formative assessment could be improved by learning from professional development programs, they did not use technology for assessment in their lesson plans. Related to the argumentation process, teachers tended to construct their arguments with one rebuttal, and they could not use warrants. Moreover, although teachers had high scores in the quality of claim, rebuttal, and backing respectively, they had some problems in presenting data and warrant for the claim. PRAF findings indicated that the TPACK-based Argumentation Practices Professional Development Program (TPACK-bAP PDP) enriched their lesson plans in some aspects.
The Efficiency of Argument-Based Inquiry Practices in Science Teacher Candidate Education
Author: Ecevit, Tugba
Date: 2022-10-00
Type: Journal Articles
Subjects: Science Teachers,Science Instruction,Preservice Teachers,Teacher Education Programs,Science Process Skills,Critical Thinking,Student Attitudes,Metacognition,Measures (Individuals),Scientific Principles,Science Tests,Inquiry,Active Learning,Thinking Skills,Persuasive Discourse,Diaries,Likert Scales,Foreign Countries

This study aimed to develop, implement, and evaluate argumentation-based inquiry teaching practices to train qualified science teachers. In this context, first, practices in argument-based inquiry were developed to have highly qualified individuals with cognitive flexibility; the ability to look at happening from divergent perspectives and consider them in alternate ways is an essential skill for the 21st century. Second, the designed argument-based inquiry practices were applied for 14 weeks in the &quot;Science Literacy&quot; elective course. Teacher candidates' scientific process skills, high-level thinking skills, and consideration of the nature of science were researched to evaluate the effect of the implementation. A &quot;concurrent triangulation design&quot; was utilized in this mixed methods research. The study group comprised 38 science teacher candidates. Quantitative data were collected utilizing a scientific process skills test, critical thinking disposition instruments, a metacognitive awareness inventory, and a nature of science views test. Qualitative data were collected through a semi-structured interview and documents (reflective learning diaries, reflective evaluation notes). The results show that the quantitative and qualitative findings support each other. It was found that the practices carried out during the 14 weeks contributed to the science teacher candidates' development of scientific process skills, critical thinking tendencies, metacognitive awareness, and views about the nature of science.
Using Case-Based Science Scenarios to Analyze Preservice Teachers&apos; Analytical Thinking Skills
Author: Kirman-Bilgin, Arzu
Date: 2022-10-00
Type: Journal Articles
Subjects: Case Method (Teaching Technique),Vignettes,Preservice Teachers,Thinking Skills,Grade 3,Science Teachers,Cognitive Processes,Foreign Countries

Any science teacher must first acquire analytical thinking skills in order to give their students the ability to think analytically. Therefore, the candidacy period is important for teachers to develop and transform this skill into professional knowledge. Based on this idea, the current research aims to determine the ability of third-grade preservice science teachers to use analytical thinking skills. An Analytical Thinking Test is used in the research conducted survey method. This test consists of twenty case-based science scenarios in total from four different learning fields. These scenarios are designed according to the analytical thinking skill dimensions of Marzano's Taxonomy. Preservice science teachers (N=158) from two public universities have participated in the study. It was determined that the majority of preservice science teachers weakly used their analytical thinking skills. It was revealed that preservice science teachers had difficulties respectively in classification -- specification -- error analysis -- generalization -- comparison according to Marzano's taxonomy from most to least while solving scenarios. It is recommended that the science educators develop the designs to improve the analytical thinking skills of the candidates in the courses they conduct on the basis of the results of the research. In addition, science educators should pay attention to development in the dimensions of classification and specification by considering the alternative conceptions of the preservice science teachers.
How Real Is Augmented Reality in Pre-School? An Examination of Young Children&apos;s AR Experiences
Author: Bülbül, Hacer
Date: 2022-10-00
Type: Journal Articles
Subjects: Physical Environment,Simulated Environment,Synthesis,Information Technology,Computer Simulation,Learning Activities,Technology Uses in Education,Kindergarten,Young Children,Childrens Attitudes,Peer Relationship,Foreign Countries

The research aims to examine augmented reality (AR) technology during the pre-school years. For this purpose, we created activities with AR cards and compared them to activities with other materials. We designed the study as a case study, a qualitative research model. We used the convenience sampling method to select the study group and the criterion sampling method from the selection methods. The study group consists of eighteen children, ten boys, and eight girls attending kindergarten. Children are between 54 and 77 months. We gathered data through semi-structured interviews, observation, and audio and video recordings. We used the content analysis method to analyze the data, creating codes and themes. Findings show that using AR technology in the pre-school period attracts children's attention, gives them a sense of reality, embodies the content, supports peer relationships positively, and allows children to participate in activities willingly and focus on the activity. Furthermore, we have seen that AR technology can be a distraction. When comparing AR technology to other materials, we discovered that children prefer materials that directly connect to real life. They prefer materials that contain AR to materials that do not. We presented recommendations for the use of AR in the pre-school period and future research.
Parents&apos; Attitudes towards Distance Learning during the COVID-19 Pandemic
Author: Kolak, Ante
Date: 2022-08-00
Type: Journal Articles
Subjects: Parent Attitudes,Distance Education,COVID-19,Pandemics,Elementary Education,Student Needs,Parent Role,Parents as Teachers,Foreign Countries

In this article we consider the applicability of distance education on the elementary level from parents' perspectives and present the limitations stemming from the degree of support that students in elementary education need from their parents. The dilemmas regarding the possible levels of students' development of independence and self-orientation, and the parents' roles are highlighted. We believe that due to these limitations, distance learning has some of the characteristics of homeschooling. The subject of the research in the empirical part of this study focused on parents' attitudes. Parental attitudes, based on a previously established multi-factor model, become clear from the parents' experiences (Kolak, Markic &amp; Horvat, 2020) where factors regarding the demands of teaching and the competence of parents as substitute teachers, were separated. Parents' characteristics (e.g., gender, age, educational status and involvement) were found to influence their attitudes. The results of the research indicate the importance of parents in distance learning during the pandemic which adds a new and more significant role in the educational process of their children.
Parental Involvement in Children&apos;s Primary Education: A Case Study from a Rural District in Malawi
Author: Erlendsdóttir, Guðlaug
Date: 2022-08-00
Type: Journal Articles
Subjects: Parent Participation,Elementary Education,Rural Population,Foreign Countries,Positive Reinforcement,Academic Achievement

In the study reported on here, we analysed parents' involvement in their children's primary education in 4 primary schools in rural Malawi, focusing on the home and the school. Through interviews and focus-group discussions, information was obtained from 19 parents, 24 teachers (6 from each school), and 4 head teachers. Bronfenbrenner's ecological systems theory was used to design the study and to interpret the data, focusing mainly on the micro- and mesosystem elements. The home and school settings represent the autonomous microsystem, whereas parental involvement is part of the mesosystem. The microsystem appeared to be active both with learner-parent and learner-teacher actions; however, mesosystemic interactions were limited. We found that parents and teachers needed to develop stronger mutual relationships and interactions to support learners better. Schools also need to communicate positive aspects of children's learning to the parents. Enhancing positive reinforcement could enhance parental involvement.
Teachers&apos; and Students&apos; Views about the Applicability of the Project-Based Learning Approach in Science Courses in Turkey
Author: Kilic, Ismail
Date: 2022-08-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Science Curriculum,Technology Education,Class Size,Foreign Countries,Academic Achievement,Creative Thinking,Student Attitudes,Teacher Attitudes,Grade 6,Grade 7

The aim with this study was to examine how, from the teachers' and students' perspectives, the project-based learning approach was applied in science and technology lessons. The research was conducted through a case study with qualitative research methods. The data of the study were obtained from semi-structured interviews with 38 students and 11 science and technology teachers. This data were analysed by descriptive analysis which is a qualitative data analysis method. The results of this study show that the teachers described the project-based learning approach as an inapplicable approach in schools. Teachers advised a reduction of curriculum content and a reduction in class sizes. We understood that the other phases of the project processes that started with the selection of project topics at school were done with the help of the students' families at home. It also became clear that during the evaluation process, the teachers took the students' own efforts into consideration. We determined that most of the students who participated in the projects in the science and technology course were free to choose their project subjects. It also became clear that students preferred to do projects in the science and technology course. At the end of the research report, suggestions based on the results of the research are made.
History Education and Changing Epistemic Beliefs about History: An Intervention in Initial Teacher Training
Author: Miguel-Revilla, Diego
Date: 2022-08-00
Type: Journal Articles
Subjects: History Instruction,Epistemology,Preservice Teachers,Preservice Teacher Education,Student Attitudes,Beliefs,Social Studies,Foreign Countries,Intervention,Teaching Methods

Epistemic beliefs can have an important effect on teaching practices determining how teachers approach a discipline in the classroom in different contexts. The research reported on here focused on initial teacher education, assessing the pre-service social studies teachers' epistemic beliefs about history, and their ideas regarding history education. We examined the way in which the beliefs of 59 Spanish participants had evolved after an intervention focused the fostering of historical thinking and understanding. A pre-test-post-test quasi-experimental design was applied, using the Beliefs about History Questionnaire (BHQ), which was supplemented by a qualitative approach. Results indicate progression, although it was more noticeable in pre-service primary education teachers who adhered to a more nuanced vision about historical knowledge and both objectivity and subjectivity. The way that participants with different conceptions about history thought about educational aspects were also examined and discussed. Findings suggest the effectiveness of educational interventions in initial teacher training to allow pre-service teachers to understand the specificity of this discipline.