ethanporcaro/eric-fulltext-meta huggingface dataset:
Basic Problem-Solving-Positioning Skills of Students Starting First Grade in Primary School during the COVID-19 Pandemic
Author: Inci Kuzu, Çigdem
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Problem Solving,Preschool Education,Preschool Children,COVID-19,Pandemics,School Closing,Teacher Attitudes,Grade 1,Arithmetic,Elementary School Students,Elementary School Teachers

In the study, it was aimed to determine the students' basic mathematical problem-solving skills according to the problem-solving stages of Polya and the effectiveness of preschool education in problem solving. Besides, in the study, it was specified that the problem posing skill levels of the students were determined according to the definition made by Stoyanova and Ellerton. The study group of the research consists of students who had to take a break from pre-school education for a while due to the COVID-19 pandemic that emerged at the beginning of 2020 in Turkey, and who completed the second education-teaching period remotely and started the first grade in primary school. Descriptive scanning and clinical interview methods were used to determine problem solving and setting approaches. Within the scope of the study, the answers given to ten different basic problem types to determine the basic mathematical concepts and skills that children should acquire for mathematical development in early childhood and the problems which they posed like these problems were analysed. In addition, the opinions of three classroom teachers related to the subject were presented. According to the results obtained, the performance of the students who started the 1st grade during the pandemic period was determined to be low in the stages of problem solving, understanding the problem, preparing a plan, implementing the plan, and evaluating it. The most successful problem type of the students was the separation problem and the most difficult one was the division problem in the form of sharing equally due to incomplete concept knowledge. It has also been observed that students who have difficulty in understanding long and multi-stage problems cannot pose similar problems to problems they do not understand. The number of problems posed for the semistructured problem posing situation was high. Interviewed teachers stated that students who started primary school during the pandemic were more anxious and shyer. Teachers made suggestions in the context of families to increase family participation in mathematics education and make the lessons more efficient.
Graphic Design Students&apos; Perspectives and Job Anxiety about Distance Education in the Pandemic Period
Author: Kanat, Sevtap
Date: 2021-00-00
Type: Journal Articles
Subjects: Graphic Arts,Student Attitudes,College Students,Anxiety,Distance Education,COVID-19,Pandemics,Foreign Countries,Gender Differences,Individual Differences

The coronavirus emerging in China has rapidly become a global epidemic. Many sanctions come to the fore to prevent the spread of the epidemic. One of them is that people stay at home and do not leave the house unless it is necessary. This necessity has affected the education system as in all areas of life. Universities have switched to the distance education system. Unfortunately, many universities do not have sufficient infrastructure or resources to facilitate instantly effective online teaching. In this study, it was aimed to determine the problems faced by the graphic design department students during the distance education process conducted during the COVID-19 pandemic period, their opinions on distance education and their job anxiety levels. This study is important in terms of determining the level of job anxiety faced by graphic designer candidates during their education, taking necessary precautions, supporting them in eliminating these concerns, raising their awareness on the subject and making determinations to reduce job anxiety. It is important to know the thoughts of students towards distance education especially during the pandemic period in order to increase the quality of education. The sample of the research consists of students studying in the field of graphic design in the 2020-2021 academic year in Turkey. The stratified sampling method was used in sample selection. Distance Education Attitude Scale and Job Anxiety Scale were used in the study. The sampling was carried out with the voluntary participation. Research data were collected from Google Forms through a questionnaire consists of personal information and the scales. SPSS 21 (Statistical Package for the Social Sciences) statistical software was used for data analysis. The relationship between job anxiety level and distance education satisfaction level is seen that there is almost zero and statistically insignificant. The anxiety score for this group of students is above the average and reasons should be analyze in great detail. On the other hand, distance education attitude score is below the average. The reasons would be related to being unprepared to this period. The most important factor in the occurrence of this situation is being caught unprepared for this process. While job anxiety differed in the level of satisfaction with the program, the distance education attitude differed in the education level of the mother, the education level of the father, grades and the level of satisfaction with the program. Although the relationship between the two scales was not significant in the study, it was observed that the distance education limitation factor was in a negative but weak and significant relationship between all factors of the job anxiety scale.
Literature and Project-Based Learning and Learning Outcomes of Young Children
Author: Prachagool, Veena
Date: 2021-00-00
Type: Journal Articles
Subjects: Childrens Literature,Active Learning,Student Projects,Outcomes of Education,Elementary School Students,Foreign Countries,Instructional Effectiveness

In the early years, children learn by taking an action and touching opportunities which experiences the world as much as possible. It is an internal process that allows children to meaningfully reflect their experiences from abstract to further learning. Literature and project-based learning management is a learning approach that strengthens the attitude of the pursuit of knowledge, helping children to have a habit of reading, creating opportunities to leading in the discovery of something meaningful to life. The research objectives were to study learning outcomes of young children through literature and project-based learning. Twenty-five young children were studied and reported their learning outcomes. Data were collected through variety of methods: observation, debriefing focus group, and interviews after the scenario. Data were collected by qualitative and quantitative methods. The findings indicated that young children had the highest level of understanding and ability to manage literary learning and projects. They also had ability to provide the most literary and project management environment were ranges low and highest based on the different perception and potential of learning. It can be recommended literature and project-based learning is suitable for early childhood education.
Roadwork Ahead: Fostering Racial Literacy in Educator Preparation Programs
Author: Samuels, Amy J.
Date: 2020-08-00
Type: Journal Articles
Subjects: Critical Theory,Race,Teacher Education Programs,Racial Bias,Social Justice,Racial Attitudes,Literacy,Equal Education

Equity and advocacy are essential in deconstructing and challenging racism, but how do educators apply these concepts in preparation programs to promote sustainable change? This paper explores a qualitative study on educators' perceptions of racism in P-12 schools to examine how educator preparation can navigate complex terrain to better prepare candidates to employ equitable, and socially just practices informed by critical race theory and foster racial literacy. The researchers' findings support the works of others in the field who assert that educator preparation programs must explicitly address race-related issues to prepare both instructional and teacher leaders to confront critical concerns that impact students and communities.
Evolving Project Based Learning Methodology at the Higher Education Level: A Need for More Guidance and Accountability
Author: Brown, Benjamin D.
Date: 2019-08-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,College Students,Guidance,Accountability,Flipped Classroom,Meta Analysis,Problem Based Learning,Educational Technology

Project based learning instructional strategies have been used in the K-12 and college setting to activate learning and engagement. Problem Based Learning allows students to learn by taking on real world problems. Research and literature shows that Project Based Learning can increase collaboration, problem-solving skills, communication, self-direction, creativity, time-management, and work-ethic (Wurdinger &amp; Qureshi, 2015). Moreover, literature reveals that 21st century teaching strategies such as flipped learning can enhance Project Based Learning Strategies (Sams &amp; Bergman, 2013). Recent research and professional discussion reveal that more guidelines and accountability lead to better outcomes when using Project Based Learning (Cooper et al., 2017; Ferren &amp; Anderson, 2016; &amp; Klyoster et al., 2018). This meta-analysis explores the most recent scholarly research in Project Based Learning and addresses the need for guidance and accountability.
Bridging Powerful Knowledge and Lived Experience: Challenges in Teaching Mathematics through COVID-19
Author: Brodie, Karin
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Mathematics Instruction,Grade 10,Relevance (Education),Teaching Methods,Foreign Countries,Social Problems,School Closing,Educational Technology,Electronic Learning,Public Schools,Private Schools,Mathematical Concepts,Concept Formation,Barriers,Student Attitudes,Mathematics Skills,Secondary School Mathematics

The coronavirus disease 2019 (COVID-19) pandemic supported an investigation of ongoing challenges as to whether and how to make mathematics relevant to learners' lifeworlds. Given that COVID-19 created major disruptions in all learners' lives, we developed and taught tasks that attempted to make links between their experiences of the pandemic and disciplinary mathematical knowledge. We located our investigation in current debates about the extent to which disciplinary knowledge can be linked to learners' out-of-school experiences. We developed and analysed two tasks about COVID-19 that could support link-making and productive disciplinary engagement, and analysed one Grade 10 teacher teaching these tasks. We found that linking mathematics to learners' lifeworlds is both possible and extremely difficult in relation to task design and how the teacher mediates the tasks. In relation to task design, we argue that teachers cannot do it alone; they need to be supported by the curriculum and textbooks. In relation to mediation, we saw that teacher practices are difficult to shift, even in the best of circumstances. We articulate the complexities and nuances involved in bridging powerful knowledge and lived experience and thus contribute to debates on how to teach powerful knowledge in relation to learners' lifeworlds.
Investigating the Teaching Practice Framework in the Departments of Primary Education in Greece: A Sociological Approach
Author: Selechopoulou, Vasiliki-Eleni
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Teacher Education Programs,Teaching Skills,Experiential Learning,Student Teaching,Elementary School Teachers,Goal Orientation,Skill Development,Theory Practice Relationship,Teaching Conditions,Reflective Teaching,Educational Innovation,Preservice Teacher Education

The aim of this research is to analyze and compare the Teaching Practice (TP) in the Departments of Primary Education (DPE) in Greece, in terms of objectives, structure and evaluation. The data for this research was drawn from the Study Guides of nine Departments that we examined in Greece, and they were analyzed using the technique of document analysis. The analysis utilized B. Bernstein's theoretical framework. The analysis of the data revealed that the TP framework is differentiated across the Departments in terms of time demarcation and student evaluation. These differentiations illustrate the differences in the Departments' philosophy and organization. Nevertheless, the chief aim of all the Departments is to familiarize future teachers with their duties and responsibilities, an aim which is achieved through the gradual introduction of the trainees into the school field.
Colleges of Education Science Student Engagement in Emergency Remote Teaching amidst COVID-19 in Nigeria
Author: Ganiyu, Bello
Date: 2021-11-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teachers,Online Courses,School Closing,Learner Engagement,Educational Technology,Electronic Learning,Student Satisfaction,Student Behavior,Affective Behavior,Learning Strategies

There is paucity of studies on the affective, behavioural, and cognitive dimensions of student engagement under Emergency Remote Teaching (ERT) during COVID-19 pandemic, especially among pre-service science teachers in Colleges of Education in Nigeria. The purpose of this descriptive survey study was to examine the affective, behavioural, cognitive, and general level of engagement of pre-service science teachers in Colleges of Education in Kwara State, Nigeria in online ERT class. Purposive and snowballing sampling techniques were used to select six education colleges and 241 students which participated in the study respectively. The reliability coefficient of the online questionnaire used for data collection in the study was 0.81. The data gathered in this study were analysed using mean and independent t-test. The findings indicated that the level of student general engagement was high and there was significant gender difference in the levels of student behavioural engagement (X[superscript 2] (2) = 7.561, p = 0.023 &lt; 0.05) in favour of male students. It was concluded that Colleges of Education students' level of affective, behavioural, cognitive, and general engagement in ERT was high. The researcher recommended that students should extend their high level of general engagement in online ERT class to face-to-face classes after COVID-19 pandemic.
Scientific Attitudes of Young Children through Literature-Based and Project-Based Learning Organization
Author: Prachagool, Veena
Date: 2021-11-00
Type: Journal Articles
Subjects: Scientific Attitudes,Childrens Literature,Teaching Methods,Active Learning,Student Projects,Foreign Countries,Elementary School Students

Young children's scientific attitude is basic norms of human kind to cultivated actual learning, which has been an expected to be a curious, motivated, generous and responsible person. The study aimed to investigate scientific attitude of young children through literature-based and project-based learning organization (LPBL). The participants employed were young children, aged five to six years from Mahasarakham University Demonstration School (Elementary), Thailand. The duration of the study was nine weeks. The experiment was conducted in eight weeks, four days a week and 90 minutes per day which were done in 32 times. The research instruments were 32 LPBL learning plans, learning behavior observation forms, scientific attitude inventory, and debriefing focuses group interviews. The descriptive statistics used in the study were average and standard deviation. The results showed that the young children have scientific attitudes at high level by means of LPBL learning organization. The qualitative data supported that they express scientific attitudes in accordance with nature of learning.
Competency-Based Education: Theory and Practice
Author: Açikgöz, Tacettin
Date: 2021-12-00
Type: Journal Articles
Subjects: Competency Based Education,Theory Practice Relationship,Definitions,Misconceptions,Formative Evaluation,Competence,Skills,Qualifications,Ability

This study aimed to reach a pro on Competency-Based Education (CBE) through the opinions of Educational Sciences experts and to review the literature on CBE. In this study, convergent design, one of the mixed methods research, was used, and a semi-structured questionnaire was used to collect data. The sample was selected through convenience sampling and consisted of 28 participants. In the study, the documents related to National and International Qualifications Frameworks, history of CBE, its comparison with traditional education, its implementation, and the challenges of CBE practices are reviewed. The findings revealed that there is a conceptual consensus among the experts on the concepts of skill and learning outcome, but no agreement on the use of &quot;competence,&quot; &quot;proficiency,&quot; and &quot;qualification.&quot; The study showed that the experts adopt the most up-to-date definitions of CBE, but it is often confused with Proficiency-Based Education. The study revealed that CBE focuses on the demonstration of competence when considering students' progress and measures it by formative assessments and that, in CBE, students' learning gaps are eliminated by supporting them at each stage.
How Responsible Are Turkish Secondary School Students for Distance Learning during the COVID-19 Pandemic: A Scale Development and Implementation Study
Author: Yakar, Ali
Date: 2021-12-00
Type: Journal Articles
Subjects: Responsibility,Foreign Countries,Secondary School Students,Distance Education,COVID-19,Pandemics,Test Construction,Test Validity,Test Reliability,Gender Differences,Individual Differences

The purpose of the current study is to investigate the distance learning responsibility levels of secondary school students attending schools in the Aegean Region of Turkey by developing a scale of responsibility for distance learning. The study is a descriptive study employing the survey model. Two different study groups were used in the current study. In the first stage, a total of 477 secondary school students attending schools in the cities of Izmir, Denizli and Mugla in Turkey in the 2020- 2021 school year were included in the study group to develop the Scale of Responsibility for Distance Learning. In the second stage of the study, the study group is comprised of 2043 secondary school students selected from among the secondary school students attending schools located in the cities of Izmir, Manisa, Aydin, Denizli, Mugla, Afyonkarahisar, Kütahya and Usak in the Agean Region of Turkey in the 2020-2021 school year. The data were collected face-to-face and online via Google Forms during COVID-19 pandemic by using the Scale of Responsibility for Distance Learning. According to the findings of the study, the scale is a valid and reliable scale with adequately satisfied psychometric features. Another finding of the current study is that the participating secondary school students' responsibility scores vary significantly depending on the city where they attend the school, grade level and gender.
Investigation of Professional Burnout Levels of Secondary School Administrators According to Some Variables
Author: Teyfur, Mehmet
Date: 2021-12-00
Type: Journal Articles
Subjects: Burnout,Administrators,Psychological Patterns,Recognition (Achievement),Measures (Individuals),Foreign Countries,Gender Differences,Individual Differences,Educational Attainment,Work Experience,Marital Status,High Schools

This study aims to reveal the burnout levels, emotional exhaustion, depersonalization, and personal accomplishment of school administrators according to their genders, seniority in the administration, marital status, education levels, school types and the settlement of their schools. The data were collected using Maslach Burnout Inventory in the 2019-2020 academic year and 186 secondary school administrators participated in the study from Agri and Izmir provinces in Turkey. In the study, the frequencies, percentages, and arithmetic averages of the data were handled to determine the burnout levels. Non-parametric statistical analyses such as Spearman's Rho correlation coefficient, Mann Whitney U and Kruskall Wallis tests were performed in the research. It was concluded that school administrators experienced burnout in the dimensions of emotional exhaustion, depersonalization, and personal achievement. In addition, it was observed that the emotional exhaustion and depersonalization scores of those with a postgraduate education were significantly higher than those with a graduate education. According to the results regarding the settlement, the emotional exhaustion and depersonalization subscale scores of people living in Izmir are significantly higher than those living in Agri. And the personal achievement scores of people living in Izmir are significantly lower than those living in Agri.
Is Having a Helicopter Mother a Traumatic Experience? The Relationship between Helicopter Mother Attitude and Traumatic Experiences and Learned Helplessness
Author: Yilmaz, Hasan
Date: 2021-12-00
Type: Journal Articles
Subjects: Mothers,Parenting Styles,Trauma,Helplessness,Secondary School Students,Parent Attitudes,Predictor Variables,Correlation,Antisocial Behavior,Child Rearing,Child Abuse,Child Neglect,Foreign Countries

The aim of the study is to determine whether the attitude of the helicopter mother is within the scope of the traumatic experience. For this purpose, the rates of explaining the traumatic experiences and learned helplessness of helicopter parental attitude were tested. 539 secondary school students between the ages of 16-18 participated in the study. Helicopter Parental Attitude (mother form), Traumatic Experiences and Learned Helplessness Scales were used to analyze the data using structural equation modeling. At the end of the study, 36% of the traumatic experiences of helicopter mothers' attitudes) predicted 35% of learned helplessness. It was observed that mostly helicopter attitudes in the field of basic life skills and learned helplessness were the predictors for the helicopter mothers. The highest correlation with helicopter mothers' attitude was observed in the emotional abuse dimension of traumatic experiences. As a result, it was concluded that the being raised up by a mother with helicopter attitude should be accepted within the scope of traumatic experience. The results of the research are expected to be useful in the fields of parenting and family counseling.
Developing a Thinking Culture in the Classroom: A Participatory Action Research
Author: Güzel Yüce, Sibel
Date: 2021-12-00
Type: Journal Articles
Subjects: Thinking Skills,Participatory Research,Action Research,Teaching Methods,Skill Development,Teacher Attitudes,Teacher Motivation,Needs Assessment,Teacher Student Relationship,Elementary School Students,Elementary School Teachers,Public Schools,Foreign Countries

In this study, cooperating with the classroom teacher, the researcher aimed to improve the thinking skills of students through teaching activities prepared based on the dimensions of thinking cultures. The research is designed using the qualitative paradigm in the participatory action research model. A total of six cycles were carried out during the thirty-three-week application process in line with the 'cultures of thinking dimensions' along the research process. The implementation process focusing on the cooperation of the teacher and researcher as a weekly cycle in the form of problem detection, literature review and seminar, preparation, implementation, monitoring and evaluation of the action plan. The action research reveals that developing a culture of thinking increases the diversity and frequency of utilization of the thinking skills by students. The results indicate, that although practices related to the culture of thinking approach contribute to the development of students' thinking skills, this development is slow and the teacher's motivation in this regard is an important variable.