ethanporcaro/eric-fulltext-meta huggingface dataset:
A Day at the Science Center: Examining the Experience of the Pre-Service Elementary Teachers on the Practices at the Science Center
Author: Aydin Ceran, Sema
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Teaching Centers,Teaching Experience,Preservice Teachers,Elementary School Teachers,Educational Practices,Teacher Attitudes,Field Trips,Student Interests,Science Instruction

This research was carried out to reveal the experiences of pre-service elementary teachers during their visit to the science center and their observations and opinions about this experience. For this purpose, a case study, which is one of the qualitative research designs, was adopted. 32 pre-service elementary teachers participated in the research. Interviews, observations, and diaries were used to obtain the data, and the data were subjected to content analysis. As a result of the analysis, four themes were reached: image, interest, contribution, and improvement. The results show that pre-service teachers associate the science center image they create with technology, laboratory, and scientists. It was determined that pre-service teachers showed more interest in some disciplines of science, scientists, and technology-related fields in the science center. In addition, it was concluded that the science center would contribute to the innovative and productive vision, economy, and science literacy of the society in the city where it is located, science teaching, and the professional development of teachers. Finally, the pre-service teachers made suggestions to increase the contribution of science centers to the region and society. The results of this study are expected to be a valuable guide, providing science teaching experience and a qualified science teaching vision for pre-service elementary teachers in informal environments.
An Analysis of the Questions on Mathematical Literacy Designed by Mathematics Teachers with a Postgraduate Degree
Author: Saka, Ebru
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Secondary School Teachers,Foreign Countries,Mathematics Skills,Achievement Tests,Secondary School Students,International Assessment,Mathematical Concepts,Questioning Techniques,Mathematics Teachers

This study aimed to examine mathematical literacy questions designed by mathematics teachers with graduate-level in mathematical literacy concerning the categories of mathematical content, real-life context, and mathematical processes, which are dimensions of the PISA mathematical literacy framework. Another aim was to investigate the appropriateness of the classifications made by mathematics teachers for the mathematical literacy questions they designed. The study design was a qualitative case study. The participants of the study consist of six secondary school mathematics teachers who are attending a postgraduate mathematical literacy course at a state university in Turkey. The data of the research were obtained from three mathematical literacy questions designed by each of the participants and the classifications made for these questions. The study found that the majority of the questions designed by the participants fell into the category of &quot;change and relationships,&quot; and questions related to real-life situations were mostly designed in the &quot;personal&quot; context, with the least number of questions designed in the &quot;scientific&quot; and &quot;societal&quot; contexts. Most questions included all three categories of mathematical processes when examined in terms of mathematical processes. In light of the results of this study, it can be suggested that the training to be provided in the future for writing questions related to mathematical literacy will greatly contribute to teachers.
Changing Landscapes of Teacher Quality in Initial Teacher Education: Examples from Scotland and Turkey
Author: Aslan Altan, Bilge
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Preservice Teacher Education,Teacher Education Programs,Cultural Differences,Educational Change,Teaching Skills,Educational Technology,Teacher Role,Teacher Behavior,Inclusion,Student Diversity,Social Justice

Teacher quality has attracted much attention both conceptually and empirically, especially in tackling some global challenges. Initial teacher education (ITE) has historically been one of the key actors in developing teacher quality and one of the foci in research. The article contributes to these debates by comparing two ITE programmes, from Scotland and Turkey, which have been recently reshaped. Both countries have currently declared new reformative steps and introduced internationally cared new conceptions into teacher quality. This study utilized a comparative approach and document analysis to investigate the evolution of views on teacher quality in different countries. The findings provide insights into the changes that have occurred in each country's perspective over time. Drawing from the two contexts, the paper sought evidence in articulated reports for core values and capacities, digital transformation, teacher agency, and innovative and inclusive pedagogies, which are considered important elements of the teaching profession in related literature. Followingly, the study outlines and compares the decisions and intended actions of these two contexts in terms of similarities and discrepancies under the aforementioned four indicators that can be both an example for international ITE programmes and a road map for teacher quality in ITE curricula design. By comparing two examples of ITE programmes with the suggested indicators of teacher quality, we would like to extract insights to reconsider and re-conceptualize teacher quality in much wider literature and future research.
Deep Relationship between the &quot;Haha!&quot; of Humor and the &quot;A-Ha!&quot; of Learning: Context-Based Comic Book Development, Teacher and Student Opinions
Author: Yüzbasioglu, Mustafa Kemal
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Cartoons,Teaching Methods,Science Instruction,Grade 5,Affective Behavior,Humor,Instructional Effectiveness,Foreign Countries

The research aimed to determine the opinions of the students and the course teacher with regard to using the comic book prepared in accordance with a context-based scenario as teaching material for the science course. Phenomenology, one of the qualitative research approaches, was used for research purposes. A context-based comic book was used as course material for 12 hours in a class of 18 5th-grade students. Semi-structured interviews were conducted with seven students and a course teacher, following the implementation, using the interview forms developed within the scope of the current research. The data obtained from the interviews were analyzed by content analysis and classified under the themes of &quot;Academic&quot;, &quot;Affective&quot;, &quot;Association with Daily Life&quot; and &quot;Comic Books and Humor&quot;. Pursuant to the results of the research, students, and course teacher declared the comic book as effective course material on the grounds that it makes the subject matter entertaining and understandable, facilitates learning, provides an opportunity for a permanent learning experience, provides an opportunity for individual learning, increases class participation, and supports the learning processes of students with literacy and language problems. Based on the results obtained, it has been suggested to use context-based comics in different units and lessons.
Diversity in Honors: Understanding Systemic Biases through Student Narratives
Author: Singla, Aman
Date: 2023-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Higher Education,Equal Education,Inclusion,Social Discrimination,Racial Discrimination,College Students,Social Bias,Minority Group Students,Access to Education,Critical Race Theory,Intersectionality

Centered on superiority over a certain group or individual, discrimination becomes predominant in prestigious institutions that pride themselves on exclusivity. Collegiate honors programs tend to deepen this practice by creating highly elite spaces accessible only to a select few. This rigidity can lead to an underrepresentation of historically marginalized groups, students who often lack the necessary resources for achieving academic excellence. This case study examines the ways honors programs inadvertently perpetuate discrimination among different social identities. Using inductive interviewing of honors students (n = 12) to gauge individual perceptions of program diversity, researchers rely on content analysis to generate four themes (relationship, discrimination, exclusion, conformity). By cross-analyzing participant responses with social identities, key programmatic components that may have led to covert systemic bias are uncovered. Results further indicate a possible link between a student's racial identity and their sense of belonging within the program, with people of color reporting more instances of &quot;othering&quot; and discrimination. This study reveals a pressing need for increasing access to honors for minority students and improving the level of integration and retention among students currently enrolled.
To Chat or Not to Chat: Text-Based Interruptions from Peers Improve Learner Confidence in an Online Lecture Environment
Author: Goodman, Sara G.
Date: 2023-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Computer Mediated Communication,Synchronous Communication,Videoconferencing,Undergraduate Students,Discussion,Comprehension,Attention,Learning Processes,Student Behavior,Classroom Communication,Online Courses,Educational Benefits,Lecture Method,Interaction,Retention (Psychology),Self Efficacy,Student Attitudes

Technology-driven interactions are becoming commonplace, particularly as online classes, telecommuting, and virtual meetings across distances and time zones have all increased in popularity. Platforms such as Google Meet, Skype, Webex, and Zoom use synchronous audio-visual communication supported by text-based chat, emoticon responses, and other supplementary functions. Given this uptick in the use of video conferencing with dynamic integrated features, it is important to understand how attention and cognitive resources may be taxed in these environments, and what that may ultimately do to participants' ability to comprehend the target content. In the current study, we investigated the impact of topically-relevant student-initiated text chat frequency on comprehension during an online lecture. The findings revealed that chat involvement alone does not affect learning itself. Chat activity was found to not be a distraction but in fact, a facilitator of increased confidence in learning in an online lecture environment when controlling for other outside distractions. Overall, the findings suggest that relevant chat content is not distracting and can be helpful in reinforcing concepts through supportive examples in adjacent modalities.
Enhancing Pre-Service Teachers&apos; Self-Efficacy for Teaching Diverse Learners: Capturing Young Students&apos; Attention through a Read-a-Loud and Music
Author: Arrington, Nancy McBride
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Self Efficacy,Minority Group Students,Learner Engagement,Reading Aloud to Others,Music Activities,Teaching Methods,Elementary School Students,Classroom Techniques,Art Education,Methods Courses,Student Attitudes

The sense of efficaciousness for engaging diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. In this case study, both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflections, interviews, open-ended responses, and lesson plans. Results demonstrated a significant increase in the pre-service teachers' self-efficacy in pre-post rating analysis and indicated that this project contributed to their efficacy in engaging and meeting the needs of diverse learners in elementary classrooms. The pre-service teachers demonstrated proactive classroom management and reflected upon their students' increased focus in class. The pre-service teachers indicated that their success with these types of projects encouraged them to plan for similar implementation with their future diverse learners; therefore, providing the potential to positively impact their future performance. Additionally, this project emanated Scholarship of Teaching and Learning (SoTL) by encouraging self-reflection; examining and applying effective teaching strategies; and advancing the field of teacher education.
Translation and Adaptation of Planned Happenstance Career Inventory in Urdu Language
Author: Younus, Numera
Date: 2023-00-00
Type: Journal Articles
Subjects: Urdu,English (Second Language),Translation,Language Processing,Psychometrics,Career Choice,Measures (Individuals),Foreign Countries,Student Attitudes,Validity,Reliability,Check Lists,Second Languages,Correlation,Self Concept Measures,Self Esteem,Career Counseling,Private Colleges,Undergraduate Students

The present study was aimed to achieve two objectives: (a) translate and adapt the English version of Planned Happenstance Career Inventory (PHCI) in Urdu language, and (b) to establish its psychometric properties with respect to Pakistani culture. The study was divided into two phases. Phase I consisted of forward and backward translation of the scale and its initial statistical analysis, whereas Phase II was focused on establishing the psychometric properties. Results of the Phase I yielded reliable (Cronbach's [alpha] = 0.863) and valid (item-total r &gt; 0.5, p &lt; 0.01) results on a sample of 253 students (female= 147, males = 106). Phase II analysis yielded correlation (r = 0.732, p &lt; 0.01), on a sample of (n=87), which suggests strong Test-Retest reliability whereas discriminant validity was proved with insignificant relationship of Counterproductive Work Behaviour Checklist and PHCI-Urdu version (r = 0.018, p &gt; 0.05), and significant correlation with Urdu Rosenberg Self-Esteem Scale (r = 0.358, p &lt; 0.01) proved the convergent validity of the two scales. This study concludes that PHCI-Urdu would be an effective tool for individual career counselling as well as trainings related to career counselling to prepare students for uncertain circumstances from public and private educational sectors.
Prospective Teachers&apos; Perceptions, Reliance, and Barriers to ICT Integration in Mathematics Learning
Author: Zamir, Sharik
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Technology Uses in Education,Barriers,Technology Integration,Mathematics Education,Technological Literacy,Foreign Countries

Prospective teachers' (PTs') ICT integration (ICTi) for learning math (LM) has been studied in the global context, however, it lacks in the local context. This study served to bridge the gap by exploring PTs': perceptions toward ICT competence and integration; reasons for relying on technology; and the challenges encountered while LM. The methodology was grounded in interpretivism, induction, mono-method-qualitative, case study, and cross-sectional components. The participants' selection was based on convenient and purposive techniques. Data were collected through semi-structured interviews (SSI) and focus group discussions (FGD) and were analyzed using thematic data analysis. The findings informed positive perceptions of PTs toward ICTi where the purpose of relying on technology varied across participants. Though ICTi was found important, still there are inherent challenges associated with its integration, for example, scanning online material, encoding math language, and limited awareness of mathematics application software. The recommendations necessitate the development of special programs to offer hands-on learning experiences along with mitigating challenges for the prospective teachers to integrate ICT for LM. Future researchers may focus on variables through the blended model of teaching and learning that impact the academic performance of students in a math course.
A Bibliometric Analysis of Research on Self-Regulated Learning: From the Beginning to 2021
Author: Cobanoglu, Rahime
Date: 2023-00-00
Type: Journal Articles
Subjects: Bibliometrics,Educational Research,Independent Study,Learning Motivation,Metacognition,Self Efficacy,Learning Strategies,Productivity,Periodicals,Foreign Countries,Authors,Electronic Learning,Higher Education,Academic Achievement,Educational Trends

The present study explores the self-regulated learning (SRL) research published in English or Turkish language journals included in the Web of Science database from the beginning to 2021 via bibliometric analysis. The 2197 articles that met the eligibility criteria were included in the study. The results reveal that the research on SRL has been carried out mostly by scholars from the USA and has gained increased attention since the 2000s. The three most influential scholars of self-regulated research are Chia-Wen Tsai, Philip H. Winne, and Roger Azevedo; however, the two top documents by local citations belong to Barry J. Zimmerman (2008) and Paul R. Pintrich (2004) in the study. The analyzed studies cited the Journal of Educational Psychology and Contemporary Educational Psychology most. The results reveal that motivation, metacognition, self-efficacy, and learning strategies are the keywords that most frequently occur and co-occur in the analyzed studies along with SRL. The trend topics of SRL research have been learning analytics, flipped classrooms, and MOOCs since 2018.
Developing Informational Text Writing Skills of Gifted Students by Leveraging Writing Strategies
Author: Erbasan, Ömer
Date: 2023-00-00
Type: Journal Articles
Subjects: Writing Skills,Skill Development,Writing Strategies,Writing (Composition),Academically Gifted,Grade 4,Elementary School Students,Writing Instruction,Foreign Countries

Designed as action research, this qualitative study aims to develop the informational text writing skills of gifted students through the strategies of &quot;all about&quot; books and &quot;biography writing frames&quot;. The study group of the research consists of 21 gifted 4th-grade students studying in the field of general mental ability in a Science and Art Center in the spring semester of the 2020-2021 academic year. An eight-week action plan was prepared to support the development of these students' ability to write informational texts. The first 4 weeks were planned with the strategy of &quot;all about&quot; books, and the last 4 weeks with the strategy of biography writing frames. The data were collected with student and teacher diaries, observer reports, and student products were scored through Informational Text Writing Rubric. Content analysis was used for the analysis of the collected data. The analysis of the data revealed that while the informational text writing skills of the students were at a moderate level at the beginning, they reached a high level at the end of the process. Based on the findings, some suggestions were presented to teachers and researchers to improve students' ability to write informational texts.
Development of Multilingual Preservice Classroom Teachers&apos; Turkish Language Skills: Mind and Intelligence Games
Author: Uzuner, Fatma Gül
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Bilingual Students,Turkish,Language Skills,Game Based Learning,Cognitive Processes,Affective Behavior,Second Language Learning,Teaching Methods,Student Attitudes,Instructional Effectiveness

The aim of this study was to examine the effect of mind and intelligence games on the development of multilingual preservice classroom teachers' Turkish language skills. In the study, an embedded mixed methods design, which is included in the scope of mixed research designs, was adopted. A single group pretest-posttest design within the scope of the pre-experimental designs was taken as the basis in the quantitative dimension of the research; while in the qualitative dimension, a design related to the effects of the program in the context of a special case study was taken as the basis. The study group of the research consisted of multilingual preservice classroom teachers (n=10). Videos, semi-structured interviews, a questionnaire, diaries, metaphor form, and the Foreign Language Learning Practices Scale (FLLPS) were used as data collection tools. According to the results obtained from the data collection tools, at the end of this game process, the participants' Turkish language skills, cognitive skills (memory, attention, perception, etc.), and affective skills (socialising, feeling happy, having fun, etc.) improved. It was also observed that this development process took place on the basis of cultural interaction. In light of the findings, it was concluded that the mind and intelligence games had positive effects on the development of the multilingual preservice teachers' language skills.
Improving the Teacher Training Process in Special Education: An Action Research
Author: Yilmaz, Yunus
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Education,Special Education Teachers,Action Research,Educational Improvement,Foreign Countries,Undergraduate Students,COVID-19,Pandemics,Curriculum Development,Curriculum Implementation

The special education teaching program in Turkey was united under a single roof with the decision taken by the Council of Higher Education in 2016. With this decision, the programs for teachers of the hearing impaired, the mentally disabled, the visually impaired and the gifted/special talented were organized as a new and single undergraduate program under the name of &quot;Special Education Teaching.&quot; This research aimed to enhance the teaching practice process within the new special education program. For this purpose, the study was designed as action research. The research was conducted in a special education department in a province with a medium-sized population in Central Anatolia. The research participants included 19 faculty members, 24 undergraduate students, 12 special education teachers, one Ministry of National Education official, and one Directorate of National Education official. Semi-structured interviews, participant information forms, video recordings, documents, and a researcher diary were used for data collection. The data obtained from the research were analyzed using a systematic analysis approach. As a result of the research, arrangements were made in the new special education teacher training program in the areas needed in the teacher training process. Steps such as reorganizing the evaluation criteria and creating guidelines to determine the responsibilities of stakeholders are among these arrangements. With the COVID-19 pandemic, activities were carried out for material design and use in distance education and transfer of theoretical knowledge to the online teaching practice environment.