ethanporcaro/eric-fulltext-meta huggingface dataset:
A Bibliometric Analysis of Articles on Text Simplification: Sample of Scopus Database
Author: Özcan, Halil Ziya
Date: 2021-00-00
Type: Journal Articles
Subjects: Bibliometrics,Journal Articles,Difficulty Level,Reading Comprehension,Citation Analysis,Periodicals,Authors,Foreign Countries,Network Analysis,Bibliographic Databases,Artificial Intelligence

Literacy is a term generally used for adults and young people. Basically, it is an acquisition that includes the process of reading, writing and understanding symbols in any language. While this concept, whose definition and scope has expanded over time, refers to people who can only say their names in the past, today it refers to individuals who can perform more functional skills. What is expected from today's literacy, which is also referred to as functional literacy, is not just saying the name, but also understanding what you read and harmonizing these information with the environment. It is critical to create texts that are easier to interpret, especially for poor readers and individuals learning foreign languages, in today's world where reading comprehension and correct use of information have become extremely important. In this context, the text simplification method, which is one of the text modification methods, comes to the fore. In accordance with these information, this current study aims to presents the bibliometric analysis of articles on text simplification, which are published in journals indexed in Scopus database in the field of social sciences. The data set of the study consists of 194 articles on text simplification published in journals scanned in the field of social sciences and scopus database. These 194 articles were examined in terms of different variables. The research is generally a descriptive study and document analysis method was used as a method. In the data analysis stage of the research, VOSviewer visualization software version 1.6.16 was used. According to the results obtained from the study, the most articles on text simplification were written in 2020 (f: 21), most cited article is &quot;Interpretation as Abduction&quot; (f: 363) written by J.R Hobbs, M.E Stickel, D.E. Appelt and P. Martin. Findings obtained from the research were shared in the form of tables, graphs and figures. The most common keywords that preffered by authors is &quot;Simplification&quot; (f: 18). The most cited institution is &quot;Artifical Intelligence Center&quot; (f: 363). The most cited journal is &quot;Artifical Intelligence&quot; (f: 363). The most published country is United States of America (f: 30). The most cited country is United States of America (f: 863). All findings obtained from the research were shared as tables and figures in the findings section.
Development of the Writing Exam Anxiety Scale for Students Learning Turkish as a Foreign Language
Author: Bahsi, Niymet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Second Language Instruction,Writing Skills,Anxiety,Test Construction,College Students,Test Validity,Test Reliability,Self Efficacy,Environmental Influences,Psychological Patterns

It is important to improve the literacy skills of students who learn Turkish as a foreign language. Especially the development of writing skills has a vital role in gaining literacy skills. Therefore, the aim of this study is to develop a scale that can measure the writing anxiety of students who learn Turkish as a foreign language. For this purpose, firstly the literature was reviewed. As a result of the review, a pool of 43 items was created. After examining the expert and student opinions, a trial scale with 41 items was generated and administered to the students. The participants consisted of the students studying at Inönü University in the spring semester of 2019 at B2 and C1 levels. SPSS 20 program was used to examine the validity and reliability of the scale, which was applied to 189 students on a voluntary basis. As a result of the tests, a scale consisting of 18 items and 3 factors (writing self-efficacy, cognitive and environmental factors) was created with the removal of items that reduce internal consistency and have co-loading. The overall reliability (alpha = 0.904) of the scale created as a result of the test was found to be very high. According to the alpha and explained variance values related to its reliability, it was concluded that the scale is a valid and reliable test to measure the writing anxiety of students who learn Turkish as a foreign language.
Determination of Social Studies Teachers&apos; Opinions on Social Gender
Author: Körükcü, Melek
Date: 2021-04-00
Type: Journal Articles
Subjects: Social Studies,Teacher Attitudes,Gender Differences,Sex Fairness,Measures (Individuals),Teacher Student Relationship,Lesson Plans,Teaching Methods,Biographies,Gender Bias,Sex Role,Foreign Countries

Social gender is a concept built with life experiences. It distinguishes men and women through their biological differences. Social gender attributes behaviors and roles in accordance with the gender identity of the society to individuals. Social studies regard each student as a unique individual. Social studies students should be sensitive to these differences in their relationships and should respect each other. This is important for respect and equality between the genders. In this context, social studies teachers have an important role in conveying concepts such as gender, equality and human rights to their students accurately and effectively. The aim of this study is to examine social studies teachers' perceptions of social gender equality in terms of various variables. In the research, qualitative and quantitative methods were used together and mixed structure was applied. The quantitative study group of the research consists of 112 female and 92 male social studies teachers in total. Participants were determined by using criterion sampling, one of the purposeful sampling methods. In the research, the qualitative study group was selected from the quantitative research group through simple random sampling. A total of 20 social studies teachers, 10 female and 10 male, working in 6 different schools were interviewed. In the study, quantitative data were collected with the &quot;Social Gender Perception Scale&quot; developed by Altinova and Duyan (2013). The semi-structured interview form prepared by the researcher was used to obtain qualitative data. The qualitative data of the research were analyzed by content analysis method. The quantitative data obtained in the study were analyzed in IBM SPSS 15.0 program. Social studies teachers' views on social gender equality have also been evaluated in terms of curriculum literacy. At the end of the study, it was found that social studies teachers have high social gender perceptions. In the gender variable, it was determined that the social gender perception levels of female social studies teachers were higher than male teachers. In the qualitative findings of the study, it was found that teachers treated their students equally and fairly, regardless of gender, and avoided sexist discourse. It was determined that when sexist attitudes and groups were formed in the classroom, teachers directed their students to respect and empathize with each other. In addition, it was found that the teachers mostly explained gender equality in their lessons by linking with biographies. Recommendations are made taking the findings of the study into consideration.
Equity vs. Ethic Literacy -- Socio-Educational Dilemma in the Case of Pandemic Finland, Autumn 2020
Author: Loima, Jyrki
Date: 2021-04-00
Type: Journal Articles
Subjects: Equal Education,Hermeneutics,Decision Making,Educational Policy,Epistemology,Case Studies,Pandemics,COVID-19,Ethics,Foreign Countries,Policy Analysis,Racial Bias,Hidden Curriculum,Geographic Regions,Elementary Secondary Education,Social Differences

This case study aimed to comprehend socio-educational policy in the light of pandemic ethic literacy in Finland. Consequently, methodologically the official, public, and ethic research data were triangulated to analyze the Ministry's understanding on educational equity in Finland. Discussion involved global pandemic ethic principles (transparency, participation, review and revisability). Hermeneutic methodology revealed imbalances. Ministry of Education and Culture failed regionally, as well as qualitatively, in its quantitative by-the-book policy. As the main finding, pandemic ethics were generally ignored by the Ministry. Ethic principles were not recognized -- or were neglected. Furthermore, Ministry's decision-making was unconditional, instead of being participatory and revising. Lacking transparency was revealed in rhetoric of &quot;several&quot; children, or probable &quot;likelihood&quot;, without argumentation. However, the policy could have been revisable with increasing evidence. Epistemic imbalances and hermeneutic injustice occurred regionally and qualitatively. Those involved all, both the vulnerable, and gifted pupils. Finally, the policy created inequity, adding ageist and racist elements in southern country. Moreover, the Ministry repeatedly acted against its vision. While Ministers, and responsible authorities, should update their &quot;hidden&quot; curriculum, regional policies and Covid-19 variants deserve further studies.
Evaluation of Teacher Candidates&apos; Perceptions about Specific Learning Difficulties through Online Photovoice (OPV) Method
Author: Ögülmüs, Kürsat
Date: 2021-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Online Surveys,Photography,Learning Disabilities,Students with Disabilities,Children,Concept Formation,Knowledge Level,Special Education,Foreign Countries

In this study, the researchers (i) determined the perception levels of candidate teachers about Specific Learning Difficulties (SLD) using Online Photovoice (OPV) methodology, (ii) shared the research results with relevant researchers and practitioners in order to contribute to increase the knowledge level of candidate teachers about SLD, and finally (iii) discussed the results of the research in order to lay the groundwork for more meaningful and useful research and services. OPV technique was used in the data collection phase, and Online Interpretative Phenomenological Analysis (OIPA) was used in the data analysis phase. A total of 367 teacher candidates studying in different teaching programs participated in the study; the answers of 42 students were removed from the analysis for various reasons, and the remaining 325 students formed the final sample. The participants were asked about the most important factor/concept that defines SLD in order to measure their perceptions about SLD. Thirteen main themes were created regarding the most important factor/concept that defined SLD; the most important main themes and percentages were as follows: It is a situation in which the individual has difficulties in cognitive (reading, writing and mathematics) skills (51%), a situation that needs support (16%), and a situation that causes differences in learning style (12%). At the end of the study, the researchers made suggestions to the relevant researchers and practitioners in order to increase their knowledge level about SLD. With this research, the researchers used the OPV technique for the first time in the field of SLD, and they brought a new breath to future research.
Organizational Loneliness of School Administrators
Author: Hüsrevsahi, Selda Polat
Date: 2021-04-00
Type: Journal Articles
Subjects: Psychological Patterns,Professional Isolation,School Administration,Administrator Attitudes,Administrator Responsibility,Principals,Organizational Communication,Communication Problems,Burnout,Trust (Psychology),Power Structure,Collegiality,Coping,Elementary Schools,Middle Schools,Foreign Countries

This study explored the loneliness experienced by school administrators, the causes and results of this loneliness, and the ways the administrators cope with loneliness through their experiences. The study employed the phenomenology design, one of the qualitative research designs. The study group consisted of 14 elementary and middle school administrators working in Zonguldak Karadeniz Eregli. Criteria sampling and snowball sampling techniques were used while determining the study group. The study data were collected with a semi-structured interview form. The school administrators were asked about their loneliness, the reasons and results of their loneliness, and their ways to cope with it. School administrators stated that they mostly experienced loneliness in situations of power hierarchy and during the execution of work. They also stated that their loneliness was caused by organizational communication problems and the personal demands of their colleagues. In addition, school administrators expressed that organizational loneliness caused disruption of work and ineffectiveness at work the most. Finally, they also expressed that they try to overcome loneliness through organizational communication and individual socialization. Comprehensive and social measures should be taken in consideration as well as individual and organizational measures in order to eliminate school administrators' loneliness.
School Principals Views on Syrian Refugee Students&apos; Education in Turkey: Challenges and Recommendations
Author: Özkan, Metin
Date: 2021-00-00
Type: Journal Articles
Subjects: Refugees,Principals,Administrator Attitudes,Social Integration,Communication Problems,Class Size,Second Language Learning,Turkish,Barriers,Foreign Countries,School Culture,Parent School Relationship,Discipline,Behavior Problems,Educational Finance,School Personnel,Faculty Development,Transportation,Immigration,Geographic Regions,Elementary Secondary Education

The aim of the present study was to identify the administrative problems that school principals face at schools in the city located in the east of Turkey with high Syrian student population and to provide suggestions for overcoming these problems. The city is a province in Turkey having the highest ratio of Syrian to Turkish population with 95.61%. Therefore, the city is an important topic for the education and social integration of Syrian students. Based on the findings, it has been identified that school principals experience problems such as language and communication problems, crowded classrooms and environments, registration uncertainties, accordance between the parents (Turkish-Syrian), school culture, discipline and behavior. In addition, problems were also identified under headings such as financial resource insufficiency, personnel requirements and in-service training requirements. It has been emphasized that making courses more active, increasing the number of course hours for the targeted culture language will be more beneficial for overcoming the language issues. It has also been indicated that equal distribution of Syrian students to the schools and balancing the student ratio in the province through the use of transportation options if necessary will also be beneficial.
Views of Teachers on the Potential Negative Effects of High Stake Tests
Author: Ilhan, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: High Stakes Tests,Testing Problems,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Parent Attitudes,Student Attitudes,Negative Attitudes,Stress Variables,Foreign Countries,Influences

This study analyses teachers' viewpoints on the potential undesirable influences of high stake exams. Seven stimulants related to undesirable influences of high stake exams on education were given to 191 teachers in a pairwise comparisons format. The participating teachers in this study were asked to choose one undesirable influence by comparing the stimulants given to them in pairwise and to determine the more prominent problem stemming from high stake exams. Data were analyzed via many-facet Rasch model. As a result, it was found that teachers considered the stimulant &quot;school assessments turn into secondary importance in the eyes of students and parents&quot; as the foremost problem stemming from high stake exams. On the other hand, the stimulant &quot;administers focus on policies for increasing exam scores instead of policies for improving the learning-teaching process&quot; ranked the last in the undesirable influences of high stake exams.
Remote Assessment in Higher Education during COVID-19 Pandemic
Author: Senel, Selma
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Higher Education,Distance Education,COVID-19,Pandemics,Undergraduate Students,Student Satisfaction,Student Evaluation,Formative Evaluation,Teacher Student Relationship,Interaction,Feedback (Response),Foreign Countries

Universities have made a compulsory shift to distance education due to the Covid-19 pandemic. All of the higher education institutions in Turkey have completed 2019-2020 Spring semester using online tools. However, most of these institutions were not fully-prepared to have all of their courses online. Technical inadequacies, lack of qualified online tools, inexperience of instructors and students in distance education have emerged as major issues that institutions have to face. In addition to all, a new question arised; which approaches will be used for assessment. This study aimed to seek the common assessment approaches used through pandemic, how students perceived the quality of the assessment and the pros and cons of using these practices. Additionally, we examined whether participants' perceptions about quality of the assessment differ according to interaction with faculty members and use of online tests. Researchers employed survey design to reply four research questions and used a three-part instrument to collect qualitative and quantitative data. 486 students from 61 universities voluntarily participated in the study. Results indicated assignments are the mostly used tools and students are generally satisfied about the quality of the assessment practices. Another result is that students who interact with faculty members are more satisfied with the quality of the assessment practices. This emphasizes the importance of formative assessment and feedback in remote assessment. Further, students who took online tests are more satisfied with the quality of assessment. Suggestions were made for future research.
Teachers&apos; Knowledge and Perception about Dyslexia: Developing and Validating a Scale
Author: Tosun, Duygu
Date: 2021-00-00
Type: Journal Articles
Subjects: Knowledge Level,Teacher Attitudes,Dyslexia,Test Construction,Test Validity,Elementary School Teachers,Teacher Characteristics,Teaching Experience,Correlation,Test Reliability,Teacher Competencies,Seminars,Faculty Development,Foreign Countries

Teachers have an important role in the achievement progress of students with dyslexia. Therefore, measuring teachers' knowledge and perception of dyslexia is important. Given that an instrument that measures both teachers' knowledge and perception of dyslexia is not available, this study aims to develop a scale to measure primary school teachers' knowledge and perception of dyslexia. Two hundred and one primary school teachers participated in the study, and exploratory factor analysis was conducted to identify the dimensions of the scale and to select scale items. Configural, metric and scalar invariance across gender groups was supported. This study also examines whether teachers' knowledge and perception of dyslexia differ with regard to their backgrounds. The results showed that there was no significant relationship between primary school teachers' teaching experience and their knowledge of dyslexia. Also, their knowledge of dyslexia did not differ with regard to other variables of the study. On the other hand, there was a positive, but weak relationship between teaching experience and teachers' negative perceptions of dyslexia. Primary school teachers who took a course about dyslexia in college had lower negative perceptions of dyslexia than teachers who did not do so. Teachers' perceptions did not differ with regard to taking an in-service seminar, reading a book or an article or teaching a student with dyslexia. The current study is expected to contribute to dyslexia research in terms of providing a scale to measure teachers' knowledge and perception of dyslexia.
The Effect of Inquiry-Based Learning on Academic Success: A Meta-Analysis Study
Author: Kaçar, Turan
Date: 2021-04-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Teaching Methods,Instructional Effectiveness,Educational Research,Theses,Journal Articles,Higher Education,Secondary Education,High School Students,Academic Achievement,Foreign Countries

Inquiry Based Learning (IBL) is a student-centered strategy within the constructivist learning approach. This strategy is an important approach that makes students active inside and outside the classroom, and enables students to work in groups, conduct research, present their research, and increase their academic success. When the literature is reviewed, there are many studies that show that IBL increases the academic success of students. The aim of this study is to make the meta-analysis of articles and theses carried out in Turkey between the dates of 01.01.2000 and 01.03.2020 that investigate the impact of IBL on the academic achievement. In this study, meta-analysis method was used to determine the effects of IBL on students' academic achievement based on grade levels and publication types. The studies evaluated within the scope of this study were created by using the databases of Google Scholar and the National Thesis Center of the Council of Higher Education. To this end, 30 studies were selected in accordance with year, method, data, and publication type criteria. In this study, the thesis and article evaluation form developed by the researchers was used as the main means of data collection. Comprehensive Meta-Analysis (CMA) program was used to analyze the data. According to the results of this study, it is concluded that IBL significantly increases the academic achievement and the effect sizes are meaningful when grade levels are compared. That is, IBL at high school level is more effective than other educational levels, and when the effect sizes are examined, there are no significant differences based on the types of publication (i.e., articles and theses).