ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender Issues in English Language Teacher Education: Cinderella&apos;s Awakening through Comparative Literature
Author: Kumlu, Esin
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Issues,English (Second Language),Second Language Learning,Language Teachers,Preservice Teachers,Teacher Education,Foreign Countries,Interpersonal Relationship,Childrens Literature,Fairy Tales,Comparative Analysis

The socio-dynamics of the 21st century classroom reveals the importance of gender sensitivity as a living mechanism which constructs both intrapersonal and interpersonal relationships. This study explores how reading and discussing comparative children's literature could impact pre-service English teachers' understanding of gender issues at a university in the west of Turkey. Adopting a qualitative case study design, the present study involved 25 senior pre-service teachers who were taking the literature course in the 2018-2019 academic year, fall term. Data was collected through written reports and semi-structured interviews. We analyzed the data inductively with codes and themes developing out of a recursive process of data collection and analysis. The findings display that a comparative analysis of fairy tales is an effective means through which the pre-service teachers develop gender sensitivity and become critically literate as a teacher. Besides, the comparative analysis helps the female participants improve self-sufficiency as a woman. Implications are also included for language teacher education programs.
Gender Roles, Personality Traits and Expectations of Women and Men towards Marriage
Author: Ercan, Elif Ulu
Date: 2021-00-00
Type: Journal Articles
Subjects: Sex Role,Gender Issues,Personality Traits,Self Esteem,Expectation,Personal Autonomy,Males,Females,Adults,College Graduates,Marriage,Intimacy,Predictor Variables,Cultural Context,Self Concept Measures,Socialization,Foreign Countries

In this study, it was aimed to determine whether gender roles, self-esteem and personality predict the expectations of men and women' attitudes about marriage. The sample of the study consists 491 people, 345 women and 146 men. All cases are single and has college degree. In this research, Gender Formation Scale, Rosenberg Self-Esteem Scale, Attitudes About Romance and Mate Selection Scale and Sociotropy-Autonomy Scale were used. In this study the marriage expectations of women and men was evaluated by using the &quot;Multiple Regression Analysis (Stepwise Method)&quot; method. All variables are included in the analysis for both women and men. The results of the multiple regression analysis sociotropy, autonomy and traditional gender roles variables were found to be significant predictors of the marriage expectations of women. As a result of the multiple regression analysis performed to predict the marriage expectations of men, it was seen that sociotropy variable was significant predictor. According to the results, as the sociotropy scores of men increases the positive expectations towards marriage also increase. According to the findings, it was seen that the variables that predicts the marriage expectations of women and men are different from each other.
History Courses and Values Education: History Teachers&apos; Evaluation of History Education Processes in Turkey in Terms of Values Education
Author: Okumus, Osman
Date: 2021-00-00
Type: Journal Articles
Subjects: History Instruction,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Values Education,Social Values,Democratic Values,Integrated Curriculum,Textbook Content,Classroom Techniques,Student Centered Learning,Instructional Effectiveness,Foreign Countries

Values education is a subject matter that draws attention in history education in every period. As history is about people's past lives, it naturally presents the heritage values of the society. In addition, the confrontation of the students with the historians' process of history making also contributes to both seeing these values and developing other values through some collaborative processes. There exists a special relationship between history and values education and both strengthen one another over the heritage values. The main purpose of the study is to learn history teachers' views about value education within the context of history courses. History teachers were asked to evaluate history courses, curriculum, and textbooks in terms of values education, and their opinions about classroom practices and effective values education were received. In this respect, qualitative research approach and case study design in accordance with its nature was adopted in the study. In 2020, 16 history teachers were interviewed via a semi-structured interview form, and the data obtained were analysed via content analysis and presented. As a result, it was observed that history teachers considered history courses as an ideal field in terms of values education. Despite this, they did not find the curriculum and textbook sufficient and they carried out values education with their own efforts, mostly through classroom practices. Teachers emphasized that there would be opportunities for effective values education in a history lesson where student-centred activities were carried out, history was not abused and its social aspect was emphasized more.
The Effects of Enriched Workshop Training Given to Pre-School Students on Creative Thinking Skills of Students
Author: Özgenel, Mustafa
Date: 2019-00-00
Type: Journal Articles
Subjects: Workshops,Enrichment Activities,Preschool Education,Preschool Children,Program Effectiveness,Creativity,Creative Development,Creative Thinking,Thinking Skills,Skill Development,Teacher Attitudes,Student Attitudes,Parent Attitudes,Creativity Tests,Foreign Countries,Training

The aim of the research was to explore the effects of enriched workshop training given to pre-school students on students' creative thinking skills. The research was conducted during the 2016-2017 and 2017-2018 academic year. The mixed research design was used in the study. On the quantitative stage of the research, a single-group pre-test-posttest experimental design was applied. In order to identify the effects of the enriched training provided at different workshops, students were administered Torrance Test of Creative Thinking (Figural Form) as a pre-test-post-test. The study group of the research was comprised of 129 students in total including 81 students in the first group and 48 students in the second group, all taking training at the &quot;Curious Junior Education Center&quot; supported by Istanbul Development Agency and implemented by Pendik District National Education Directorate. According to the findings obtained from the quantitative method, a variation was identified in the test averages for student creative thinking skills (fluency, originality, elaboration, abstractness of titles, resistance to premature closure) before and after the training. Post-test averages for students' creative skills increased. Paired samples t test was performed to determine whether or not the variation- increase- was significant. According to the t test result, enriched workshop training affects students' total creative thinking skills significantly. In other words, enriched workshop training has developed students' creative thinking skills positively. In the qualitative method, parents, students and teachers reported their views about the quality and effectiveness of the enriched workshop training.
Motivations among Special Education Students and Their Parents for Switching to an Online School: Survey Responses and Emergent Themes
Author: Tonks. DeLaina
Date: 2021-06-00
Type: Journal Articles
Subjects: Motivation,Special Education,Special Needs Students,Student Attitudes,Parent Attitudes,Virtual Schools,School Choice,Secondary School Students,Educational Environment,Teacher Student Relationship

Research focusing on the experiences of special education students in online K-12 schools is scant despite growing numbers of enrollments. This study utilized an emailed survey to understand the motivations and experiences of a group of special education students (n = 30) and their parents (n = 29) while enrolled in an online K-12 school in the U.S. Responses indicated that the three most compelling reasons for choosing the school were flexibility, previous poor fit, and teacher availability. Qualitative analysis of open-ended responses produced two major themes--prior experiences and affordances of the learning environment--with sub-themes related to bullying, personnel, academics, disabilities and accommodations, health considerations, lack of support, self-determination, and the where, when, and how of online learning. These findings may help policy makers enact policies and online educators adapt their approach to better meet the needs of K-12 students with special needs.
Achieving Active Learning and Deep Learning with Media Using the Example of Teaching Finance
Author: Zureck, Alexander
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Media Selection,Reading Material Selection,Money Management,Teaching Methods,Finance Occupations,College Students,Learning Motivation,Social Media,Encyclopedias,Electronic Publishing,Electronic Journals,Video Technology,Technology Uses in Education,Handheld Devices,Web Based Instruction,Educational Games,Simulation,Textbooks

The range of study programs in finance and the ways how to study due to place, time, and focus has increased in recent years. Students can choose what and how they want to learn. If someone finds an appropriate program he must decide to study face-to-face, online, or in a hybrid format. Finance is often a duty in business administration or related study programs. For many students in those classes the financial topics are bleak. This leads to a passive consumption of contents and ends often in dropping out. The aim of this research was to discuss methods to activate and keep learners motivated by using well selected media in teaching. To identify which media is used in teaching, a literature review was done. Teaching annual reports and other official reports available in English and/or German from several international educational institutions are read, compared, and analyzed. Additionally, secondary academic literature is checked for further examples. In a first step, therefore, different techniques to active students, such as collaboration or interaction, are discussed critically on a literature base. In a second step, based on the techniques, a selection matrix was obtained that supports educators to select the right medium to deal with a certain technique. Many examples were found that might assist educators in the practical use of the selection matrix.
Instruments to Access the Chemistry Pedagogical Content Knowledge: An Integrative Review
Author: Cirilo, Rolién J. V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Chemistry,Pedagogical Content Knowledge,Literature Reviews,Data Collection,Measures (Individuals),Teacher Evaluation,Knowledge Level,Bibliometrics

This research presents an integrative review about the methodological procedures adopted in the research of the Chemistry PCK, with the aim of identifying the data collection instruments used to explain the PCK in this field, seeking to observe its frequency of use and also contribute to the advancement of knowledge established by previous reviews. 89 articles published in magazines well evaluated by CAPES were selected, indexed to the Scopus (Elsevier) database. The treatment of the data was based on the technique of content analysis, resulting in six categories constructed a posteriori: a) period of publications; b) country of origin of the research; c) relationship to a specific topic; d) the teaching experience of the target audience; e) research approach and data collection instruments; and f) the use of PCK models as a theoretical framework. The results suggest a methodological predominance of a qualitative nature, with interviews, field diaries, observation of the practice, and questionnaires some of the most used instruments. Besides, a trend related to the specification of topics in the Chemistry discipline can be identified, as well as the lack of clarity regarding the variety of PCK models present in the literature and the failure to adopt these as a theoretical basis in most of the research studies analysed. There is also an express need to investigate the PCK of Chemistry teachers in practice in higher education since the results reinforce the scarcity of papers for this specific audience.
Piloting Learning Analytics in a Multidisciplinary Online Program
Author: Nyland, Rob
Date: 2021-06-00
Type: Journal Articles
Subjects: Pilot Projects,Learning Analytics,Intervention,Barriers,Online Courses,Teaching Methods,Outcomes of Education,School Holding Power,Case Studies,Interdisciplinary Approach,Nontraditional Students,Electronic Mail,Information Security,Ethics,Program Improvement,College Faculty,Academic Advising,Higher Education,Technology Integration,Academic Achievement,Integrated Learning Systems,Undergraduate Students,Grades (Scholastic)

Learning analytics is a recent innovation that holds promise for improving retention in fully online programs. However, only a few case studies exist to show models for and outcomes of the implementation of learning analytics systems. This paper reports on a learning analytics implementation in a fully online, multidisciplinary program designed for nontraditional students using a pilot planning group with stakeholders from various roles. The processes for selecting reports, creating communication structures, and evaluating outcomes are outlined. Overall, faculty and advisors were positive about the project and found the reports to be helpful. The results suggest that the actions most often triggered by learning analytics reports were emails to students. Evaluation results suggest that the implementation of the learning analytics program and the interventions enacted had a positive impact on student success, though we acknowledge that it is difficult to isolate the impact of the learning analytics tool itself. We also address several challenges that came along with the implementation of learning analytics including understanding the efficacy of interventions, data security, and ethics.
Investigation of the Effects of Some Variables on Middle School Students&apos; Problem-Solving Skills, Science Process Skills and Learning Styles
Author: Kaymakci, Güliz
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Students,Student Characteristics,Adolescents,Problem Solving,Skill Development,Science Process Skills,Predictor Variables,Cognitive Style,Educational Attainment,Parent Background,Fathers,Institutional Characteristics,Academic Achievement,Urban Schools,Public Schools,Measures (Individuals),Foreign Countries

The aim of the study is to investigate the effects of gender, type of the school attended and mother/father's educational background on middle school students' problem-solving, science process skills and learning styles. The population of the present study consists of all the 4th-grade students in the secondary schools in the city of Mugla in the 2012-2013 school year while the sample consists of 569 middle school fourth grade students. As the data collection tools, &quot;The Problem-Solving Inventory&quot;, &quot;The Science Process Skills Test&quot;, &quot;The Kolb Learning Styles Inventory&quot; and a student information form were used. The data were analyzed by using a variety of statistical techniques such as descriptive statistics, independent sample t-test, One way ANOVA and Chi-Square test. As a result of the study were found that middle school students mostly use the &quot;Avoidance&quot; sub-dimension. Also, there isn't any difference was found between problem-solving skills and gender, the school attended, mother and father's education level. Also, it was found that the students frequently used &quot;Basic Science Process Skills&quot; and that there is not any statistically significant difference between science process skills and gender and maternal education level yet there is a significant difference between science process skills and the school attended and father's education level and &quot;Integrated Process Skills&quot; were found to be correlated with father's education level. On the other hand, learning styles were found to be varying significantly depending on the school attended but not depending on gender and maternal education level and father's education level and it was also found that the highest number of students has the &quot;Diverging&quot; learning style while the lowest number of students has the &quot;Accommodating&quot; learning style. Thus, it can be said that planning instructional and educational activities in such a way as to give feedbacks to individual students can increase efficiency of learners.
SWOT Analysis for the Distance Education Process of Lecturers Teaching Turkish as a Foreign Language
Author: Ustabulut, Mete Yusuf
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Turkish,Language Teachers,Second Language Instruction,Teacher Attitudes,Teaching Methods,Barriers,Program Effectiveness,Educational Technology,Technology Uses in Education,School Schedules,Computer Mediated Communication,Foreign Countries

Nowadays, distance education programs are increasing with the COVID-19 outbreak. Due to the number of options based on distance education, it is aimed to provide a higher quality to service users. One of the important methods to increase the quality of distance education services is SWOT analysis. SWOT Analysis enables organizations to see their strengths (S) and weaknesses (W) and position them according to Opportunity (O) and Threats (T) that may occur in the external environment. The method of this research is phenomenology, one of the qualitative research methods. The study group of the research was selected by purposeful sampling technique. The analysis forms were collected from the lecturers via digital mail on a voluntary basis. Therefore, the study reached 48 instructors teaching Turkish as a foreign language in different regions of Turkey. In the research, a SWOT analysis form (4 questions) was used to understand distance education practices. The data were analyzed using content analysis and descriptive analysis technique. According to the results, the strength of teaching Turkish as a foreign language in distance education is &quot;flexibility in time and place&quot; with a ratio of 58%. Again, &quot;flexibility in time and space&quot; was evaluated as an opportunity with a rate of 42%. The weakest aspect of teaching Turkish in distance education seems to be &quot;technical problems&quot; with a rate of 29%. The instructors rated the &quot;lack of the classroom environment&quot; as the biggest threat with 30%. Finally, it can be asserted that the findings of the study sheds light on distance education practices in the COVID-19 pandemic process in terms of teaching Turkish to foreigners.
Teacher Candidates&apos; Value Perceptions and Their Opinions on the Acquisition of Values in Education Faculties
Author: Demir, Engin
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Elementary Education,Values Education,Social Values,Moral Values,Ethics,Empathy,Career Choice,Teaching (Occupation),Student Attitudes,Gender Differences,Foreign Countries

This research aims to determine teacher candidates' value perceptions and their opinions on the acquisition of values to teacher candidates, in education faculties. In the research, a survey model was used to describe an existing situation. In this context, a questionnaire was applied to 2274 teacher candidates. Research results show that the value perceptions of male teacher candidates are lower than female teacher candidates. The value perceptions of teacher candidates who chose the teaching profession because they had to, were lower than those who preferred it because they loved it. Perceptions of teacher candidates about the acquisition of values are low in the sub-dimensions of understanding and empathy, and medium in the other sub-dimensions. Teacher candidates' perceptions of the values that teachers should have are quite high in all sub-dimensions. Despite this, the scores regarding the acquisition of the same values in education faculties are statistically significantly lower and middle levels. These results indicate that the values cannot be gained enough in education faculties. Various suggestions were made in line with the research findings and results, and recommendations were made for future research.
The Impact of Digital Storytelling on the Academic Achievement and Democratic Attitude of Primary School Students
Author: Erdogan, Erdi
Date: 2021-00-00
Type: Journal Articles
Subjects: Story Telling,Academic Achievement,Democratic Values,Student Attitudes,Elementary School Students,Grade 4,Technology Uses in Education,Foreign Countries

The aim of this study is to explore the impact of digital storytelling (DST) on the academic achievement and democratic attitude of 4th-grade primary school students and to reveal their experiences in the DST process. The study was conducted with a mixed-method approach. The quantitative part of the study adopted a pretest and posttest quasi-experimental design with 30 students. In the qualitative part of the study, two focus group interviews were carried out with 15 students in the experimental group. The quantitative data was collected through an academic achievement test and a democratic attitude scale. The qualitative data was obtained through two focus group interviews. Descriptive analysis, t-test, and qualitative content analysis were used for evaluating data. Results revealed that the students in the experimental group performed significantly better than the students in the control group in terms of academic achievement and democratic attitude. Focus group interviews highlighted that DST is effective in promoting constructivist learning and lack of experience is the biggest problem in the DST process.
Turkish Education System from the Eyes of Future Teachers: Metaphorical Perceptions
Author: Tekel, Esra
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Knowledge Level,Student Attitudes,Educational Attitudes,Principals,Schools,Educational Environment,Role of Education

The aim of this study is to determine preservice teachers' metaphorical perceptions regarding the following concepts: school, school principal, Turkish education system, teacher and student. This qualitative study was designed according to the principles of phenomenological model. The participants of the study are 160 preservice teachers attending the Education Faculty of a state university located in Mid-Anatolia region of Turkey during the Spring semester of 2019-2020 academic year. The data was collected by asking the participants to complete the following sentences &quot;I liken &quot;school&quot; (and others) to …. because…&quot; The data were analyzed through content analysis. The results of the study revealed 4 themes for school, 5 themes about school principal, 4 themes about Turkish Education System, 4 themes for teacher and 4 themes about student. Teacher candidates generally likened school, school principal, Turkish Education System and student to negative things, while they likened teacher to positive things.