ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Influence of Cyberbullying Perpetration and Victimization among High School Adolescents--Associations with Gender and Grade Level
Author: Yirci, Ramazan
Date: 2021-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Gender Differences,Measures (Individuals),Likert Scales,Secondary School Students,Student Attitudes,Computer Simulation,Instructional Program Divisions,Behavior Patterns,Prevention,Intervention,Educational Strategies,Foreign Countries

Background/purpose: The present study examined adolescent students' cyberbullying behavior and being a victim of cyberbullying specifically exploring potential differences by gender and grade level. Materials/methods: Based on a cross-sectional survey on 311 adolescent students continuing their high school education in secondary education institutions in Turkey, the study reported their findings as with differences between gender and grade level in cyberbullying and cyber victimization. The research data was obtained by using the Likert-type &quot;Cyberbully/Cyber-victim Scale.&quot; Together with statistics, t-test, ANOVA and Tukey's b test were applied the analysis of the collected data. Results: The study's results suggest a significant difference in the level of students displaying cyberbullying behaviors and being exposed to them within virtual platforms with regards to the gender variable. Male students display cyberbullying behaviors and are also exposed to them in virtual platforms more than female students. In addition, the study's results reveal that female students tend to rumor (gossip) more than male students on virtual platforms. There was also a significant difference in the level of participants performing and being exposed to cyberbullying behaviors on virtual platforms with regards to the grade level variable. According to the analyzed data, students from higher grade levels both perform cyberbullying behaviors more and are more frequently exposed to cyberbullying than students from lower grade levels. In other words, in higher grade levels, students' performance of, and exposure levels to, cyberbullying was found to increase. Conclusion: This study's findings emphasize the importance of developing prevention and intervention strategies must be developed in order to fight cyberbullying in schools when investigating the level of high school adolescents' bullying of their peers, and the level of those exposed to cyberbullying.
Examining the Problems Faced by Students with Special Needs in the Distance Education Process during the COVID-19 Pandemic
Author: Yüksel, Nilüfer
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Students with Disabilities,Distance Education,Parent Attitudes,Teacher Attitudes,Barriers,Inclusion,Technology Uses in Education,Educational Technology,Online Courses,Student Participation,Attention,Academic Achievement,Social Development,Emotional Development,Language Acquisition,Foreign Countries,Attention Deficit Hyperactivity Disorder,Learning Disabilities,Elementary School Students

Background/purpose: In this study, we examined the problems faced by students with special needs in the distance education process in Turkey from the perspectives of their parents and teachers. Materials/methods: We used case study in this research. Our study group consisted of seven parent-teacher pairs. We used a demographic information form and standardized interview forms. Our analysis technique was content analysis. Results: From the standardized interviews, it was determined that the developmental problems observed by parents and teachers in children were in the areas of academic, socioemotional, and language development. In contrast, instructional problems were generally related to class participation. Conclusion: As a result of the research, we have seen that children with special needs face problems in their academic, social skills, and language development. It was determined that inclusive students experienced difficulties in their usage of technology, participating in online classes, and maintaining their attention.
Preservice Teacher Perceptions of Virtual Reading Fieldwork during the COVID-19 Pandemic
Author: Holt, Latasha
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,COVID-19,Pandemics,Teacher Education Programs,School Closing,Electronic Learning,Electronic Publishing,Reading,Educational Technology,Field Experience Programs,Reading Instruction,Elementary Education,Barriers

Background/purpose: The COVID-19 pandemic created barriers for teacher preparation programs. Preservice teachers are typically assigned a host school and mentor where on-site, face-to-face classroom observation and teaching opportunities earn credit needed for graduation and to meet certain institutional accreditation requirements. Due to the potential for community spread of the COVID-19 virus, limited visitor numbers have been allowed into schools, and preservice teachers have largely been denied access. Materials/methods: During the COVID-19 pandemic, the pressures to master in-class teaching assessments have been unprecedented. Using an exploratory model, preservice teacher perceptions of virtual reading assessments were collected during this unusual time in order to explore gaps in the literature. The study's participants were from the southern United States, and were seeking a degree in Elementary Education during the time of the COVID-19 pandemic. The researcher created a survey which was shared across course sections. The collected data were then analyzed and sorted according to thematic findings. Results: The findings revealed that unique challenges were faced by preservice teachers during participation in a semester long virtual fieldwork requirement as part of a course in &quot;reading assessment.&quot; Conclusion: Building upon international research, the study shares challenges faced during virtual reading fieldwork unique to teacher preparation during a pandemic. A need was identified for a more streamlined process addressing technology pedagogy to prepare preservice teachers during times when face-to-face, in-person K-12 classroom meetings are restricted or unavailable.
The Role of Empathic Tendency, Belief in Teaching Competency and Job Satisfaction in Predicting Attitudes towards the Teaching Profession in Primary and Secondary School Teachers
Author: Çelikkaleli, Öner
Date: 2021-00-00
Type: Journal Articles
Subjects: Empathy,Teacher Attitudes,Teaching (Occupation),Gender Differences,Educational Attainment,Teaching Experience,Geographic Location,Teacher Competencies,Job Satisfaction,Predictor Variables,Self Efficacy,Instructional Program Divisions,Urban Schools,Rural Schools,Correlation,Foreign Countries

Background/purpose: Attitude towards the teaching profession functions as an important factor in the successful continuation of the education and training process. In this context, the first aim of the study is to examine teachers' attitudes towards teaching according to gender, education level, experience, and location of the school. Second, it is to reveal whether or not empathic tendency, teaching competence belief, and job satisfaction predict attitudes towards the teaching profession. Materials/methods: In this research, correlational research model, which is one of the quantitative research methods, was used. For these purposes, data were collected from 316 teachers with an average age of 40.34 (SD = 3.15) years old, of which 189 are female (59.8%) and 127 (40.2%) male. The Attitude Scale towards Teaching Profession, Empathic Tendency Scale, Ohio Teacher Self-Efficacy Scale, and the Job Satisfaction Scale were used as the study's data collection tools. Results: According to the first findings obtained from the research, while teachers' attitudes towards teaching did not differ according to gender, education level (primary/secondary school), or school location (urban or rural); they were found to differ according to their length of experience. Accordingly, the attitudes of teachers with a seniority of more than 20 years were shown to be more positive than those with less experience. Second, empathic tendency, belief in teaching self-efficacy, and also job satisfaction were found to positively and significantly predict attitude towards the teaching profession. Conclusion: Within the framework of these findings, it can be said that gender, education level and school location are not determining variables in teachers' attitudes towards the teaching profession. On the other hand, it has been seen that work experience is important in the attitude towards the profession. Finally, it can be said that self-efficacy belief towards the teaching profession and job satisfaction are important variables in the attitude towards teaching. The obtained findings are then discussed, interpreted, and recommendations put forwards in light of the current literature.
Developing and Validating Professional Teaching Standards for Higher Education EFL Instructors in Saudi Arabia: A Delphi Study
Author: Alsowat, Hamad H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Professionalism,Standards,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Higher Education,Teacher Attitudes,Faculty Development,Likert Scales,Classification,Pedagogical Content Knowledge,Knowledge Base for Teaching,Language Proficiency,Technological Literacy,College Faculty,Teaching Methods,Evaluation Methods,Specialists

This study aimed at developing and validating professional teaching standards for higher education EFL instructors in Saudi Arabia. The Delphi technique was utilized to gain a consensus among the panel of experts through three rounds. In the first round, a survey was sent to 31 English language teaching and teacher education experts to select the appropriate standards and provide any additional standards. Ninety-six performance indicators were generated at the end of this round. In the second round, the survey was sent to 29 experts to rate their responses on a 5-point Likert scale. In the third round, the survey was sent back to the experts to review their responses and provide any modifications. By the end of the third round, eighty-one performance indicators were identified and categorized into seven standard fields: language, knowledge of learners, learning environments, instruction, technology use, assessment, and professionalism. The study reveals insight into the professional standards which are appropriate for higher education EFL instructors in Saudi Arabia. This framework will help improve faculty teaching practices and for their continuous professional development.
Students&apos; Perception on KSU Translation Online Learning amidst the COVID-19 Global Pandemic
Author: Alkhatnai, Mubarak
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Undergraduate Students,Online Courses,COVID-19,Pandemics,Educational Change,Translation,Second Language Learning,Second Language Instruction,Teaching Methods,College Faculty,Language Teachers,Technological Literacy,Pedagogical Content Knowledge,Teacher Competencies,Faculty Development,Likert Scales,Check Lists

The 2020 COVid-19 pandemic has changed the pattern of the educational sector as it continues to struggle operating amidst a global health emergency. With the transition from the conventional face-to-face to the current online classes, multiple challenges and opportunities sought to be identified and resolved, especially with some language courses like translation, which struggle with the additional contextual teaching and learning difficulties. Given the need, this study focused on the student perceptions of KSU Translation online learning. Data was collected from eighty (80) KSU Translation students using a mixed-method paradigm utilizing a questionnaire-checklist to determine students' perceptions of the quality and effectiveness of KSU Translation classes' online delivery. Multiple factors like student participation and focus, KSU faculty ICT teaching competence, and preventive measures on screen time effects were primarily identified. Overall, the students have perceived the KSU translation online learning as highly effective, with some improvement points on instruction methodology. The conduct of faculty webinars, workshops, and online learning training is highly recommended and is perceived as a potential guide on faculty development efforts, projects, and possible future research.
The Impact of Teachers&apos; Educational Philosophy Tendencies on Their Curriculum Autonomy
Author: Alemdar, Melek
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Professional Autonomy,Teacher Attitudes,Progressive Education,Foreign Countries,Multiple Regression Analysis,Prediction

In this study, the effect of teachers' educational philosophy tendencies on their curriculum autonomy was investigated using a correlational research design. The study's population consisted of teachers 258 teachers drawn from various schools using a simple random sampling method. The data were collected through Educational Philosophy Tendency Scale and Teachers' Autonomy on Curriculum Scale. According to the results, progressive educational philosophy appears to be the most frequently adopted tendency by teachers, while essentialist educational philosophy appears to be the least widely adopted. Teachers have a high level of procedural autonomy, which is followed by autonomy in professional development, evaluation autonomy, and autonomy in planning. There are weak and moderately significant correlations between teachers' educational philosophy tendencies and their curriculum autonomy. Also, teachers' educational philosophy tendencies are a strong predictor of curriculum autonomy. Progressive educational philosophy tendency predicts procedural autonomy and professional development autonomy significantly. Reconstructionist, essentialist, and perennialist educational philosophy tendencies, on the other hand, have no impact on curriculum autonomy. In this context, progressive educational philosophy adopted by the teachers influences how they structure their professional development and how they carry out the learning-teaching process without relying heavily on external factors.
The Effects of Student&apos;s Gender and Classroom Disruptive Behaviors and Parental Income on Student&apos;s Mathematics Achievement Trajectory
Author: Koca, Fatih
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Mathematics Achievement,Mathematics Anxiety,Gender Differences,Behavior Problems,Family Income,Longitudinal Studies,National Surveys

The goal of the study was to examine the role of students' gender, their disruptive behaviors, and parental income on their mathematics achievement history. Participants included 8,984 individuals aged 12-16 years and the data were collected from the National Longitudinal Surveys (NLS). The study results showed that there was not any significant gender effect on students' mathematics achievement trajectories. Furthermore, students with disruptive behaviors were more successful than their peers with less disruptive behaviors. Finally, the latent growth curve model parameter estimates indicated there was not any significant parental earned income impact on students' mathematics achievement trajectories.
The COVID-19 Pandemic and Student Engagement in Online Learning: The Moderating Effect of Technology Self-Efficacy
Author: Owusu-Agyeman, Yaw
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Learner Engagement,Electronic Learning,Technological Literacy,Self Efficacy,College Students,Foreign Countries,Educational Technology,Educational Resources,Integrated Learning Systems,Constructivism (Learning),Virtual Classrooms

This study examines the moderating effect of technology self-efficacy on the relationship between online learning and student engagement in a higher education setting. A survey was used to gather data from participants (n=425) who were sampled from a population of registered students in a Technical University in Ghana. The data gathered were examined using hierarchical regression analysis. Results revealed that, technology self-efficacy strengthens 1) the positive relationship between online learning environment and student engagement; and 2) the positive relationship between instructional resources and student engagement. Secondly, the results revealed that the type of device used by students in the online learning environment has a positive and significant effect on student engagement. Conversely, findings of the current study show that while gender has a negative but significant effect on student engagement, age and academic discipline have insignificant effect on student engagement in the online learning setting. These findings among others lead the authors to propose ways that future studies could examine how technology self-efficacy, learning devices, instructional resources, institutional support systems and the online learning environment could be developed to enhance effective student engagement.
The Effect of Formative Assessment on High School Students&apos; Mathematics Achievement and Attitudes
Author: Kültür, Yusuf Ziya
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Student Attitudes,Grade 10,Mathematics,Formative Evaluation,Self Expression,Learning Processes,Outcomes of Education

The purpose of this research is to examine the effects of formative assessment practices on students' academic achievement, attitudes towards mathematics, and to investigate their views on formative assessment practices. A 12-week quasi-experimental research design was adopted in the research. The research group consisted of 51 students in the 10th grade (26 in the experimental group and 25 in the control group) of a high school. Qualitative data were obtained via &quot;functions academic test&quot; and &quot;mathematics attitude scale&quot; while a semi-structured interview form was used as a qualitative data collection tool. The quantitative results revealed that the effect of formative assessment practices on students' attitudes towards mathematics and mathematics achievement was statistically significant. According to the qualitative results of the research, formative assessment practices were found to be beneficial in terms of contributing to learning processes and encouraging students to express themselves in the classroom. It is recommended that teachers use formative assessment to support student-centered classrooms in teaching mathematics and to effectively evaluate students' mathematical competence in the learning process.
How Do We Learn Mathematics? A Framework for a Theoretical and Practical Model
Author: Olkun, Sinan
Date: 2022-01-00
Type: Journal Articles
Subjects: Mathematics Education,Learning Processes,Mathematics Skills,Number Concepts,Numeracy,Neurosciences

The purpose of this paper is to propose an effective learning environment for the initial stages of mathematical learning. Basic numerical skills and the objects and actions that trigger those skills are conceptualized as a mathematics-learning environment. We discuss numerical learning mechanism and the basic skills and environments we use to learn numbers briefly within the human cognition system. The three subsystems of number, i.e., exact number system, approximate number system and access to symbol system, are explained with reference to basic number competencies. They are discussed within the framework of &quot;number sense&quot; by drawing evidences from the neuroscience and mathematics education literature. Finally, how to manipulate the components of these subsystems for an effective learning of number is exemplified in a proposed model of mathematical learning environment.
Predicting Mathematical Learning Difficulties Status: The Role of Domain-Specific and Domain-General Skills
Author: Mononen, Riikka
Date: 2022-01-00
Type: Journal Articles
Subjects: Mathematics Skills,Grade 1,Grade 3,Learning Problems,Prediction,Foreign Countries,Numeracy,Thinking Skills,Language Skills,Arithmetic,Nonverbal Ability,Computation,Mathematical Logic,Short Term Memory,Executive Function,Naming,Low Achievement

This study investigated which domain-specific and domain-general skills measured at grade 1 predict mathematical learning difficulties (MLD) status at grade 3. We used different cut-off criteria and measures of mathematics performance for defining the MLD status. Norwegian children's (N = 206) numeracy, cognitive, and language skills were measured at grade 1 and arithmetic fluency and curriculum-based mathematics (CBM) at grade 3. Logistic regression analyses showed that symbolic numerical magnitude processing, verbal counting, and rapid automatized naming predicted MLD25 status (performance [less than or equal to] 25th percentile) based on arithmetic fluency, whereas verbal counting skills and nonverbal reasoning predicted the status based on CBM. The same predictors were found for MLD10 status (performance [less than or equal to] 10th percentile), and in addition, rapid automatized naming also predicted the status based on CBM. Only symbolic numerical magnitude processing and verbal counting predicted LOW status (performance between 11-25th percentile) based on arithmetic fluency, whereas nonverbal reasoning and working memory predicted LOW status based on CBM. Different cut-off scores and mathematics measures used for the definition of MLD status are important to acknowledge, as these seem to lead to relatively significant variation in which students are identified as having MLD and which factors contribute to the MLD status.
Teacher Subject Matter Knowledge for the Meaningful Transition from Arithmetic to Algebra
Author: Yildiz, Pinar
Date: 2021-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Middle School Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Prior Learning,Arithmetic,Mathematical Concepts,Teaching Methods,Case Studies,Equations (Mathematics),Teacher Attitudes,Foreign Countries

Teacher knowledge is particularly important in middle school mathematics to enhance the meaningful transition from arithmetic to algebra. Developing a solid understanding of algebra requires teachers to unpack the meaning underlying the basic concepts, make clear and explicit distinctions among concepts, and facilitate students to connect these concepts with their prior knowledge and understandings in arithmetic. This study focused on the content knowledge (i.e., decompose, trim, and bridge) of three middle school mathematics teachers in practice during the introduction of basic algebra concepts (i.e., variable, algebraic expression, equality and equations). Case study was used as research design in this research. Individual interviews and observations regarding the instructions were used to gather data. Results showed that the participating teachers? conceptions regarding the variable, algebraic expression and equation were rather narrow and it resulted in several constraints when unpacking their meaning in the classroom. While bridging was a commonly observed instructional practice among the participating teachers, the quality of bridging, did not always provide opportunities for a meaningful transition. Trimming, on the other hand, was not observed as a common teaching practice.