ethanporcaro/eric-fulltext-meta huggingface dataset:
Reading Interventions for Students with or at Risk of Attention-Deficit/Hyperactivity Disorder: A Systematic Review
Author: Stewart, Alicia A.
Date: 2020-12-00
Type: Journal Articles
Subjects: Intervention,Reading Programs,Students with Disabilities,Attention Deficit Disorders,Attention Deficit Hyperactivity Disorder,Literature Reviews,Reading Fluency,Reading Comprehension,Academic Failure,Middle School Students,High School Students,Evidence Based Practice

Empirical evidence suggests inattention and attention-deficit/hyperactivity disorder (ADHD) are related to reading fluency, reading comprehension, and academic failure. Students with ADHD are served in both general and special education settings, but limited research explores effective reading interventions for this population. The purpose of this synthesis is to investigate reading studies for participants identified with or at risk of ADHD. We address the following research question: What are the effects of reading interventions on the reading outcomes of students with or at risk of ADHD in Grades 4 to 12? In total, 16 studies met inclusion criteria. Intervention findings are presented in an attempt to document evidence-based practices. Although findings contribute to the evidence base of instructional practices that may be effective for students with ADHD, no interventions meet criteria outlined by the Council for Exceptional Children to be classified as evidence-based practices. However, studies in this review document evidence of positive intervention effects for study participants.
Music Teacher Burnout: A Discussion in Terms of Professional Status and the Value of School Music Education
Author: Öztürk, Özlem
Date: 2020-00-00
Type: Journal Articles
Subjects: Music Teachers,Teacher Burnout,Professional Identity,Status,Music Education,Value Judgment,Fatigue (Biology),Teacher Student Relationship,Achievement,Measures (Individuals),Foreign Countries,Teaching Load

The international literature dating back to the 1980s has presented many field-specific proofs to reveal the presence of burnout in music teachers. However, the issue in Turkey still remains unclear. The aim of this study was to bring the problem of burnout through the data obtained from a group of music teachers up for discussion. The study was conducted with 48 music teachers who work as permanent staff, in a city located in the Central Black Sea Region of Turkey. The data were collected by Maslach Burnout Inventory-Educators Survey. Descriptive statistics were used in data analysis. In the study, it was determined that music teachers experienced low burnout in Emotional Exhaustion and Depersonalization dimensions and their perception of Personal Accomplishment was high. The results were discussed in terms of professional status of the music teacher and the value of school music education by associating them with workload, praxis shock, and occupational identity themes. The study was expected to provide a conceptual framework to future studies in Turkey.
Education of Syrian Refugee Children in Turkey: Reflections from the Application
Author: Gürel, Davut
Date: 2020-00-00
Type: Journal Articles
Subjects: Immigration,Refugees,Arabs,Foreign Countries,Educational Practices,Teacher Education,Teacher Attitudes,Teacher Student Relationship,Student Characteristics,Bullying,Behavior Disorders,Mental Disorders,Psychological Needs,Teacher Characteristics,Intercultural Communication,Intergroup Relations

The goal of this research is to take a close look at the issue of immigration and education; views of 19 Turkish teachers who give education to Syrian refugee children in Turkey are analyzed for this purpose. It is attempted to determine the current problems in refugee education in Turkey and present solution suggestions. It is determined that the Turkish teachers didn't receive any kind of proper training during university education and they received a two-week training before starting the education process. On the other hand, it is observed that gender is a significant determiner in the relations between Turkish and Syrian teachers in the education environment. According to the data, most of the students have violent behavioral disorders (ex. Bullying) and psychological problems; it is determined that it is highly important to support the emotional needs of students, especially the ones who witnessed violence acts back in Syria.
Teacher Candidates&apos; Cognitive Avoidance and Intolerance of Uncertainty Predicting Alexithymia
Author: Tekel, Esra
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Personality Traits,Ambiguity (Context),Anxiety,Foreign Countries

The aim of this research is to examine whether teacher candidates' cognitive avoidance and intolerance of uncertainty predict alexithymia. The study was designed as correlational design. 254 senior students in Faculty of Education who were selected by simple random sampling method participated in the study. 20-Item Toronto Alexithymia Scale (TAS-20), Cognitive Avoidance Scale, and Intolerance of Uncertainty Scale were used to collect data. Pearson product-moment correlation coefficient and multiple regression analysis were conducted to analyse data. According to results, intolerance of uncertainty and cognitive avoidance explain 20% of total variance for alexithymia.
Building the Early Number Sense of Kindergarteners with Autism: A Replication Study
Author: Root, Jenny R.
Date: 2020-12-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Kindergarten,Teaching Methods,Numeracy,Mathematics Instruction,Number Concepts,Concept Formation,Intervention,Generalization,Self Efficacy,Teacher Attitudes,Students with Disabilities,Special Schools,Mathematics Skills,Special Education

This study reports findings of a systematic replication and as such sought to evaluate effects of an early numeracy curriculum on early number sense attainment for Kindergarten students with autism. Through daily 15-min story-based math lessons with embedded systematic instruction delivered by their classroom teacher, participants learned to compare sets, identify and work with patterns, and use standard and nonstandard measurement, and calendar skills. Results indicate a functional relation between the intervention and early number sense, and students were able to generalize skills when systematic instruction was faded. Similar results were mirrored by pre-post standardized norm-referenced measures of early mathematics abilities. Implementation of the curriculum had positive results on the teacher's perception of self-efficacy. The study's contribution to research, recommendations for practice, and implications for future research are discussed.
Language Preparatory School Students&apos; Use of Modern Technologies to Study English
Author: Ercan, Basak
Date: 2020-00-00
Type: Journal Articles
Subjects: College Preparation,Second Language Learning,Second Language Instruction,State Universities,English (Second Language),Language of Instruction,Foreign Countries,Communicative Competence (Languages),Teaching Methods,Information Technology,Language Teachers,Technological Literacy,Technology Integration,Pedagogical Content Knowledge

Providing language students with creative and effective language learning environments so that they can gain communicative competence is of great importance. Therefore, integration of technology into language learning has become much more valuable where the target language is taught as a foreign language, allowing learners to expose themselves more to the target language and it helps create natural environments for language learning. It is clear that today's young learners are really keen on using technology. However, there is an argument going out about if there is a change in methods of teaching and learning a foreign language in terms of satisfying the needs of these &quot;digital natives&quot; and there is not much information about this issue at tertiary level language teaching and learning in Turkish context. Thus, the aim of this study is to address this gap and find out the most efficient and / or popular technologies used by learners to promote the development of language skills. Having this aim in mind, a small scale research was carried out among English language prep school students at a state university in Turkey. The results indicated that using modern technologies to study English is not very popular among the students and they are not aware of most of the strategies they can use. Another significant result is that the students need guiding to integrate ICT in their studies. Therefore, teachers themselves have to have the required skills to work with modern technologies to integrate ICT more into education settings.
The Application of S2R Strategies in English Reading Comprehension by University Students in Vietnam
Author: Nguyen Thi Bich, Thuy
Date: 2020-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Strategies,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Higher Education,College Students,Student Attitudes,Sociocultural Patterns

Reading plays a significantly important role in every student's academic development, especially when they have to work over a great number of foreign language materials for their professional subjects (McDonough &amp; Shaw, 2013). Strengthening English reading ability is necessary for students to promote individual ability in university education. One of the most important factors affecting students' English reading proficiency is their use of reading strategies. This study is taken to explore how Vietnamese university students applied Self-strategic regulation (S2R) strategies in their English reading comprehension. 963 students from 6 universities in the North of Vietnam participated in the study. The results of the study through the questionnaire and semi-structured interviews show that the participants applied S2R strategies at a medium level of frequency (M=2.9) when they read general English materials. Cognitive strategies were reported being used the most frequently, followed by Affective strategies, Socio-cultural Interactive strategies, and Meta-strategies. Five of the six most frequently used strategies were in the category of Cognitive ones. All the five least commonly used strategies were of medium and low usage falling into the Meta-strategy subscale. From the research results, the author has proposed some pedagogical recommendations to educational administrators, English teachers, students, and English textbook writers as well.
The Relationship between Workplace Friendship and Job Satisfaction in Educational Organizations
Author: Yavuzkurt, Tuba
Date: 2020-00-00
Type: Journal Articles
Subjects: Work Environment,Friendship,Job Satisfaction,Secondary School Teachers,Individual Differences,Marital Status,Teacher Attitudes,Predictor Variables,Foreign Countries,Interpersonal Relationship

The study, which aimed to reveal the relationship between secondary school teachers' workplace friendship perceptions and their job satisfaction, was conducted with 269 volunteer teachers. In accordance with this purpose, Workplace Friendship Scale and Minnesota Job Satisfaction Scale were used in the study. In this study, which was designed in the relational screening model, descriptive and inferential statistical techniques were used. As a result of the study, it was found that secondary school teachers' friendship opportunity and internal job satisfaction perception levels were high. It was revealed that the teachers' friendship perceptions differed significantly according to marital status and gender, and their job satisfaction levels differed significantly according to age, marital status and professional seniority. It was also revealed that there were moderate level and positive relationships between the teachers' job satisfaction and workplace friendship perceptions. It was determined that the teachers' friendship opportunity perceptions predicted their job satisfaction significantly and positively.
The Sources of Cognitive and Metacognitive Strategies Used by 7th Grade Students While Reading the &quot;Cells and Divisions&quot; Unit
Author: Diken, Emine Hatun
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Grade 7,Secondary School Students,Secondary School Science,Biology,Textbook Content,Reading Processes,Learning Strategies,Scientific Concepts,Protocol Analysis,Grade Point Average,Foreign Countries

The purpose of this research is to determine the sources of cognitive and metacognitive strategies that 7th-grade students use when studying the &quot;Cell and Divisions&quot; unit that belongs to the field of Biology. In the study, the case study which is one of the qualitative research methods was used. A total of 6 students from 3 different secondary schools in Kars participated in the study. In the research, 6 7th grade students who study in 3 different secondary schools read the &quot;Cell and Divisions&quot; unit in the 7th grade Science Textbook. Students were observed by the researcher in their process of reading this unit. Students were asked to think aloud to determine the cognitive and metacognitive strategies used in the process of reading the unit. To determine whether the strategies used in reading the unit are cognitive or metacognitive, and to determine the sources (from, where or how) of these cognitive and transcriptional strategies they are using, semi-structured interviews were conducted with them immediately after reading the unit. The observation records of the students' reading process of the unit and transcripts of the data obtained from the semi-structured interviews with the students after reading the unit were made. The transcripts of the data were analyzed. According to the results of the research; It was determined that the sources of the cognitive strategies used by the two students who study in the 1st secondary school and have high grade point averages while reading the &quot;Cell and Divisions&quot; unit were themselves and their teachers and the sources of metacognitive strategies of them were their teachers and friends. It was determined that the sources of the cognitive and metacognitive strategies used by the two students who study in the 2nd secondary school and have medium grade point averages were only themselves. It was determined that the sources of the cognitive strategies used by the two students who study in the 3rd school and have low grade point averages were only themselves, But it was determined that the sources of the metacognitive strategies of one student were himself/herself but since the other student did not use metacognitive strategies the sources of the strategies could not be determined.
A Conceptual Model for the Interaction of Mathematical and Financial Literacies
Author: Ozkale, Abdullah
Date: 2020-00-00
Type: Journal Articles
Subjects: Money Management,Mathematics Education,Models,Achievement Tests,International Assessment,Foreign Countries,Secondary School Students,Teaching Methods,Taxonomy,Mathematics Tests,Interaction

The concept of financial literacy, which has become popular as a 21st-century skill, is also a new field for mathematics education. Financial literacy, which has taken place in PISA [Program for International Student Assessment] since 2012, has not only been presented as a separate course and has also increased in density in related courses such as mathematics through tasks, curriculums and tests. The aim of this study was to present an interaction model in which mathematical and financial literacy competencies can be presented in a common framework. In the organization of this model, literacy literature, consisting of both mathematical literacy and financial literacy models, as well as the PISA literacy framework, were used. The focal point of the model was not individual skills but is the dimensions of this interaction that should be considered in the organization or analysis of an educational or an instructional document (tasks, applications, curriculums, etc.). While this model is built on the basis of the PISA literacy framework, it has some differences with respect to the components of the dimensions. It is expected that the model contributes to the financial literacy education integration initiatives, studies on the financial literacy education and the analysis of measurement tools of financial literacy, such as PISA.
Analysing Science Questions in Terms of Visual Content in Higher Education Entrance Exams in Turkey
Author: Inaltekin, Tufan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Entrance Examinations,Science Tests,Test Items,Physics,Chemistry,Biology,Visual Aids,Problem Solving

The aim of this study is to analyse the science questions in terms of visual content in the higher education entrance exams in Turkey. In this context, 1714 questions in total prepared by the Center for Measurement, Selection and Placement (CMSP) between 1999 and 2019 in the fields of Physics (n=631), Chemistry (n=553) and Biology (n=530) constitute the data source of the study. This study includes case study which is one of the qualitative research patterns. The data of the study are analyzed by descriptive analysis based on the visual content of questions according to the fields of science, their years and their roles in solving questions (partial role and full role). According to the results, the science questions: i) are concentrated on greatly physics in terms of visual content compared to biology and chemistry on the basis of fields; ii) although visual content varies slightly over the years in terms of its type, the formatted drawing image is used quite a lot compared to other types; iii) formatted drawing and measurement diagrams in the field of physics in many years, formatted drawing and graphics in the field of chemistry, and flowchart and graphics in the field of biology have been largely included and iv) the role of visuals in solving the question has been partial in physics in many years, and in chemistry and biology it has been found to have a partial role in some years and in some cases it has a full role. As a result of the study, it is understood that the science questions applied to students at the entrance to university in Turkey do not show a balanced distribution in terms of visual content type on the basis of fields.
A Review of Educational Philosophy from Different Perspectives through an Analysis of Period Movies during the Era of the War of Independence and the Early Republic of Turkey (1920-1940)
Author: Akcan, Emrullah
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational History,Educational Trends,Trend Analysis,Films,War,Reliability,Social Change,Conflict,Teacher Role,Teacher Attitudes,Educational Attitudes,Negative Attitudes,Economic Development,Foreign Countries

Movies, especially period movies, have the potential to convey information, ideas and experiences from previous era, are able to depict in a truthful manner fashion trends and the style of furniture that people used as furniture in their houses, can make the audience think and can even teach at times. This study examines the educational concepts and trends of the era spanning the War of Independence and the early years of the Republic through an analysis of the movies, Çalikusu, Vurun Kahpeye and Ögretmen Kemal. It involves the use of the document review and descriptive analysis method, which are qualitative research methods. The research data was collected using film observation forms developed uniquely by the authors. During the analysis process, firstly, the observation forms were decoded before identifying scenes in the specified movies pertaining to education and related themes. The results were underpinned by direct quotes from the movies, movie frames and direct references to the scenes themselves to improve reliability. According to the conclusions reached with the findings of the study, Re-constructionism was identified as the dominant educational philosophy of the time. The study also found that in the movies, teachers were shown to be expected to take up additional social duties, such as being community leaders, doctors or nurses, as well as their roles in teaching and education. Furthermore, according to the films, teachers perceive education as a tool for social development while it can be said that society sees education as a loss of labor and as culture poisoning. In this context, the conflict between teachers and society as a whole is included in the conclusions of the study.
Hitting the Conceptual Knowledge Wall: Pre-Service Teacher Responses to High-Stakes Mathematics Testing Failure
Author: Holm, Jennifer
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,High Stakes Tests,Mathematics Tests,Academic Failure,Student Attitudes,Graduation Requirements,Preservice Teacher Education,Foreign Countries,Methods Courses,Pedagogical Content Knowledge

The research reported here is part of a larger study and examines the cases of two individuals who were initially unable to achieve the required 60% passing grade on a Mathematics for Teaching Exam at the end of their first enrolment in an intermediate-level mathematics methods course. The exam is a graduation requirement of the teacher education program at a specific university in Ontario. The two individuals reacted in markedly different ways to the news that they had not met the mathematics requirement: one took it as an opportunity to grow and learn the mathematics she was aware she had never learned in her past; the other became angry and hostile, blaming his professor for his lack of success. In this article, we present the contrasts in approach between the cases, and how the responses influenced the participants' further mathematics learning. As well, the somewhat unexpected impact that these responses had on the subjects' peers is explored. Finally, we document concerns that were raised from the use of a high-stakes exam as a mandatory graduation requirement and consider reasons for the differing reactions.
Sensitivity to Animals through the Eyes of Primary School Students
Author: Utkugün, Ceren
Date: 2020-00-00
Type: Journal Articles
Subjects: Animals,Elementary School Students,Empathy,Child Development,Student Attitudes,Grade 3,Foreign Countries,Psychological Patterns,Affective Behavior

Animal love holds an important role in the emotional and social development of children. The ability of children to form an attachment to and to take responsibility for an animal, and the development of sensitive behaviors towards animals emphasize the importance of animal love in the personal development of children. This study was conducted to examine the views of primary school students about sensitivity to animals. The phenomenology design, among qualitative research methods, was used in the study. Based on criterion sampling and maximum variation sampling methods, 120 primary school students attending the 3rd grade of 3 distinct public schools with low, middle and high socioeconomic levels in Afyonkarahisar provincial center were determined as participants. The data of the study were obtained by using a semi-structured interview form. The data obtained in the study were analyzed with descriptive analysis technique, and students' responses were examined in-depth, and results were tabulated using descriptions and supported with direct quotations from the views of primary school students. According to the findings, the ability of students to empathize with street animals, to give examples from their own lives on the protection and improving the living conditions of animals, and to use emotional statements like &quot;'I feel sorry for the animals left to the street', 'The animal's life is so precious', 'They are living beings, too and like members of my family'&quot; reveals that students have sensitivity to animals. [This research was presented as an oral paper at the 2nd International Congress of Geography Education held in Eskisehir on 3-5 October 2019.]