ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Technology to Continue Learning in Palestine Disrupted with COVID-19
Author: Shraim, Khitam
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,COVID-19,Pandemics,School Closing,Distance Education,Electronic Learning,Online Courses,Access to Computers,Internet,Telecommunications,Handheld Devices,Social Media,Educational Technology,Barriers,Teacher Role,Teaching Methods,Parent Attitudes,Teacher Attitudes

This qualitative study examined how decision-makers and teachers have responded to offer education for all Palestinian students at the immediate onset of the COVID-19 outbreak and how technology is being used to continue education online. Semi-structured interviews were conducted with 20 participants from parents, teachers and decision-makers in Palestine. Interview transcripts were coded using a grounded theory design with a constant comparative method. The findings show that participants identified that technologies such as mobile devices, social media and cloud computing would be useful for design and delivery of educational materials as well as raising safety awareness, and communication during the COVID-19 pandemic in Palestine. The findings also identify various challenges including the widening of the education's digital divide and an increasingly negative attitude towards online education. The data also indicate that the first wave of the COVID-19 experience could be the roadmap for wave two and for the transition to sustainable online learning as a supplement to the traditional learning methods and not as a replacement. This research further demonstrates that teachers who are early adopters have a significant role in influencing both students and other teachers to adopt the transformation to online learning. In addition, the national and international initiatives with a multi-stakeholder partnership could provide sustained, long-term, real solutions for online learning.
University Prep School Instructors&apos; Self-Efficacy Perceptions
Author: Can, Seçkin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Preparation,Language Teachers,Second Language Instruction,English (Second Language),Self Efficacy,Teaching Methods,Language Proficiency,Universities,Classroom Techniques,Teaching Experience,Correlation

The aim of this study is to search instructors' self-efficacy perceptions in English teaching at university prep school context. The relationship between instructors' self-efficacy perceptions and their use of teaching strategies, proficiency level and background characteristics is also investigated based on the three subdimensions of self-efficacy. Mixed method design was employed in the study. In the first phase, a four parts questionnaire was conducted to 374 prep school EFL instructors at 8 different universities in Turkey. In the second phase, interview sessions were held with 25 instructors working at same universities to gain a wide perspective on the points investigated in the questionnaire. Results have revealed that participants' self-efficacy level is quite high especially in classroom management and instructional strategies. Moreover, a significant relationship was found between instructors' self-efficacy perceptions and their language proficiency. Another important finding of the study was that there was a strong correlation between instructors' self-efficacy perceptions and their teaching experience.
The Effect of 8-Week Crossfit Training on Social Physical Anxiety Levels
Author: Dogru, Yeliz
Date: 2020-08-00
Type: Journal Articles
Subjects: Training Methods,Program Length,Program Effectiveness,Exercise,Physical Activity Level,Anxiety,Social Environment,Self Concept,Gender Differences,Body Weight,Body Composition,Young Adults,Athletics,Foreign Countries

It is important to preserve some bodily mobility so that people are made up of a system based on movement and the organism remains healthy and vigorous. Crossfit is a widely preferred sport in recent years. For this reason, the aim of the study is to investigate the effect of 8-week crossfit workouts on social physical anxiety levels according to genders. 45 volunteers participated in the study. Crossfit workouts were performed for 8 weeks, 3 days a week. In the first 4 weeks, crossfit model named &quot;Cindy&quot; was applied. In the last 4 weeks, the Chelsea model, which has the same content as the Cindy model, was applied for 30 minutes. The Wilcoxon signed rank test was used in the pre- and post-test comparison of the data with no normal distribution, whereas the Mann Whitney-U test was used to compare the groups. According to the pre-post test results, there is a significant difference in body weight, BMI and SPAS values (p &lt; 0.05). There was a significant difference in SPAS values in favor of women in the comparison between groups (p &lt; 0.05). As a result, it was seen that social physical anxiety states were higher in women eight weeks ago. This may be due to the higher body weight and BMI rates in women compared to men.
Mediator Role of the Need for Social Approval in the Relationship between Perfectionism and Codependency: A Structural Equation Modeling Study
Author: Karasar, Burcu
Date: 2020-12-00
Type: Journal Articles
Subjects: Peer Acceptance,Structural Equation Models,Personality Traits,Teacher Education Programs,Correlation,Measures (Individuals),Goodness of Fit,Student Attitudes,Role,Preservice Teachers,Foreign Countries

The purpose of the study is to test the model developed in relation to the mediator role of the need for social approval in the relationship between perfectionism and codependency. The study was conducted on a total of 188 students (144 females and 44 males) attending the Education Faculty of Amasya University. In the study, Spann-Fischer Codependency Scale, Need for Social Approval Scale and Frost Multidimensional Perfectionism Scale were used. The theoretical model proposed in the study was tested with the structural equation model. In the analysis of the collected data, LISREL 8.51 was used. The goodness-of-fit indices calculated for the model were found to be good. The goodness-of-fit indices found for the structural model are as follows: RMSEA=0.07, Standardized RMR=0.08, NNFI=0.90, CFI=0.91 and IFI=0.91. It was found that the structural model constructed to reveal the mediator role of the need for social approval in the relationship between perfectionism and codependency has a good fit and the need for social approval was found to have a partial mediator role in the model.
Mentoring Inservice Teachers to Support Their Inclusive Science Teaching Practices for Students with Visual Impairment
Author: Yalcin, Gulistan
Date: 2020-12-00
Type: Journal Articles
Subjects: Teaching Methods,Mentors,Visual Impairments,Blindness,Teacher Attitudes,Teacher Role,Grade 3,Grade 4,Elementary School Science,Accessibility (for Disabled),Students with Disabilities,Student Needs,Foreign Countries,Assistive Technology,College Faculty,College School Cooperation,Special Education,Faculty Development,Inclusion,Elementary School Teachers

The Accessible Science for Students with Visual Impairment (ASVI) mentoring program aimed at developing innovative teaching methods for teaching science effectively to third-grade and fourth-grade students with visual impairment (VI). In order to achieve this, the program aimed to guide classroom or science teachers to develop or adapt instructional materials based on the objectives of the science class and also the needs of students with VI. The study was conducted during 2019-2020 at Aksaray University, in Turkey, with the participation of 10 faculty members (as the mentors) and 23 inservice teachers (as the mentees). The main purpose of the study was to investigate the inservice teachers' perceptions (as mentees) about the faculty members' mentoring roles, and to understand the mentors' self-perceptions. This research was designed as a qualitative case study. The study's findings revealed that mentors as the focus of the current study, they had the opportunity to implement procedures based on effective mentoring, and were thereby able to help the inservice teachers develop professionally in their preparations. Mentoring was highlighted as a means of overcoming some of the problems that the inservice teachers' faced in their educating of students with special needs.
What Makes a Great Preschool Teacher? Best Practices and Classroom Quality in an Urban Early Childhood Setting
Author: Infurna, Charles J.
Date: 2020-12-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Teaching Methods,Best Practices,Educational Quality,Urban Schools,Preschool Education,Teacher Competencies,Teacher Student Relationship,Caring,Parent Teacher Cooperation,Social Development,Emotional Development,Child Development,Individualized Instruction

This qualitative study explored preschool teacher beliefs and practices in relationship to observed classroom quality and student outcomes. A phenomenological approach framed the design of the research collected from seven preschool teachers in a large urban school district in Western NY. Teachers were asked two questions about student learning and excellence in teaching. Findings suggest that high performing preschool teachers believe it is important to establish nurturing relationships with their students, foster positive relationships with the families of the children they work with in the classroom, and nurture the social-emotional development of their children in the classroom. Pedagogically, differentiated instruction emerged as a theme in which teachers' described their teaching practice to meet the needs of all their students. Future research should be focused on the impact professional development has on the quality of instruction provided in preschool classrooms.
Preparedness for Online Learning in the Context of COVID-19 in Selected Sub-Saharan African Countries
Author: Pete, Judith
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Emergency Programs,COVID-19,Pandemics,Universities,College Students,College Faculty,Satisfaction,Handheld Devices,Telecommunications,Laptop Computers,Computer Use,Access to Computers,Internet,Reliability,Technological Literacy,Costs,Capacity Building,Learning Readiness,Foreign Countries

This study sought to evaluate the instructor and learner preparedness for online learning in Sub-Saharan Africa. Specifically, the study explored the devices lecturers and learners use for teaching and learning, their level of digital proficiency, access to internet connection and finally, their level of satisfaction of connectivity cost, speed and stability. The study followed quantitative design and used structured questionnaire which were distinct for lecturers and students but with similar variables. It targeted three Sub-Saharan countries: Kenya, Ghana and Sought Africa. A total of 2,341 respondents participated in the research comprising of 855 lecturers and learners from Ghana, 842 from Kenya and 644 from South Africa. We found out that generally the respondents in the three countries use mostly laptops and smart phone devices compared to desktop computers except for Kenya where there was high record of desktop computers. Additionally, the use of tablet device was the least among the three countries. Lecturers and learners in these universities possessed intermediate digital proficiency which meant respondents were able to use a range of applications effectively. The study established that there was extremely low level of satisfaction with the internet connection, cost and reliability. The study recommended that institutions should maximize the use of mobile technology to teach and enhance online learning since majority of the learners possess smart phones and laptop devices. Universities should shift the focus from centralized Information Communication Technology investment in the campus to off campus empowering the learner and instructor than relying on campus Information Communication Technology hence to subsidize on internet bundles. Universities should lobby for subsidized internet bundles from internet providers and policy makers should reduce tax levies for internet service providers to offer affordable and reliable internet connection to learners and instructor off campus. In collaboration with universities, United Nations Educational, Scientific and Cultural Organization should prioritize capacity building for lecturers and other users to enhance skills and knowledge of online education.
The Emergency Online Classes during COVID-19 Pandemic: A Chinese University Case Study
Author: He, Weixin
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Electronic Learning,Teacher Attitudes,College Faculty,Student Attitudes,College Students,Teaching Methods,Instructional Effectiveness,Conventional Instruction,Foreign Countries,Educational Technology,Technological Literacy,Satisfaction,Teacher Effectiveness,Barriers

The sudden outbreak of COVID-19 occurred in China at a time when colleges and universities would begin the Spring semester, and the complete lockdown of the entire country made it impossible for campuses to open after the one-month long winter vacation. Under the guidance of the Central Government's Ministry of Education, which is the highest authority of Chinese educational systems and is the supreme policy maker, all schools, including colleges and universities, moved classes online. Since the move was at such a short-notice and in a less prepared manner, the effectiveness of it remained a concern for administrators, teachers and students as a whole. This paper, using the quantitative and qualitative data provided by a Chinese university survey, aims to analyze the factors commonly used in academic researches to measure the effectiveness of its online classes under such an emergency circumstance, with perceptions of both students and teachers. The paper discusses the issues through its findings, by comparison of teaching vs. learning effectiveness, online vs. face-to-face classrooms. It further explores the solutions to improve online teaching and learning environment, and suggests that after the pandemic is over the online classes shall not be a new normal in Chinese higher education.
Designing an Instructional Unit on &quot;Argumentative Essay&quot; for Prep Year Students: An Action Research in a State University in Turkey
Author: Tomak, Burak
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Writing Instruction,Persuasive Discourse,Essays,College Students,Second Language Learning,English (Second Language),Writing Assignments,English for Academic Purposes,Language of Instruction,Writing Tests,Student Educational Objectives,Writing Skills,Writing Evaluation

Writing is one of the productive skills for language learners. This study was conducted to design a unit for language students who were enrolled in the School of Foreign Languages in one of the most prestigious Turkish state universities located in Istanbul. These learners had been taught different academic essay types in this educational institution for which the researcher designed an instructional unit on &quot;Argumentative Essay Writing&quot;, which was highly needed for the learners taking English-medium-instruction to pursue their academic studies. For the purpose of this study, one prep class was chosen to implement the designed unit so that the efficiency could be evaluated in the end. As for the data collection tools, interviews were arranged with three students in the class where the design was implemented. Three junior students in different departments who had previously had a prep school experience before they took their departmental courses in their faculties were also interviewed as well as the instructors who gave the &quot;academic writing&quot; course by teaching the essay types for several years in this research context. Additionally, the writing tasks given to the students of the class where the research was conducted as well as their mid-term papers were also included in the data. All through these stages, observation protocols were also used by the &quot;on-site&quot; researcher. Results showed that an efficient and applicable unit for an &quot;Argumentative Essay&quot; is possible considering the students' needs, entry characteristics, goals and objectives, instructional strategy, assessment, implementation and evaluation of the whole process.
Fitting a Mixture Rasch Model to Visual Sequential Processing Memory Sub-Dimension of ASIS: The Role of Covariates
Author: Sahin, Murat Dogan
Date: 2020-12-00
Type: Journal Articles
Subjects: Item Response Theory,Memory,Intelligence Tests,Children,Age Differences,Gender Differences,Goodness of Fit,Test Items,Difficulty Level,Classification,Foreign Countries

Advanced Item Response Theory (IRT) practices serve well in understanding the nature of latent variables which have been subject to research in various disciplines. In the current study, 7-12 aged 2536 children's responses to 20- item Visual Sequential Processing Memory (VSPM) sub-test of Anadolu-Sak Intelligence Scale (ASIS) were analyzed with Mixture Rasch Model (MRM). In the first phase of the study, concomitant (covariate) variables were not used. In the second phase, age and gender were added to the model, and then the two models were compared in terms of fit indices, the number of latent classes and the distribution of item difficulties in the latent classes. The results of the study suggested that there were three latent classes in both models; however, the latter model had a better fit compared to the former model. In addition, the latent classes in both models had similar characteristics, and the distributions of item difficulties in the latent classes were also quite similar in both models while they had some differences in some aspects. The sizes of identical latent classes in both models varied between 15% and 30%. The results of the current study are expected to provide a deeper insight to researchers studying measurement theory and/or intelligence measurement.
The Effect of Mobile User Typology on Mobile Learning Adoption in Higher Education
Author: Singh, Lenandlar
Date: 2020-00-00
Type: Journal Articles
Subjects: Telecommunications,Educational Technology,Technology Uses in Education,Foreign Countries,Higher Education,College Students,Intention,Technology Integration,Age Differences,Gender Differences,Intellectual Disciplines,Instructional Program Divisions,Geographic Location

Mobile user typology is absent from popular models for mobile learning adoption though understanding such typology can help with design of learning. This paper explores the salient mobile user typology by applying latent class analysis to reported use of mobile phone features collected from students at six university campuses in four countries (Barbados, Guyana, Jamaica, Trinidad and Tobago). It also relates the user types to behavioural intention to adopt mobile learning within a structural equation modelling framework. The results indicate four mobile user types which are distributed differently over the campus-territory groups and to which age, sex, programme level and programme type of the students are significantly related. Furthermore, mobile user typology is related to behavioural intention to adopt mobile learning and this avails it as a candidate for inclusion in models used for mobile learning adoption. There is some extent of cross-national specificity of mobile user typology though some user categories seem to be more generalisable.
Preservice Middle School Mathematics Teachers&apos; Definitions of Algebraic Expression and Equation
Author: Yildiz, Pinar
Date: 2020-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Middle School Teachers,Mathematics Teachers,Definitions,Algebra,Equations (Mathematics),Mathematical Concepts,Mathematics Instruction,Foreign Countries,Misconceptions

Using correct definitions of the mathematical concepts is crucial for learning and teaching of any mathematical content. Being able to make mathematically correct definition of the concepts is an indicator of teachers' content knowledge. The purpose of this study is to determine how preservice middle school mathematics teachers define the concept of algebraic expression and equation. The participants of this case study were 35 preservice middle school mathematics teachers. The data were collected through written exam and semi-structured interviews. Written exam includes two questions asking preservice teachers to define equation and algebraic expression and write an example of each. Only 9 of participants correctly defined algebraic expression. Preservice teachers' definitions of algebraic expression were classified under three themes which are expressions containing unknown, expressions containing equality, and mathematical expressions. Two themes arose from preservice teachers' definition of equation: expressions with unknown, and expressions with equality.
Investigating Reading Literacy in PISA 2018 Assessment
Author: Koyuncu, Ilhan
Date: 2020-12-00
Type: Journal Articles
Subjects: Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Reading Tests,Reading Achievement,Predictor Variables,Mathematics Tests,Science Tests,Mathematics Achievement,Science Achievement,Metacognition,Cross Cultural Studies,Early Childhood Education,Occupations,Parent Child Relationship,Student Attitudes,Student School Relationship,Well Being,Learning Activities

This study aims to investigate the predictors of reading performance and how reading performance predicts mathematics and science performances in PISA 2018 study. For this purpose, the country in the focus (Turkey), the highest performer (China [B-S-J-Z]) in the world, and the lowest performer (Mexico) among the OECD members countries were selected as the research sample. A total of 12058 students participated from China (Male=6283, Female=5775), 6890 students from Turkey (Male=3494, Female=3396), and 7299 students from Mexico (Male=3473, Female=3826) in PISA 2018 study. The results revealed that 'Index of economic, social and cultural status', 'Meta-cognition: assess credibility', and 'Meta-cognition: summarizing' are the most significant factors affecting students' reading literacy in all three countries. Total explained variance explained is 41%, 41%, and 39% for Turkey, China (B-S-J-Z) and Mexico, respectively. 'Index highest parental occupational status', 'Duration in early childhood education and care', 'Attitude towards school: learning activities', and 'Subjective well-being: Sense of belonging to school' are not significant predictors for reading literacy of students from all three countries. In addition, regarding the predictivity of reading literacy, total variance explained is 65% in mathematics performance and approximately 77% in science performance for all three countries.