ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Experiences of E-Authentic Assessment: Lessons Learned in Higher Education
Author: Raynault, Audrey
Date: 2022-12-00
Type: Journal Articles
Subjects: Performance Based Assessment,Educational Technology,Technology Uses in Education,Higher Education,21st Century Skills,Student Evaluation,Active Learning,Asynchronous Communication,Synchronous Communication,Evaluation Methods,Social Media,Cooperative Learning,Digital Literacy,Portfolio Assessment

The realities of the 21st century have led professors and lecturers to renew their learning assessment practices so that they are more adapted to and contextualized in the current professional world. Despite advances in teaching and learning, assessment methods may still deviate from practice in authentic contexts. Although some instructors are already familiar with more authentic assessments, most are accustomed to using exams as standard practices to test students' achievement of course objectives and essays to prepare students for research or written argumentation. Nevertheless, such typical assessments often lack authenticity and do not develop the full potential of students' 21st-century learning or literacy skills such as communication, creativity, or working with technologies. The past decade has seen the beginnings of a broader reflection on teaching, learning, and evaluating with technologies, including more authentic assessments. In this reflective essay we present how technologies make it possible to diversify assessment methods, resulting in enhanced authenticity and development of 21st-century learning and literacy skills. Authentic assessment methods with technologies (e.g., recorded video presentations, explanatory interviews with descriptive assessment grids, PechaKucha presentations, blog posts, social media and e-portfolios) are illustrated with examples from several disciplines. We also explain how proposing a number of methods to students for the same assessment may help answer their various needs and preferences without increasing instructors' grading load. Furthermore, we discuss how diversifying assessment methods with technologies often results in a transformation of assessment modalities. Beyond assessments as an evaluation of knowledge and/or skills at a fixed time, authentic assessments with technologies may become continuous or iterative processes with multiple feedback occasions from instructors, thereby combining synchronous interactions and/or discussions with asynchronous reflections to improve students' involvement and active learning.
Using Google Docs to Administer Synchronous Collaborative Assessments
Author: Olivey, Harold
Date: 2022-12-00
Type: Journal Articles
Subjects: Technology Uses in Education,Computer Software,Synchronous Communication,Cooperative Learning,Electronic Learning,Performance Based Assessment,Biology,COVID-19,Pandemics,Metacognition,Feedback (Response)

Collaborative learning increases student achievement of learning outcomes in a wide range of disciplines, including the natural sciences, and is a hallmark of authentic assessment. To help students collaborate more effectively, I have used Google Docs, a free, online word-processing program accessible using almost any internet-connected device. Assessments that include real-world application problems are composed in Google Docs and shared with students via links. Google Docs has proven to be more efficient than pencil-and-paper assessment, encourages greater collaboration within student groups than is possible with tools embedded in a learning management system, and provides opportunities to give students just-in-time instruction and examine student metacognition, all of which are foundational for authentic assessment. Post-assessment grading is rapid, and corrected documents with instructor feedback can be easily shared with students. Students have adapted readily to the platform and have learned on their own how to use the software beyond my original conception. I describe how I have used Google Docs successfully in a molecular biology course, offer considerations for grading and distributing corrections, and report on students' perceptions of the assessments themselves.
Using Video Simulations for Assessing Clinical Skills in Speech-Language Pathology Students
Author: Hemmerich, Abby
Date: 2022-12-00
Type: Journal Articles
Subjects: Video Technology,Computer Simulation,Technology Uses in Education,Clinical Experience,Speech Language Pathology,Allied Health Occupations Education,Formative Evaluation,Authentic Learning,Performance Based Assessment,Feedback (Response),Assignments

A common challenge for clinical training programs is helping students apply academic knowledge to clinical settings. Authentic assessment using simulation offers a unique approach to bridging this gap. Miller's pyramid provides a framework for competency-based education that integrates formative assessment and feedback at each stage of student learning. A multi-part assignment that builds from gathering data following a specific protocol (i.e., basic level), moves through interpretation of data (i.e., intermediate level), and then using that data to direct next steps (i.e., advanced level) scaffolds student learning toward clinical practice. Review of past student assignments indicated better performance on intermediate and advanced skills when using a video-based, multicomponent assignment as compared to the original assignment design. Incorporating video components allows simulation of rare clinical populations, while also replicating current telepractice service provision. By simulating patient interactions, the instructor replicates real world challenges, allowing the students to demonstrate in-the-moment problem solving and clinical responsiveness.
Effect of Participatory Art on the Life Satisfaction of Working Women
Author: Sarikaya, Hakan Serhan
Date: 2022-00-00
Type: Journal Articles
Subjects: Females,Employed Women,Foreign Countries,Art Education,Adult Education,Theater Arts,Life Satisfaction,Drama Education,Quality of Life

Art is an educational activity that can be done in any era or by any generation. Theatre art, which has contributed to the individual and social development of individuals since early times, has had a privileged place in the world of education. New approaches in the science of theatre and pedagogy have emerged in the current age and substantially contributed to participatory art. This current study was conducted regarding participatory art carried out as a theatrical staged work in the eastern Black Sea region of Turkey, Artvin Province, Hopa district. The participants in the study were 14 adult females aged between 28 to 55-years-old. Participants were observed during the staging process of a theatrical work and interviews were conducted. The data obtained were analysed and the effect of participatory art on the women's life satisfaction was determined. It was revealed through the results that there was a significant increase in the life satisfaction of working women who participated in this theatrical work. In research regarding the historical processes of participatory art, the importance of working women expressing themselves through a socio-cultural activity as well as the pedagogical approaches preferred in these studies were also mentioned.
Evaluation of School Libraries in Terms of Quantity and Quality
Author: Di?lekçi?, Ati?lla
Date: 2022-00-00
Type: Journal Articles
Subjects: School Libraries,Program Evaluation,Library Materials,Library Services,Library Facilities,Reading Skills,Users (Information),Library Development

School libraries are supplementary places enabling students to acquire reading habits and reading culture. The purpose of this study is to determine the status of libraries in schools and to take the opinions of teachers towards school libraries. For this purpose, a case study design has been utilized in the current research and observation and interview techniques have been employed. In the research, the libraries of all schools in a city centre have been observed. Through stratified purposeful sampling and criterion sampling methods, interviews were carried out with teachers working in school libraries. The research data were analysed via content analysis. As a result of the research, it was determined that two-thirds of the schools had libraries. Besides, it was revealed that the capacity of the school libraries is inadequate due to the limited physical space of the libraries in schools. Although there were computers and the internet in libraries, digitalization was determined to be limited. It was also shown that there were mostly classical works and the libraries covered inadequate number of contemporary books. When examining the genres of the books in libraries, it may be said that there were novels and story book by a majority, referring to a limited variety of genres. It has been concluded that students can not effectively use school libraries as expected due to by virtue of the limited library facilities. Accordingly, in order to ensure the effective use of school libraries by students, the physical conditions of the libraries should be improved as well as the variety and quality of the documents should be increased.
Implementer Views on Whether Catch-Up Education Program in Primary Schools (IYEP) Could Be Performed via Distance Education
Author: Ari, Sinan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Remedial Programs,Distance Education,COVID-19,Pandemics,Elementary School Students,Program Effectiveness,Program Evaluation,Grade 3,Educational Benefits

Face-to-face education in many countries was suspended due to the global pandemic of COVID-19 declared by the World Health Organization (WHO) in 2020. The pandemic led to new searches in the academic process, and distance education gained importance in Turkey. However, the Catch-Up Education Program in Primary Schools was not taken into account while it was stated that educational services provided in resource rooms within the scope of inclusive education were to be continued via distance education. Accordingly, it was aimed to examine the views of classroom teachers who had implemented IYEP before on whether IYEP could be performed via distance education and to make an evaluation based on the first-hand experiences of implementers. To that end, the research was conducted with 22 participants in accordance with the ethical principles. Ethics committee approval was obtained for the study with the decision of Agri Ibrahim Cecen University Scientific Research Ethics Committee dated 08.09.2021 and numbered 206. All of the participants are experienced classroom teachers who have experience with IYEP and have performed distance education. The research was performed with the phenomenological design of qualitative research designs. The data were collected with a semi-structured interview form, and the interview questions were finalized after having been reviewed by two academics who are subject-matter experts. The data obtained in the research were subjected to descriptive analysis individually by the researchers and evaluated. It was concluded that IYEP could be continued via distance education when the face-to-face education could not be performed, but there were several concerns about the matter at hand. The participants often mentioned that distance education could not substitute for and be as effective as face-to-face education. Nevertheless, despite certain disadvantages, considering the contributions of IYEP in face-to-face education, it was found that distance education could be utilized so that shortcomings in learning would not accumulate and extend to the next year and that experiencing IYEP via distance education could provide ideas about future practices.
American Families&apos; Attitudes to Unschooling: A National Survey
Author: Vesneski, William
Date: 2022-00-00
Type: Journal Articles
Subjects: Family Attitudes,National Surveys,Independent Study,Parent Attitudes,Nontraditional Education,Home Schooling,Racial Differences,Parent Aspiration,Barriers

A national survey of American families was conducted to ascertain the extent of interest in self-directed education (SDE) in the United States. Our research took place in the midst of the COVID-19 pandemic--a moment when we required a much better understanding of what parents need from the US education system. Data were gathered using an online survey aimed at parents or caregivers of young people aged 4-18. A total of 1009 adults completed the caregiver survey. Resulting data were analyzed using SPSS. Results suggest a high degree of openness to SDE. The data also elucidate several questions and concerns that parents and caregivers have about the approach. Data also highlighted differing perceptions of and attitudes towards SDE as a function of race. As the first nationwide survey about SDE, this study has made an important contribution to the existing literature on the subject. Directions for further research are discussed.
Preschool Teachers&apos; Opinions about Second Step Early Learning Curriculum
Author: Bilir, Zeynep Topcu
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Preschool Curriculum,Social Emotional Learning,Behavior Problems,Faculty Development,Barriers,Educational Improvement,Prevention,Intervention,Curriculum Implementation,Child Development,Self Esteem,Help Seeking,Classroom Techniques,Sharing Behavior,Self Control,Prosocial Behavior,Peer Relationship,Attention Control,Listening Skills,Foreign Countries,Outcomes of Education

Children's problem behaviour in the preschool period is a severe obstacle to social-emotional development and a precondition for maladjustment in social relationships during school life. Professionals in the field have been improving existing practices to prevent and intervene in young children's challenging behaviour. To this end, many social-emotional learning curriculums are developed and put into practice. One curriculum that supports children's social-emotional learning during the preschool period is the Second Step Early Learning. The present study looked into the practical experiences of preschool teachers implementing the second step social-emotional learning curriculum. The study group consists of 13 preschool teachers who have received educator training in this learning curriculum and implemented it at schools. The teachers were asked questions about the curriculum's general qualities, its effects on the children's development levels, and their professional development. According to the study results, all teachers stated that the second step curriculum positively contributed to children's emotional and behavioural reactions. It helped them in class management and implementation, such behaviour as having confidence, asking for help, taking responsibility, and taking responsibility-sharing improved. In addition, expressing that they observed differences in hindering anger and in-class problem-solving processes, teachers emphasised that the children were more understanding and polite to each other, especially in free-time activities. Their interaction was healthier than before, and their listening and attention spans increased. Overall, the findings show preschool teachers' experience in implementation. They recommended the curriculum to their colleagues, claiming that it contributed to their professional development.
An Investigation of Color Preferences of Students with Special Needs
Author: Kurnaz, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Color,Preferences,Students with Disabilities,Intellectual Disability,Autism Spectrum Disorders,Down Syndrome,Learning Disabilities,Instructional Program Divisions,Geometric Concepts,Gender Differences,Elementary Secondary Education

The purpose of this study was to examine the primary and secondary color preferences of students with special needs as well as their color preference for an object regarding their disability types, school levels, and gender. The study employed a survey research design with quantitative methodology. It was conducted with the participation of 549 students with Intellectual Disability, Autism Spectrum Disorder, Down Syndrome and Learning Disability. The researchers collected the data by using a car visual together with the geometric shapes used by Ece and Çelik (2009). The collected data were entered into the Excel program, and the frequency and percentage values were obtained. The results revealed that according to their school level, students' primary and secondary color preference changed. When the geometric shape was changed, students' color preferences changed, accordingly. With respect to their disability types, students preferred red as the primary color and blue as the secondary color, and they chose blue for the car visual. It was found that while primary and secondary color preferences of male and female students differed but they preferred blue for the car visual.
Relationship between Scientific Literacy and the Attitude towards Reading Scientific Texts: A Study on Primary School Teacher Candidates
Author: Gürler, Sümeyye Aydin
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Scientific Literacy,Scientific Attitudes,Measures (Individuals),Elementary School Teachers,Preservice Teachers,Teacher Education Programs,Metacognition,Cognitive Processes,Foreign Countries,State Universities,Reading Rate,Student Attitudes,Personal Autonomy,Reading Attitudes

The current study sought to determine the association between primary school teacher candidates' levels of scientific literacy and their attitudes about reading scientific texts. The study used a correlational survey technique. The sample population consisted of 287 primary school teacher candidates who were enrolled in a public university in South-Eastern Anatolia's education faculty for the 2020-2021 academic year. The &quot;Personal Information Form,&quot; &quot;Universal Science Literacy Scale,&quot; and &quot;Attitude Scale towards Reading Scientific Texts&quot; were used to gather the data. During the data analysis stage, frequency and percentage values for the variables were determined. Correlation, simple regression, and multiple regression analyses were then performed. The results revealed that although teacher candidates' reading and scientific text reading rates were insufficient, their attitudes toward scientific literacy and scientific text reading were &quot;good.&quot; The attitude toward reading scientific materials and the sub-dimensions of scientific literacy were found to be positively and statistically correlated. Along with the &quot;habits of mind&quot; and &quot;meta-cognition and self-direction&quot; sub-dimensions, it was also noted that scientific literacy is a statistically significant predictor of attitude toward reading scientific materials. Based on their findings, the researcher came up with several recommendations.
An Investigation of Preschool Teacher Candidates&apos; Lifelong Learning Tendencies
Author: Tekkol, Ilkay Askin
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Lifelong Learning,Student Attitudes,Foreign Countries,Academic Achievement,Individual Differences

This research aims to determine the preschool teacher candidates' lifelong learning tendencies and preschool teacher candidates' opinions about lifelong learning. The study group of this research is first, second, third and fourth grade students of preschool teaching in the primary school education department of a public university in Turkey. A mixed-method was used in this research. Data were gathered via the &quot;Lifelong Learning Tendency Scale&quot; which is developed by Diker-Coskun and via the &quot;Interview Form&quot; which is developed by researchers. The lifelong learning tendency scale is applied to 362 students, and interviews are done with 27 students. Results show that the students' lifelong tendencies are above the average point of the scale. There is no significant difference in lifelong learning tendencies between grade levels. There is a significant difference in lifelong learning tendencies between the different levels of academic success and whether or not students desire to get postgrad education.
An Investigation of Students&apos; Performances in Solving Different Types of Problems
Author: Altiner, Emel Çilingir
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Education,Equations (Mathematics),Word Problems (Mathematics),Elementary School Students,Grade 4,Verbal Communication,Worksheets

The purpose of this study was to analyze the performances of students in solving problems presented in different forms including equations, verbal equations, stories, and stories supported by diagrams in problem-solving. A descriptive survey model was employed in the study. The study group consisted of 14 fourth-grade students. Data were collected from the students by using four different types of worksheets (equation, verbal equation, story, and story + diagram). Each worksheet consisted of 10 similar problems that require the same mathematical operations but differ in presentation. To prevent the similarity in the problems by the students, the worksheets were applied to the students face-to-face by the classroom teachers during the course hours, at two-week intervals. The obtained data were analyzed through descriptive statistics. According to the findings of the study, the students solved the equation problems more accurately than the verbal and story problems. Furthermore, it was determined that students solved diagram-supported story problems more accurately than the other problem types.
Revealing Pre-Service Teachers&apos; Mind Maps on STEM Education through STEM Images
Author: Asli Koçulu
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,STEM Education,Cognitive Mapping,Science Education,Mathematics Education,Foreign Countries,Integrated Curriculum,Freehand Drawing,Visualization,Cognitive Processes

STEM education (based on the integration of the science, technology, engineering and mathematics disciplines) has recently been an integral part of education system and curriculum in many countries aiming to be more technologically competitive in this age of innovation. While the importance of STEM education has gradually increasing in education system with the complexities of today's world, revealing pre-service teachers' mind maps on STEM education and preparing them for STEM education is a crucial issue since the readiness of the teachers affects the quality of education. In this context, the aim of this study is to reveal pre-service science and mathematics teachers' mind maps on STEM Education through STEM images. The research group consists of 6 pre-service teachers (3 of them are pre-service science teachers (PST) and 3 of them are pre-service mathematics teachers (PMT)) who are 4th grade level students from a public university in Istanbul, Turkey. In current research, case study design was used. The data of study were collected through drawings and focus group discussion. The data were analyzed with thematic analysis through Integrated Teaching (IT) Framework. As a result, 41 codes about pre-service teachers' mind maps on STEM education were determined under 14 categories of 5 themes of IT Framework. The results of this study are crucial in terms of having potential to guide educational policy makers, curriculum developers, researchers and in-service and pre-service teachers about STEM education.