ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Teachers&apos; Compliance with Ethical Rules and Students&apos; Psychological Well-Being
Author: Avsar, Ruveyda
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethics,Professionalism,High School Teachers,High School Students,Teacher Student Relationship,Compliance (Psychology),Student Attitudes,Well Being,Mental Health,Gender Differences,Institutional Characteristics,Family Income,Correlation,Foreign Countries

This study aims to determine the relationship between teachers' compliance with ethical rules and students' psychological well-being. In this study, a correlational survey model was used. The population of the study consists of High school students studying in Haymana, Polatli, and Güdül districts of Ankara in the academic year of 2018-2019. The sample consists of 672 high school students selected from the population by simple random sampling method. &quot;Teacher Ethical Values Scale According to Student Perception&quot; and &quot;Psychological Well-Being Scale&quot; was used to collect data in the study. In the analysis of data, t-test, one-way analysis of variance (ANOVA), Pearson-Product Moment Correlation Coefficient, and Multiple Linear Regression techniques were utilized. In consequence of the study, it was determined that the students' perception of their teachers' level of compliance with ethical rules was high. Students' psychological well-being levels were determined at the level of &quot;slightly agree&quot; according to the evaluation system of the scale. A significant positive correlation was found between students' perceptions of teachers' level of compliance with ethical rules and their psychological well-being. It was concluded that the total scores of the teacher ethical values scale are a significant predictor of the psychological well-being variable according to student perception.
Digital Devices and Student Achievement: The Relationship in PISA 2018 Data
Author: Bozkus, Kivanç
Date: 2021-00-00
Type: Journal Articles
Subjects: Handheld Devices,Academic Achievement,International Assessment,Achievement Tests,Foreign Countries,Secondary School Students,Technology Uses in Education,Regression (Statistics),Predictor Variables,Technology Integration

This research aims to find how the infrastructure of digital devices within the school and teachers' capacity using digital devices affect student achievement defined as PISA 2018 reading, math, and science scores. The ex post facto co-relational causal research design was employed. The data were obtained from the school questionnaire administered to school principals who participated in PISA (Program for International Student Assessment) 2018. A scale was developed from the PISA 2018 data available on OECD PISA website. To correlate factor means with PISA 2018 scores, a matrix was constructed by the researcher. To predict PISA 2018 scores with factor means, linear regression analyses were done. The results showed that the infrastructure of digital devices within the school affected PISA 2018 reading, math and science scores more than teachers' capacity using digital devices. It was also revealed that there was a strong relationship between the infrastructure of digital devices within the school and teachers' capacity using digital devices, and developing the infrastructure of digital technologies could provide practical benefits for students.
Determination of Pre-Service Primary School Teachers&apos; Cognitive Structures of Communication, Cooperation and Decision-Making Skills via a Word Association Test
Author: Akaydin, Birsen Berfu
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Elementary Education,Science Education,Biological Sciences,Cognitive Structures,Communication Skills,Decision Making,Cooperation,Daily Living Skills,Skill Development,Concept Mapping,Concept Formation,Association Measures,Public Colleges,Foreign Countries

The purpose of the current study is to determine pre-service primary school teachers' cognitive structure regarding communication, cooperation and decision-making skills, which are among the basic life skills addressed in the Life Sciences curriculum. The study employed qualitative research method. The study group of was composed of 111 pre-service primary school teachers taking the course &quot;Life Sciences Teaching&quot; at the Department of Primary School Teacher Training in a state university located in the Marmara region of Turkey. A word association test prepared to test the skills addressed in the current study was used as the data collection tool. This word association test focused on three of the basic life skills; communication, cooperation and decision-making skills. By examining the words written by the pre-service primary school teachers related to these three skills in a detailed manner, a frequency table showing how many times the concepts were repeated was prepared and on the basis of the cut-off points, concept maps were developed. As a result of the analysis, it was found that the pre-service primary school teachers produced a total of 154 concepts in relation to the three skills. When the concepts most frequently produced by the pre-service primary school teachers were examined, it was found that &quot;human&quot; was the concept most frequently produced for the communication skill, &quot;group&quot; was the concept most frequently produced for the cooperation skill and &quot;reaching a conclusion&quot; was the concept most frequently produced for the decision-making skill.
Exploring Management of Teaching and Assessment in Mixed Class of Learners: Case of Selected Secondary Schools in Vhumbedzi Circuit
Author: Muedi, Fhulufhelo Patrick
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Educational Practices,Student Evaluation,Teacher Attitudes,Teacher Characteristics,Principals,Administrator Attitudes,Evaluation Methods,Science Instruction,Science Laboratories,Science Experiments,Access to Computers,Attendance,Time Factors (Learning),Planning,Lesson Plans,Educational Media,Teacher Supervision,Observation,Specialization,Teaching Methods

This study investigated the management of teaching and assessment of the &quot;qualified to be progressed&quot; learners (QP) for quality learning and teaching. Mixed methods approach was adopted. Random and purposive sampling were used to select teachers and School Management Team (SMT) member respectively who formed the study sample. The study was conducted in 10 purposively selected secondary schools in the Vhumbedzi Circuit, Limpopo, South Africa. Data was collected from the 165 selected teachers through the use of questionnaires while interviews were conducted for 10 SMTs. The quantitative data was analysed using percentage, while the qualitative data was coded and thematically analysed. The finding of the study showed that there are no clearly developed strategies to help manage the teaching and assessment of the QP learners. The study recommends that the DBE, through its curriculum section, should assist the SMTs in the development of strategies to help manage the teaching and assessment of the QP learners for quality teaching and learning.
Teachers&apos; Reflection and Level of Reflective Thinking on the Different Dimensions of Their Teaching Practice
Author: Orakci, Senol
Date: 2021-06-00
Type: Journal Articles
Subjects: Reflective Teaching,English (Second Language),Language Teachers,Secondary School Teachers,Behavioral Objectives,Course Content,Learning,Teaching Methods,Student Evaluation,Teacher Attitudes

The present study deeply aims to reveal teachers' reflection and their reflective thinking levels on the different dimension of their teaching practice with regard to the dimension of learning objectives, content, learning-teaching process, and measurement and evaluation in the context of English courses. The study was designed as case study method. The study group was composed of 27 teachers selected based on the criterion sampling method. Results showed that the participant teachers had information about reflective thinking skills and they made some changes in the lesson plan because they thought that a lesson plan for the learning objectives ignoring students' prior knowledge was ineffective. Based on teachers' opinions, it was also determined that the content consisted of similar topics and was very intense and heavily based on vocabulary teaching. Results indicated that participant teachers reflected on teaching methods and techniques, activities and materials, student motivation, classroom atmosphere, and ensuring participation in the lesson. It was also revealed that the efficiency of measurement tools and the need to prepare measurement tools with regard to the learning objectives should be realized. Based on their reflective diaries, participant teachers also reflected at the technical, practical and critical levels and developed reflection-in-action, reflection-on-action, and reflection-for-action. Providing teachers with in-service training courses such as thinking skills, problem solving and decision making techniques, risk and crisis management that will contribute to overcoming their shortcoming and mistakes is thought to improve their reflective thinking skills.
The COVID-19 Pandemic, Its Consequences, and the Recovery: Implementation of Disaster Education and Management Is Key to the Schooling of Children with Disabilities
Author: Ressa, Theodoto W.
Date: 2021-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Students with Disabilities,Access to Education,Achievement Gains,School Closing,Academic Failure,Intervention,Foreign Countries,Student Needs,Barriers,Preschool Education,Elementary Secondary Education,Postsecondary Education,Communicable Diseases,Natural Disasters,Public Schools,Private Schools,Curriculum,Educational Technology,Technology Uses in Education,Access to Computers,Poverty,Family Environment

COVID-19 pandemic has eroded gains towards Kenya Vision 2030's poverty eradication goal by denying Kenyan children and youth with disabilities access to (quality) education. Situational analysis on the impact of COVID-19 pandemic on education of primary and secondary school-age individuals from March 2020 to December 2020 reveal that the education opportunities for learners with disabilities remained unpredictable as the disease ravaged communities to the end of the year. Learners with disabilities fell behind academically after school closure and COVID19 related biases predisposed them to academic failure and failed adulthood. Then, the implementation of disaster education and recovery plans are overdue and must intentionally target education of children and youth with disabilities.
Exploring Middle School Students&apos; Environmental Attitudes through Ecocentrism and Anthropocentrism
Author: Atabey, Nejla
Date: 2021-00-00
Type: Journal Articles
Subjects: World Views,Middle School Students,Student Attitudes,Ecology,Natural Resources,Student Behavior,Conservation (Environment),Grade 5,Grade 6,Grade 7,Grade 8,Foreign Countries,Pollution,Energy Conservation,Recycling

Today, the decrease of bonds established with nature due to the use of technology, the increase in urbanization and the change of daily routines might affect people's attitudes and behaviours towards environment negatively. Considering that attitudes are one of the most important factors affecting behaviours, in the current study, it is aimed to reveal students' environmental behaviours and whether the attitudes that underlie these behaviours are ecocentric or anthropocentric. In the context of basic qualitative design, twelve questions related to environmental behaviours were asked to middle school students and in addition, students were required to explain the reasons of their behaviours. The findings revealed that middle school students had ecocentric and both ecocentric and anthropocentric attitudes for the questions related to sensitive behaviour and attentive behaviour. However it was seen that students showed anthropocentric attitudes for the questions related to energy/product saving and for the questions about sorting out the garbage, throwing the garbage into the recycling bin and using products having recyclable materials in their packaging. Therefore it is recommended to organize environmental education that supports students' environmental attitudes when the issue have an economic dimension and that encourage them for recycling applications.
The Effect of Digital Activities on the Technology Awareness and Computational Thinking Skills of Gifted Students (eTwinning Project Example)
Author: Çevik, Mustafa
Date: 2021-06-00
Type: Journal Articles
Subjects: Academically Gifted,Educational Technology,Technology Uses in Education,Computation,Thinking Skills,Foreign Countries,Distance Education,Networks,Gender Differences,Institutional Characteristics,Parent Background,Educational Attainment,Student Experience,Student Attitudes,Elementary School Students,Secondary School Students,Grade 4,Grade 5,Grade 6

The aim of this study was to examine the effect of interdisciplinary activities organised online within the scope of an eTwinning project carried out with gifted students on the students' technology awareness and computational thinking (CT). However the research was not funded by eTwinning. The study was carried out through web-based tools for a period of 3 months in the year 2020. These Web 2.0 tools were: Canva, Zoom, Google Classroom, Jamboard, Tinkercad, Telegram, Facebook, Kahoot!, Instagram, StoryJumper, Padlet, etc. The research was designed with an explanatory design which is one of the mixed models. While in the quantitative aspect of the study, a quasi-experimental design with pretest posttest control group was carried out, a case study was carried out in the qualitative aspect of the study. The participants were 50 gifted students continuing their education at Science and Art Centres affiliated to the National Education Ministry in 6 different provinces of Turkey. Quantitative and qualitative methods were used together in the study. A technology awareness and computational thinking scale was chosen as the quantitative data collection tool, while mind maps were used as the qualitative data collection tool. As a result of the research, a significant increase in the participants' technology awareness and computational thinking was determined in favour of the posttest, while this increase was verified through the mind-mapping technique applied to the students. At the end of the study, the findings were discussed, and recommendations were made for future studies. In addition, a great limitation of this research was the effectiveness of activities that had to be carried out entirely remotely due to the COVID-19 pandemic. In the distance education, in which the teacher's control was weak, the skills intended to be fostered in students remained at a lower level.
Activity-Based Teaching with Social Studies Pre-Service Teachers for Developing the Thinking Skills of Learners
Author: Bektas, Özlem
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,Skill Development,Professional Development,Material Development,Learning Activities,Teaching Methods,Teacher Competencies,Thinking Skills,Social Values,Lesson Plans,Instructional Effectiveness,Curriculum Implementation,Foreign Countries

In this study, by helping social studies pre-service teachers develop activities for thinking skills, it was aimed to explore the effects of such activities in the context of professional competencies. The research was designed as action research. The action research group included 31 pre-service teachers (16 women and 15 men). Semi-structured interviews were conducted in final meeting with 12 volunteering participants after the application was completed. The following findings were explored in detail as; in the context of professional development, skills, values, and professional competence dimensions; in the context of lesson planning and teaching processes, lesson planning, teaching processes, material use, and contributions to activity production; and, at the end of the implementation process, evaluations of the implementation process and personal development. As a result of the research it was determined that creative thinking, critical thinking, thinking from different perspectives, original thinking, reflective thinking, high-level thinking, problem solving, scientific thinking, analytical thinking, thoughtful thinking, empathetic thinking, objective thinking, aesthetic thinking, developing broad perspective, collaborative thinking, and questioning skills were developed in the skills dimension. In the dimension of value, values such as justice, empathy, patriotism, austerity, respect, trust, self-confidence, solidarity, diligence and responsibility were developed. When the general results are evaluated, it was revealed that the pre-services improved their professional competencies in terms of lesson planning, implementation, activity development, material use, and pedagogical aspects. In order to ensure that the professional needs and competencies of pre-service teachers are met and supported, institutional educational programs that train teachers should undergo curriculum updates with the addition of the necessary theoretical and practical information to implement activity-based teaching in it successfully.
An Analysis of Teachers&apos; Views toward the Teaching of Text Type and Structure
Author: Sen, Erhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Text Structure,Writing (Composition),Language Teachers,Elementary School Teachers,Turkish,Difficulty Level,Textbooks

It is important to supply students with skills about text type and structure in educational environments. To have such skills gives the student many advantages in the process of comprehending, and evaluating any text. This study aims to bring out the opinions of Turkish language teachers and elementary school teachers about teaching text type and structure. In this study, a descriptive research design was employed and the participants consisted of 55 Turkish language teachers and elementary school teachers. Content analysis was utilized for data analysis. In this study, to check reliability and validity, the statements of participants were transfered directly, participant confirmation and the percent of agreement (approximately % 0, 81) between two researchers were used. It was found that Turkish language teachers and elementary school teachers generally adopted a different teaching approach, and used the text-based, production and conversion, information transfer, and audience-centred activities. The participants stated that there are different problems in Turkish textbooks concerning the teaching. It is suggested that studies should be carried out to solve the problems that teachers have stated in the teaching of text type and structure.
Mapping the Landscape of Asynchronous and Synchronous Online Services in Communication Centers
Author: McIntyre, Kristen
Date: 2017-00-00
Type: Journal Articles
Subjects: Asynchronous Communication,Synchronous Communication,Academic Support Services,Communication (Thought Transfer),Communication Skills,Internet,Distance Education,Online Courses,Computer Mediated Communication

Communication Skill Centers are dedicated to adapting services in order to best meet the needs of their clients. The authors felt it was necessary to explore how their center could offer and support online mediated services. For the past two years they have incrementally developed and piloted asynchronous (submit and respond) and synchronous (real time video) online service offerings. It was through the experience of building online mediated services that they were motivated to learn more about what other centers around the country are doing to meet the needs of their clients. Consequently, through this study, the authors hoped to learn how fellow centers are engaging in online mediated services. In this article, the authors first explore briefly the relevant literature. Second, they present the methodology for the study. Third, they report the results. Finally, they analyze the results in the discussion section.
From Tutoring to Teaching: Advice I Should Have Taken and Connections I Should Have Made
Author: Berry, Landon K.
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Instruction,Academic Support Services,Tutoring,Teaching Methods,Reflective Teaching,Rhetoric,Freshman Composition

The author has taught writing/communication for five years and consecutively for four. Preceding both periods of teaching were very informative and groundbreaking years as a tutor in two amazing communication centers. To say that these centers had a profound impact on the pedagogy of the author, is an understatement. The author has always strived to be a reflective teacher, but he will admit that he sometimes does not readily make connections that would be advantageous to his teaching. This article, then, is a look backwards to one of the key pieces of advice he received as a tutor, advice he would have done well to heed when he began teaching. It is the hope of the author in drawing attention to his missed opportunities to arm both tutors and teachers (especially tutors who are considering teaching) against such mistakes, and help both parties become conscious of the ways of thinking of the other. When tutors and teachers share common strategies for supporting students, the students they serve are destined for success.
From Teaching to Tutoring: Listening to My Inner Teacher
Author: Dieterle, Brandy
Date: 2017-00-00
Type: Journal Articles
Subjects: Freshman Composition,Communication Strategies,Tutoring,Teaching Methods,Academic Support Services

Prior to being a graduate communication center consultant, the author taught first-year composition for two years. As a teacher, she focused heavily on using various forms of communication as tools for learning, modeling effective communication strategies in the classroom, and learning collaboratively. While serving as a graduate consultant the author often found herself in one-to-one tutoring consultations. Tutoring gave her valuable insight on how to navigate one-to-one meetings with students on improving their communicative techniques. Tutors work within the zone of proximal development to support student learning. To accomplish this as a tutor, the author adapted 3 practices from her teaching in order to better support students in her tutoring. She presents these 3 practices in this article: (1) Start by skimming student texts and identifying areas in need of improvement; (2) Teach students how to find and use resources to help them when they are struggling; and (3) Do not give students the answer. As the author learned more about communication center theory, she was able to further refine these practices based upon findings from existing research.