ethanporcaro/eric-fulltext-meta huggingface dataset:
Inspection Reports in Turkey and United Kingdom: A Comparative Study of Inspections
Author: Usta, Mehmet E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Inspection,Reports,Content Analysis,Participation,Training,Accountability,School Visitation,Institutional Evaluation,School Effectiveness

This study aims to compare the school inspection reports prepared by educational inspectors in Turkey and the United Kingdom. In Turkey, educational inspection is carried out by the Educational Inspectors of the Ministry of National Education. On the other hand, educational inspection in the UK is carried out by Ofsted education inspectors. In both countries, it is compulsory to prepare an inspection report at the conclusion of an inspection, which sheds light on and evaluates the activities carried out at the school. The inspection reports are the subject of this study in terms of both form and content. The qualitative research method was used in the study and a document analysis was carried out. In this context, 10 inspection reports from both Turkey and the United Kingdom each were subjected to the inspection report review. A code was assigned to each inspection report. The reports originating from Turkey that were subjected to review were assigned the code TR, while the reports originating from the United Kingdom that were subjected to review were assigned the code UK. Titles of the inspection reports were determined and sample expressions related to each title were included in the text. As a result, although there are some similarities in the form of inspections, Ofsted reports were judged to be different, especially in terms of participation, evaluation of direct training activities, transparency and participation.
First-Generation College Students and Family Support: A Critical Review of Empirical Research Literature
Author: LeBouef, Samantha
Date: 2021-00-00
Type: Journal Articles
Subjects: First Generation College Students,Student Characteristics,Family Relationship,Social Support Groups,Social Capital,Cultural Capital,Educational Research,Research Methodology

The majority of empirical literature on first generation college students (FGCSs) in the U.S. asserts that because their parents did not attend college, FGCSs are lacking important resources to be successful in college. However, this results in a deficit-based approach to the study of FGCSs that tends to highlight the differences between first-generation and continuing-education students. However, FGCSs possess a wealth of resources from parents and families that make them successful, and that are often ignored in research. Asset-based approaches to the study of FGCSs are becoming more frequent in the form of books, book chapters, and white papers; however, published empirical research has yet to adopt this approach. As a result, a deeper understanding of FGCSs' experiences is essential to advancing diversity and equity in higher education. To begin to address this gap, a systematic literature review of empirical studies following the PRISMA framework was conducted on first generation college students and family support; the literature was critically reviewed and future directions for the field were identified. Applying a critical, cultural, and familial lens to the study of first-generation college students will contribute to reframing the research narrative towards an asset-based narrative.
Assessment Tests in the Mathematics Teaching Guides in Spain. Analysis of the Content Blocks and the Treatment of Arithmetic Word Problems
Author: Tárraga-Mínguez, Raúl
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Guides,Mathematics Tests,Problem Solving,Textbooks,Elementary School Mathematics,Arithmetic,Word Problems (Mathematics),Achievement Tests,International Assessment,Mathematics Achievement

The teaching guides that complement textbooks have key importance in the assessment of competence in problem solving, because these materials contain the assessment tools that teachers frequently use to quantify the achievements of their students. In this paper, we set two aims: to analyze which curriculum contents are given priority in the assessment tests of the teaching guides; and to check to what extent these tests assess the steps of the mathematical problem solving process. For this, an analysis of the initial and final assessment tests of six Spanish publishers was conducted. The results show that the distribution of mathematical tasks by type of content does not fully conform to the theoretical framework proposed by TIMSS. In addition, only one of the six publishers considered the problem-solving process as evaluable.
Finnish and Portuguese Parents&apos; Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement
Author: Levinthal, Cristiana
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Teacher Role,Parent Teacher Cooperation,Parent Participation,Cross Cultural Studies,Interpersonal Communication,Professionalism

The current educational reforms in Finland and Portugal require a holistic engagement of parents with learning, bringing parents and teachers together as partners. This qualitative study, which interviewed Finnish (N = 10) and Portuguese (N = 9) parents, aimed to explore parents' views on the role of teachers in supporting parent-teacher partnerships and parental engagement with the school. Inductive content analysis was performed to analyze the interviews. From a general standpoint, three patterns were found in the parents' narratives about the role of teachers in supporting partnership and engagement: communication, professionalism, and invitations to active parental participation. From a cross-cultural standpoint, Finnish parents evidenced partnerships and engagement grounded in little face-to-face contact but consistent online communication with the teacher, as well as trust in their professionalism and independent work. The Portuguese parents revealed rather frequent active participation within the school premises, more recurrent face-to-face communication with the teacher, and appreciation for teachers' timely responses and support. Recommendations for a holistic approach of engagement and partnerships were brought forward within the context of teacher education, such as the need to maintain simple but regular communication with parents and the relevance of reconsidering the frequency of parental activities in the school.
An Empirical Investigation of Mathematics Learning Approaches and Metacognitive Awareness of Students
Author: Bulut, Ahsen Seda
Date: 2021-12-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Achievement,Learning Strategies,Metacognition,Gender Differences,Instructional Program Divisions,Correlation,Secondary School Students,Public Schools,Grade 6,Grade 7,Grade 8,Foreign Countries

The goal of this study is to examine the mathematics learning approaches and metacognitive awareness of 6th, 7th and 8th grade students with regard to some variables. This is a quantitative study conducted in a survey model. In the 2018-2019 academic year, the working group was secondary school students in the public schools in Central Anatolia region 6.7.8. It consists of 330 (166 girls, 164 boys) students studying at the grade level. As the data collection tools, Göktepe-Yildiz and Özdemir's (2018) &quot;Mathematics Learning Approach Scale&quot;, which was originally developed by Schraw and Dennison (1994); The Metacognitional Awareness Inventory developed by Akin, Abaci and Çetin (2007) was utilized. According to the empirical findings, for sixth, seventh, and eighth grade students, scores for deep and strategic learning approaches are above the medium level, whereas scores for surface approach is below the medium level. In addition, it has been determined that mathematics learning approaches differ significantly according to gender, grade level and mathematics achievement. As a consequence of the analysis, it was seen that students' levels of metacognitive awareness were high. The levels of metacognitive awareness did not differ by gender, but differed significantly by grade level and mathematics achievement. In addition, while there exists a positive and statistically significant relationship between deep learning and strategic learning approaches and metacognitive awareness no statistically significant relationship was found between the surface learning approach and the metacognitive awareness.
A MOOC-Based Flipped Classroom Model: Reflecting on Pre-Service English Language Teachers&apos; Experience and Perceptions
Author: Yasar, Muhammed Özgür
Date: 2021-12-00
Type: Journal Articles
Subjects: Online Courses,Flipped Classroom,Preservice Teachers,Reflection,Language Teachers,English (Second Language),Second Language Instruction,Student Experience,Student Attitudes,Foreign Countries,Academic Achievement

The flipped classroom (FC) model has recently gained an increasing interest in higher education. Similarly, Massive Open Online Courses (MOOCs) have attracted international attention in the literature. However, a review of previous studies suggests that although a MOOC-based FC model has often been advocated in theory, it has consistently been disregarded in practice. Therefore, the main significance of this study lies in its implementation of a MOOC-based FC model in an English Language Teaching (ELT) program for pre-service English language teachers for the first time in a Turkish context, and also in the literature. Moreover, the study explores pre-service teachers' perceptions of a MOOC-based FC model and its effects on their academic achievement. In this regard, the study provides an exciting opportunity to advance our knowledge of the MOOC-based FC model in teacher education, especially in the field of ELT. The study took place at a state university in Turkey with 27 pre-service English language teachers in the 2019-2020 academic year. The methodological approach adopted in this study was a mixed-methods research design, benefiting from both quantitative and qualitative data collection techniques. It followed a pre-experimental research design, involving the One-Group Pre-test - Post-test Design. A four-week intervention of MOOC-based FC implementation took place between the pre-test and the post-test. Taking the findings of this study into account, some stakeholders, e.g., educators, teacher trainers, policymakers, administrators, and other professionals might consider integrating a MOOC-based FC model into the traditional classroom settings or creating a blended course that incorporates a MOOC into their existing face-to-face programs.
Social Information Processing in Preschool Children: Relations to Social Interaction
Author: Senol, Fatma Betül
Date: 2021-11-00
Type: Journal Articles
Subjects: Preschool Children,Interpersonal Competence,Social Cognition,Rating Scales,Social Behavior,Peer Relationship,Correlation,Models,Measures (Individuals),Story Reading,Decision Making,Responses,Cooperation,Self Control,Kindergarten,Foreign Countries

The Social Information Processing Process Model consists of organizing the social adaptation and behavior of children in line with their responses to the social situations they encounter with their peers in their daily lives. The Social Information Processing Model affects children's ability to interact with their peers, their level of interaction, and provides information about the structure of interaction. In this direction, it was aimed to examine the relationship between social information processing and social interaction skills of 60-72 month-old children. The study was designed in relational screening model. The study group of the research consisted of 250 children, between 60-72 months, with normal development in the fall semester of the 2020-2021 academic year. The Social Information Processing Interview--Preschool Version and Children's Interaction Rating Scale were used as data collection tools in the study. The data were collected by reading stories with children, asking questions about the story and observation. Since no normal distribution was observed in the analysis of the data, Spearman's Rank-Order Correlation Test was used. As a result of the study, there was a statistically significant and positive relationship between &quot;interpretation, response diversification, response decision&quot;, which were sub-dimensions of Social Information Processing Interview and &quot;cooperation, self-control, assertiveness&quot;, sub-dimensions of the Interaction Rating Scale for Children. This situation can be evaluated as children who make positive comments in social situations they encounter, who create positive reactions and react positively, are more cooperative in the context of social interaction, have a strong sense of self-control, and their assertiveness skills are high.
Applying Humanism-Based Instructional Strategies in Inclusive Education Schools
Author: Al-Shammari, Zaid N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Humanism,Humanistic Education,Teaching Methods,Inclusion,Special Education,Regular and Special Education Relationship,Student Needs,Special Needs Students

This article addresses the theoretical perspective to practice of humanism-based instructional strategies in inclusive education schools. Recommendations are offered for both special education and general classroom teachers considering humanism-based instructional strategies in inclusive education schools.
Development of Mathematics Anxiety Scale: Factor Analysis as a Determinant of Subcategories
Author: Zakariya, Yusuf Feyisara
Date: 2018-00-00
Type: Journal Articles
Subjects: Test Construction,Mathematics Anxiety,Measures (Individuals),Factor Analysis,Psychometrics,Secondary School Students,Student Attitudes,Difficulty Level,Student Motivation,Test Reliability

The purpose of this study was to develop an instrument for measuring students' mathematics anxiety scale (MAS) with high psychometric property. A survey research design was used involving 510 students randomly selected from secondary schools. Exploratory factor analysis (EFA) was carried out to determine the number of factors to be retained in the MAS subcategories. The factors were extracted using maximum likelihood method and the pattern matrix was rotated using Oblimin with Kaiser Normalization which converged after 22 iterations. The final 20-item MAS contained two anxiety subcategories: learning mathematics anxiety (Cronbach's alpha = 0.86) and perception of difficulty and motivation (Cronbach's alpha = 0.74). The reliability coefficient of the instrument was 0.90 with sufficient evidence of content and face validity.
Pedagogical Preparedness: Understanding Executive Functioning and High Functioning Autism
Author: Ryan, Thomas G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Executive Function,Students with Disabilities,Asperger Syndrome,Interpersonal Competence,Barriers,Educational Environment,At Risk Students,Student Needs

We set out herein to understand executive functioning for learners with autism. We focus on learners with high functioning autism (HFA) and explore a common goal for an Autistic Spectrum Disordered (ASD) population is to increase independence, thus enabling access to experiences and opportunities similar to neuro-typical individuals. We suggest in a somewhat counterintuitive manner, educators may be preventing this development by being overly supportive. This can inhibit ASD learners by denying tools and opportunities to enable themselves. Executive functioning (EF) skills can be taken for granted by neuro-typical learners but are essential skills that need to be explicitly taught to those on the autism spectrum. Herein we support educators and understand the deficits that learners with high functioning ASD experience with EF skills and encourage all to set goals and design programming for students.
Applying Universal Design for Learning to Center for English as a Second Language
Author: Kakamad, Karwan Kakabra
Date: 2021-00-00
Type: Journal Articles
Subjects: Access to Education,English (Second Language),Second Language Learning,Second Language Instruction,Personal Autonomy,Independent Study,Individual Differences,Program Improvement,Student Educational Objectives,Graduate Study,Student Centered Learning,Skill Development,Foreign Students,Study Abroad,Ethnic Groups,Foreign Countries

This paper investigated the possibility of applying Universal Design for English Language Learning. Throughout the paper, both quantitative and qualitative methods were used for data collection. The students were first asked to critique the ESL program using a methodology created by Paulo Freire to ascertain how much freedom students have in creating their learning environments and establishing their own learning goals and objectives. The results showed that the majority of students rated the ESL program very low regarding their ability to influence the program's curriculum materials or learning outcomes. Moreover, the research shows that the majority of students did not believe they were adequately prepared for graduate-level studies in the University upon completion of the ESL program. As a result of these findings, several recommendations are made about creating more opportunities for individual students to use UDL principles to control their learning environments and establish their own learning goals and objectives.
Bringing ICT into the Classroom: Perceptions from Tourism Students on Technology-Enhanced Learning
Author: Fuchs, Kevin
Date: 2021-00-00
Type: Journal Articles
Subjects: Information Technology,Technology Integration,Student Attitudes,Undergraduate Students,Late Adolescents,Business Administration Education,Tourism,Value Judgment,Technological Literacy,Self Efficacy,Active Learning,Foreign Countries

The advancement of Information and Communication Technology (ICT) can be seen as a blessing in disguise. On one hand, digital information is readily available nowadays, which in turn makes the hardwiring of knowledge less significant and shifts the focus towards competency development. In a digitalized world where information is easily accessible, it is argued that students in higher education need to develop more sensible soft skills that allow them to systematically and critically analyze information. Whilst knowledge can be acquired in a relatively short period, competency development requires more active repetition and patience. Thus, applying relevant and supportive teaching methods is seen as essential. Quantitative data was collected from the participants (n=107) and examined through descriptive analysis. The results of the research revealed that students in higher education generally had a positive perception of technology-enhanced learning (TEL) and considered themselves proficient with the usage of ICT in the classroom. Based on the empirical findings from this paper, a qualitative study was recommended to identify how ICT can be more effectively integrated into the traditional classroom.
Difficulties Apprenticeship Trainers in Secondary Vocational Education Deal within Their Educational Work: A Greek Case Study
Author: Karampini, Efstathia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Apprenticeships,Trainers,Vocational Education,Problems,Postsecondary Education

The institution of the Post-Secondary Year - Apprenticeship Class was introduced in Greece in 2013 and after its pilot phase, its application in Vocational High Schools (EPAL) throughout the country was expanded in 2017. After the completion of four years of presence and implementation of the institution, with significant benefits for the apprentices, some factors emerge that make the participation and operation of the trainers involved in the Apprenticeship difficult. The aim of this study is to record, investigate and interpret a) the difficulties trainers encountered in their educational work and b) the necessary supplies they utilized to deal effectively with these difficulties. The sample was fifteen (15) trainers of EPAL who participated in the implementation of the Apprenticeship. The qualitative method was selected for the research, with semi-structured interviews as a tool for data collection and thematic analysis for their analysis. According to the findings of the research, trainers face difficulties in their educational work, mainly in the extensive course material, the low level of knowledge and the indifference of apprentices. The main means they use in the classroom to manage and deal with these difficulties are the very good knowledge of their specialized subject, the extensive educational experience, the application of the principles and practices of Adult Education and their skills. The present study aims to contribute, through the utilization of the research conclusions, to the feedback of education executives and trainers for the functional improvement and enhance the effectiveness of the institution.
Emergency Remote Teaching during COVID-19: A Comparison of Student Perceptions
Author: Fuchs, Kevin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,COVID-19,Pandemics,Undergraduate Students,Virtual Classrooms,Comparative Education,Student Evaluation of Teacher Performance,Student Satisfaction,Preferences,Age Differences

The pandemic has shaken up the higher education landscape around the world, with responses from institutions falling into three categories: retaining in-class teaching with social distancing, adopting hybrid models (blended learning, limiting the number of students on campus), or transitioning to fully online teaching. However, there is a significant difference between emergency remote teaching and a genuine shift to online/hybrid learning, with the key distinguishing term being &quot;emergency.&quot; In response to the global pandemic, the higher education community is now working on the continuous development of action plans in a quest to identify means to manage the crisis more efficiently. The purpose of this paper is to analyze the perceived performance of ERT from the perspective of undergraduate students. For that purpose, samples (n=332) were taken in two different geographical settings, i.e., Thailand and Sweden. Moreover, it is the objective to compare both samples and identify similarities and inadequacies which help stakeholders to manage ERT more efficiently in the future.