ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluation of Innovative Approaches in Education and Training Practices and Solution Offers
Author: Güçlü Yilmaz, Ferah
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Innovation,Teacher Attitudes,Teaching Methods,Evaluation Methods,Educational Technology,Educational Finance,Educational Environment,Gender Differences,Teaching Experience,Educational Attainment,School Buildings,Educational Equipment,Foreign Countries

Increasing global competition and rapid development of information and information technologies accelerate social changes. Innovative approaches are used as an important tool to gain a strong place in the race for economic profit and social welfare. Innovation can be created by individuals who are creative and can think differently. Education systems assume new roles and responsibilities on the basis of these variables, and gain new functions in the face of new expectations of society and economy. Establishing and maintaining an innovative system in education and training practices will support beneficial and stable development across the country. The aim of the study is the teachers' views on the extent to which innovative approaches are included in teaching methods and techniques, measurement and evaluation practices, use of educational technologies, organizing educational environments and financing education; to understand and interpret according to the variables of gender, education level and seniority. In order to analyze the relationships between variables related to innovativeness in education, a literature review was conducted using the &quot;document analysis&quot; technique. Qualitative research method was used in order to reveal the current situation and to determine various, common or different perceptions regarding the research subject. The technique of &quot;purposeful sampling&quot; was used to determine the sample of the study and &quot;semi-structured interview&quot; technique to obtain research data. In this study in which innovative approaches were evaluated in education and training practices, almost all of the teachers stated that despite the variables of gender, education level and professional seniority, almost all of them stated that they did not allocate resources for teaching methods and techniques, measurement and evaluation methods, the use of educational technologies, the adequacy of school buildings and equipment, and innovative studies in education. They made suggestions that more innovative studies should be carried out in the education system and the people and institutions that carry out these studies should be supported.
Perceptions of &apos;Best Friend&apos; as Expressed by Preschool Children in Turkey and in Sweden
Author: Atis-Akyol, Nevra
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Friendship,Preschool Children,Cultural Differences,Prosocial Behavior,Preschool Education,Peer Relationship,Play,Emotional Response,Conflict

The research examines the concepts of 'friendship' and 'best friend' among preschool children (n=52) who live in different countries (Sweden and Turkey), with the aim of presenting their ideas about the concepts of 'friendship' and 'best friend'. For this purpose, 52 children, 4-5 year olds (25 from Turkey and 27 from Sweden) participated in semi-structured interviews, the content of which was later analysed. A content analysis method included the identification of codes that could be used for comparison across the two populations through statistical analysis. The main results of our study show that, despite the fact that preschools are organized differently in Sweden and Turkey, children from both populations used prosocial behaviour and their perceptions about what a best friend is more similar between children in these different cultures than they are different.
Teachers&apos; Commitment to the Curriculum and Relevant Parent Opinions: A Case Study on Turkey
Author: Durdukoca, Sule Firat
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Preschool Teachers,Preschool Curriculum,Private Schools,Public Schools,Foreign Countries,Curriculum Development,Influences,Administrator Role,Teaching Experience,Student Characteristics,Readiness,Expectation,Interests

The study examines teachers' commitment to the curriculum applied in the classroom and relevant parent opinions. The qualitative case study design was used in the research. The research sample comprises four preschool teachers selected by the contingency sampling and eight parents selected by the criterion sampling. The data were collected through interview and document analysis techniques and analyzed with content analysis. It was found that the devotion of teachers working in private schools to the curriculum is higher than public school teachers. The teachers applied program adaptations within the scope of rearrangement, expansion and omitting patterns. As the adaptation factors are classified under 5 categories as &quot;the influence of school administration, professional experience, the student readiness factors, parent expectation, and teacher interest in the subject. It has been determined that the public school students' parents have more positive opinions about the program followed in the classroom compared to the private school students' parents.
The Self-Assessment of Lecturers Teaching Turkish as a Foreign Language Regarding Distance Education in the COVID-19 Pandemic Era
Author: Ustabulut, Mete Yusuf
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Evaluation,Self Evaluation (Individuals),Language Teachers,Second Language Instruction,Turkish,Distance Education,COVID-19,Pandemics,Educational Objectives,Lesson Plans,Homework,Readiness,Inservice Teacher Education,Course Content

The aim of this study is to examine the instructors' self-assessment about teaching Turkish in distance education. Phenomenology method was used in the current study. The sample of the study is comprised of 26 faculty members from different regions in Turkey. The data collection tool of the research is a self-assessment form consisting of five questions. Content analysis and descriptive analysis were utilized in the data analysis. As a result of the study, it was found that the lecturers achieved the goals of the course and the lesson plans were sufficient in distance education. It has been determined that the lecturers prepare more activities and lesson materials in order to reach the goals of the course. Few of the lecturers gave homework to the students. On the other hand, it has been understood that most of the lecturers are ready for distance education. However, it is possible to talk about the existence of academic staff who need in-service training. In the research, the necessity of digitalization especially in the course materials has been revealed. In addition, it reflected the lecturers' self-evaluation processes regarding distance education in the research.
The Use of Educational Software in Teaching Initial Reading and Writing
Author: Sahin, Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Instruction,Writing Instruction,Computer Software,Educational Technology,Technology Uses in Education,Teaching Methods,Elementary School Teachers,Grade 1,Beginning Reading,Beginning Writing,Teacher Attitudes,Planning,Barriers,Problem Solving

This research reveals teachers' views on the educational software used in primary reading and writing teaching process. The research was considered as qualitative research as case study. The data were obtained by interview and observation. The sample of the study consists of 26 primary school teachers who teach the first graders in the 2018-2019 academic year in primary schools in the central district of Nigde, Turkey. The selected teachers were chosen using simple random sampling method. In the research, semi-structured observation and interview forms were used as data collection tools. The data were analyzed by the content analysis method. It has been determined that educational software for students provides an advantage in terms of concretization of teaching, differentiation of activities, minimizing individual differences between students, giving attention to the lesson, giving them an opportunity to apply what is learned, addressing many different sensory organs in students, motivating and supporting students.
Value of Children&apos;s Literature and Students&apos; Opinions Regarding Their Favourite Books
Author: Bayraktar, Aysegül
Date: 2021-00-00
Type: Journal Articles
Subjects: Childrens Literature,Elementary School Students,Student Attitudes,Grade 2,Scoring,Preferences,Content Analysis,Foreign Countries,Literary Criticism

In this study, children's literature was defined according to a review of the related literature. The value and positive effects of children's literature on children were discussed and opinions of 2nd grade elementary school students' regarding their most and least favourite books were investigated. Participants consisted of 15 students enrolled in elementary school near the city centre of Ankara, Turkey. The research data were obtained from semi-structured interviews with participating students as well as students' book scoring forms used to rate 25 books provided to them. First, students' scoring forms were reviewed and analysed to determine their choices. Next, interviews were conducted with students regarding the reasons for their book selections. Data obtained from the student interviews were evaluated through content analysis. Finally, according to the students' responses, the characteristics that made up their most and least favourite books were explained for the educators and parents. Students frequently mentioned internal features, especially the characters and plot of the story, as the primary reasons for determining their most and least favourite storybooks. Also, it was shown in the findings that having characters that were animals, good-hearted, and/or funny as well as having action and adventure within the stories made the storybooks the children's most favourite. Whereas not having action, being boring, and/or having unsolved problems within the stories as well as being short or having unknown words and expressions made the storybooks the children's least favourite.
The Views of Pre-Service Science Teachers on Recycling
Author: Yuksel, Ibrahim
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Environmental Education,Secondary School Science,Student Attitudes,Recycling,Wastes,Pollution,Prevention,Natural Resources,Sustainable Development,Consciousness Raising,Program Effectiveness,Public Colleges,Foreign Countries

This study aims to determine the views of pre-service science teachers on recycling. The current study was carried out with semi-structured interview questions applied to 130 pre-service teachers studying in the Department of Mathematics and Science Education at a state university in the spring term of the 2018-2019 academic year. Due to the time and application limitations, the purposeful sample was chosen. Since this group will teach secondary school students in the future and recycling will be an important issue in the future as well as today, it is necessary to work specifically with this group so that teachers can teach this subject to their students. By taking their opinions, the deficiencies or negativities in the university education will be determined, thus an opportunity will be obtained to take steps towards overcoming these deficiencies. In the study, the case study method, a qualitative research design, was preferred and Recycling Interview Questions that was developed by the researcher was used as a data collection tool, and a content analysis was made. In the case study, a holistic single-case design was used. There are seven codes regarding the theme of &quot;Separating the Wastes&quot; in the 1st question about recycling for the pre-service science teachers. The highest frequency was given for &quot;Reducing Environmental Pollution&quot;. There are six codes for the theme of the contribution of recycling to the country in the 2nd question. The highest frequency was given for &quot;It makes a contribution to the country&quot;. In the 3rd question, there are six codes regarding the themes of recycling at universities. &quot;Adequate education is not given&quot; had the highest frequency. There are six codes for the theme of recycling at secondary schools in the 4th question. The highest frequency was given for &quot;Only theoretical information is given&quot;. There are seven codes for the theme of the zero waste project in the 5th question. &quot;It is an efficient work&quot; had the highest frequency. The pre-service teachers studying in the Department of Science Education are given practical education regarding recycling, separation of wastes and Zero Waste Project.
Using Metaphors to Investigate the Images of Countries
Author: Gürgil, Fitnat
Date: 2021-00-00
Type: Journal Articles
Subjects: Figurative Language,Concept Formation,Stereotypes,Positive Attitudes,Negative Attitudes,Secondary School Students,Secondary School Teachers,Social Studies,Age Differences,Early Adolescents,Socioeconomic Status,Teaching Experience,Developed Nations,Foreign Countries,Correlation

This study researched the use of metaphor among students and teachers to determine the images they had in their minds regarding a specific set of developed countries, and in doing so, utilized a longitudinal design carried out over four stages between November 2015 and November 2018 within a large metropolitan city in Turkey. The study findings revealed that the mental images of both teachers and students contained various stereotypical views about these developed countries. The participants appeared to have the most negative mental images about France, the United Kingdom (UK) and the United States (US), while having the most positive images about Australia and Japan. It was concluded that there is a strong relationship between metaphor creation and age, and that metaphor production increases rapidly as the students get older and more knowledgeable. It was also determined that metaphor quality and production rate decreases as teachers' professional seniority increased.
The De-Centered Center: Embracing a Space That Is Nowhere and Everywhere
Author: Schweitzer, Leah
Date: 2017-00-00
Type: Journal Articles
Subjects: Laboratories,Writing (Composition),Space Utilization,Academic Support Services,Small Colleges,School Space,Computer Uses in Education,Communication (Thought Transfer),Tutoring

Leah Schweitzer is the director of a de-centered writing center. A de-centered writing center is very much what it sounds like: quite literally, it has no actual location, no one space on campus that anyone can point to and say, &quot;that's the writing center.&quot; It was an idea born out of necessity, but it's one that poses a challenge and an answer to the resource, technology, and space problems many communication center directors--who share many of the same challenges a writing center director does--face. While much of Schweitzer's experience is born out of running a writing center, which at her relatively small university is also the site where students come for assistance with non-written communication assignments, she believes the argument she makes--that portable technology now allows writing centers to operate face-to-face tutoring sessions in any space--is applicable to all sites which strive to help students with the basic and advanced tenets of communication in all forms. Many assignments students bring to centers are no longer simply written or oral; communication in general is increasingly multimodal; both written texts and speeches (or other oral communicative acts) are often expected to incorporate some sort of visual (and even aural) text be it displayed through PowerPoint, Prezi, or some other software. Communication centers are increasingly called on to assist students with these multimodal texts and to help them think about how the aural and the visual work together with the primary text. Therefore, it makes sense that a university might have one center designed to address all of these needs. However for relatively small universities, like Schweitzer's, there may only be space and money for one center and that one tutoring space needs to be adept at helping students with all of these tasks. In this article Schweitzer argues flexible use of public spaces and portable technology can address and, perhaps, ultimately solve many of the space and material challenges all centers face.
Workshopping Our Non-Native-English-Speaking Sessions: Ways to Reduce Guilt and Encourage Flexibility When We Consult
Author: Sorenson, Gia Coturri
Date: 2017-00-00
Type: Journal Articles
Subjects: Workshops,English (Second Language),Second Language Learning,Anxiety,Tutoring,Teaching Methods,Academic Support Services,Communication (Thought Transfer)

At the communication center where the author works, approximately 30% of sessions are with non-native-English-speaking (NNES) students, which has meant that consultants tend to list &quot;working with NNES writers&quot; as among their top concerns. To help consultants with their work with NNES students, the author ran several workshops as the Graduate Assistant Director. These workshops taught the author that most consultants instinctively do many of the things advised. However, many still felt guilty and worried about the quality of their work with NNES students. These workshops helped clarify what need to be made explicit when training consultants so they can better understand their role during session with NNES students. This article presents guidelines to reduce guilt and encourage flexibility.
A Counselling Model of Career Guidance for Youth
Author: Popescu, Sanda Nicoleta
Date: 2021-00-00
Type: Journal Articles
Subjects: Career Counseling,Counseling Techniques,Labor Market,Labor Needs,Information Technology,Work Environment,Career Choice,Career Guidance,Comparative Analysis,Decision Making,Profiles,Socioeconomic Influences,Secondary School Students,Student Attitudes,Gender Differences,Foreign Countries,Family Environment,Urban Areas,Rural Areas,Models,Constructivism (Learning)

The dynamics of the labour market are characterized by several important aspects such as: the emergence of new trades and the disappearance of others, the emergence of the phenomenon of technology, of the tendency to replace the human activity with the computerized activity in many fields, the replacement of office work with telework, the replacement of the physical space of professional activity with the virtual space. According to these considerations, the school should provide support to adolescents by applying counselling strategies in their choosing of a career. The novelty compared to the previous studies is that the present research provides a dynamic perspective in counselling adolescents on the approach of a career, which is based on a quadric-dimensional model, founded on four determining vectors for the career decision-making: identification of the problem, analysis of the individual profile, analysis of the socio-economic environment and projection of the career plan (involving the completion of some activities), which can be achieved over time whenever indecision or any other change occurs. The counselling model sets out an applicable approach whenever the adolescent faces fluctuating occupational interests against the background of social and economic uncertainties plus the prospect of a poor self-knowledge of their own resources but also an insufficient analysis provided by the school in relation to the labour market. This research is advancing the hypothesis that counselling and guidance services are supposed to be valued as important by most educational factors. From this perspective, in the descriptive study undertaken, we engaged the methodology of the questionnaire and observation and the results obtained reinforce the idea that school is the main factor that can determine the career success of the adolescent. The quadri-dimensional model of counselling the adolescents in choosing a career can be an effective tool in terms of the ratio of the results obtained from the application to the effort involved.
Teachers&apos; Digital Competences in the First Educational Policy Responses to the COVID-19 Crisis in Four Countries
Author: Mitescu-Manea, Mihaela
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Technological Literacy,Educational Policy,Policy Formation,COVID-19,Pandemics,Emergency Programs,Distance Education,Electronic Learning,Access to Education,Professional Development,Comparative Education,Elementary Secondary Education,Foreign Countries

With the sudden widespread closure of schools since February-March 2020 due to the physical distancing measures associated with the COVID-19 pandemic, the digital competences became a focus of attention, being of central importance to the swift and equitable transition to the various forms of emergency remote teaching implemented throughout the world as a strategy to insure continuity in education. This almost instantaneous mass shift to teaching online has made transparent great disparities in how digital competences -- particularly those of teachers -- were conceptualized, taught and assessed within various educational programs. We present a comparative analysis of the approaches to teachers' learning and professional development that state and non-state actors in four Central and East European countries have articulated in the first months of COVID-19 related lockdown. We take a Critical Frame Analysis approach to exploring the roles played by state and non-state actors in the four countries in conceptually framing the relationship between the digital competences required in emergency remote teaching and teachers' learning and professional development at the beginning of the COVID-19 crisis. It is suggested that the educational policy debate at the beginning of the crisis rendered visible: (a) that this massive sudden shift required understanding digitalization as a complex multifaceted process requiring levels of digital and pedagogical competence teachers were unlikely to have previously developed; (b) that addressing these issues through short-term interventions would only exacerbate the risk of ignoring arising equity issues; (c) that situating emergency measures in the context of potential medium and long-term developments could open opportunities to explore mainstreaming the digitalization of education and promoting blended learning, as well as offer a better perspective on issues of digital poverty and the inequitable impact of not addressing it adequately will have in the future.
The Concept of Angle in Turkish and Singaporean Primary School Mathematics Textbooks: Dynamic or Static?
Author: Butuner, Suphi Önder
Date: 2021-00-00
Type: Journal Articles
Subjects: Geometric Concepts,Difficulty Level,Misconceptions,Problem Solving,Elementary School Mathematics,Definitions,Educational Objectives,Comparative Education,Foreign Countries,Textbooks,Textbook Content

The present study compared Turkish and Singaporean textbooks with respect to their instructional contents on a difficult topic for most students: the concept of angle. The study used the 3rd and 4th grade mathematics textbooks taught in Turkish and Singaporean schools. The analysis showed that Turkish textbooks defined the angle as a static concept, and Singaporean textbooks defined it as both a static and dynamic concept. The definitions of the concept of angle included in the textbooks reflect on the representation of the angle, instructional tools and problems. Turkish students learn angle from textbooks only as a static concept, so they may have difficulties and misconceptions about the subject and related concepts. The findings showed that the contents of Singaporean textbooks offer students more opportunities than Turkish textbooks in learning about the angle as a static and dynamic concept.