ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of the Web Adventure Method in Teaching Turkish as a Foreign Language (Example of A2 Level)
Author: Halitoglu, Vedat
Date: 2021-00-00
Type: Journal Articles
Subjects: Turkish,Teaching Methods,Web Based Instruction,Achievement Tests,Comparative Analysis,Foreign Students,College Students,Second Language Learning,Second Language Instruction,Foreign Countries,Language Tests,Student Attitudes,Computer Software,Universities,Content Analysis,Instructional Effectiveness

In this study, a three-week sample application for the use of the WebQuest method in Turkish language teaching was developed, and the effectiveness of the application was tried to be determined through a &quot;achievement test&quot; and students' views. The study employed the mixed methods design, in the quantitative stage of the study, experimental and control groups of 28 people each with similar Turkish language levels were formed randomly among foreign students studying Turkish at Alaaddin Keykubat University. The WebQuest method was used in the experimental group while the traditional teaching method was used in the control group. An &quot;achievement test&quot; was applied to the groups as a pre-test and post-test, and the results were analyzed with the SPSS 25 software. In the qualitative stage of the study, the control group's views on the teaching process were obtained through interview forms, mails, and focus groups, and the obtained data were subjected to content analysis in the Nvivo 12 software to reveal codes and themes. To increase the content validity of the theme achievement test, more than one expert was consulted. The study found that the Turkish teaching process involving the use of the WebQuest method was more effective.
The Effect of Tales on the Development of Turkish Language Skills: A Meta-Analysis Study
Author: Özkaya, Perihan Gülce
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Language Skills,Effect Size,Comparative Analysis,Teaching Methods,Learning Processes,Academic Achievement,Student Motivation,Retention (Psychology),Native Language Instruction,Elementary School Students,Middle School Students,Folk Culture,Instructional Effectiveness

The purpose of the current study is to determine the effect of tales on the development of the Turkish language skills of students from different grade levels in Turkey. To this end, a meta-analysis of the studies investigating the effect of tales on the development of the Turkish language skills was conducted. 5 studies were included in the current meta-analysis study. The total sample size of the studies included in the meta-analysis is 256 students; 126 in the control groups and 130 in the experimental groups. The studies included in the meta-analysis are heterogonous. In addition to result of the funnel scatter plot related to publication bias, absence of the publication bias was confirmed with Orwin's Safe N Analysis, Duval and Tweedie's Trip and Fill and Egger's regression analysis. Effect sizes were calculated according to the random effects model. In the calculations of the effect sizes, Cohen's d coefficient was used. In the current study, moderator variable effect of the variables of grade level, type of publication and skill area on the effect sizes calculated according to the effect of tales on the development of the Turkish language skills was also examined. In the determination of the moderator variable effect, Q test and p significance coefficient were used. In the current study, tales was found to have a high level of effect on the development of the Turkish language skills. When the results of the moderator variable analysis were examined, it was found that for grade level, type of publication and skill area moderator variables, the between-studies variance is not significant in terms of the development of the Turkish language skills. In light of the current meta-analysis study, it was concluded that tales are an effective method to be used to develop students' Turkish language skills. Thus, tales can be used to support the development of students' language skills in mother tongue education. According to results, it can be argued that tales have a positive effect on the development of all the Turkish language skills in all the Turkish language skill areas. It has been observed that applied research on the use of tales as a learning tool in Turkish language education is quite limited. Therefore, the number of applied studies that examine the effects of tales on the development of Turkish language skills as well as on academic achievement, student motivation, and the retention of the learned information in Turkish language education can be increased.
The Growth of Independent Education Alternatives in New Zealand
Author: Rudge, Lucila
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Progressive Education,Private Schools,Holistic Approach,Nontraditional Education,Educational Innovation,Elementary Secondary Education,Pacific Islanders,Culturally Relevant Education,Montessori Schools,Outdoor Education,Child Development,Student Attitudes,Parent Attitudes,School Choice

The New Zealand schooling system is well-known for its progressive and innovative approach to education (Couch, 2012; Mutch, 2013; Wells, 2016). Their national curriculum is inclusive and flexible, allowing schools and teachers to select the content they deem necessary to meet the competencies in the designated learning areas (Ministry of Education, 2007). Additionally, the NZ education system provides choice to parents by offering a range of alternative approaches to schooling, such as Steiner Schools, Montessori Schools, Catholic Schools, or Kura Kaupapa Mãori (Mãori language immersion schools). Within such progressive public schooling system, one would not expect that there would be interest in alternative private schools. Yet, this study found the opposite. To examine the growing interest in independent alternative programs in New Zealand, this study uses a qualitative multiple-case study design of four independent educational programs in the North Island of New Zealand.
The Intersection of Trauma, Mental Health, and Academic Performance among School-Aged Youth
Author: Walker, Quiteya D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Trauma,Mental Health,Academic Achievement,Youth,School Violence,COVID-19,Pandemics,Intervention,Behavior Modification,Cognitive Restructuring,Social Emotional Learning,Metacognition,Parent Participation,School Counselors,Elementary School Students

As the adults battle the COVID-19 pandemic's effects, children are also dealing with its fallout. In addition to the health effects, since March 2020, the pandemic has caused long-term school closure, which forced school-aged youth to deal with the stress of social isolation; moreover, since youth have returned to school, there has been an uptick in school violence (Maxwell et al., 2021). These experiences have produced trauma that has affected youth mental health and academic performance. Consequently, educational systems need a better understanding of the intersecting effects of these traumatic events on the youth's mental health and academic performance to implement evidence-based interventions to mitigate the negative impacts of youth trauma.
Mathematics Teachers&apos; Perceptions on Higher Order Thinking Skills
Author: Acharya, Nara Hari
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Attitudes,Thinking Skills,Teaching Methods,Foreign Countries,Constructivism (Learning),Knowledge Level

The main objective of this study was to explore mathematics teachers' perception on Higher Order Thinking Skills (HOTS). The explanatory sequential mixed method with Likert scale and interview guideline was used as research tools for data collection. 50 mathematics teachers who were teaching at Higher Education were conveniently selected for the survey and 5 of them were interviewed. The mean and standard deviation of different views on Likert scale were calculated and the results from quantitative data are presented in language with the help of qualitative data obtained from the interview. The teachers' perception was gathered about concept or understanding, needs, clarity, and practice about the HOTS. The study found that most of the teachers viewed HOTS as a commonly known idea of analyzing and synthesizing skills together with logical thinking and decision making skills. In depth, teachers were clear about the meanings, strategies and the use of HOTS but weak in implementation. Majority of the teachers viewed the practice of HOTS in mathematics classrooms as necessary but they were rarely used. Only a few of them were partially practicing them in classroom instruction. The teachers felt complexity in practicing HOTS due to students' basic knowledge, approach and access to different materials, teachers' training, curriculum and time of implementation in development of HOTS in students.
Reflections on Pandemic Emotions: Reconstructing Self as a Female Educator in Nepal
Author: Shrestha, Bhawana
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Women Faculty,Teacher Attitudes,Psychological Patterns,Emotional Response,COVID-19,Pandemics,Professional Identity,Reflective Teaching,Empathy,Emotional Experience

Even though the documentation on the effects of the pandemic on educators is being done, enough spaces have not been provided to the female educators working in higher education in Nepal. In this paper, I attempt to explore the journey of navigating my emotions as an educator in Nepal working from home and hope to contribute to the broader discussions on emotions and emotional expressions. The context of this self-study is my life as an educator working in higher education between 29 March 2020 to 29 March 2021. This paper focuses on exploring the question, 'How did the reflections of my emotions during the time of pandemic help me reconstruct my identity as an educator?'. Written as a retrospective reflection on vulnerability, courage, and empathy, self-reflective diary entries were used for data analysis. The paper shows the gendered implication on the emotional expression on me as a female faculty and how it impacted my identity as an educational leader.
Status of Girls&apos; Participation in Higher Education in Nepal
Author: Acharya, Deviram
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Bias,Access to Education,Higher Education,Equal Education,Educational History,Womens Education,Geographic Regions,Enrollment Trends,Intellectual Disciplines

Given that achieving gender equality is a global development agenda, girl's participation in education has been taken as one of the most important indicators. The purpose of this article is to analyze the status of girls' participation in higher education and explore the reasons behind the disparities among them. Similarly, some ways forward to address disparities of the girls' participation are also explored. To analyze the status, the secondary data have been collected from University Grants Commission Nepal (UGC-Nepal). The data are tabulated, analyzed, compared, interpreted and the conclusion is drawn. Similarly, other related documents are consulted and reviewed to make recommendations for achieving gender equality in education. Girls' participation in higher education has increased significantly from nineteen percent to forty-two percent during the thirty years. Though there exist many disparities in different groups, interventions need to start from the school education and access of technical higher education should be expanded in rural areas and to underprivileged groups.
University Students&apos; Perceptions of Online Learning during COVID-19 Pandemic
Author: Neupane, Binod
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Electronic Learning,Online Courses,COVID-19,Pandemics,Rural Areas,Urban Areas,Educational Benefits,Barriers,Technology Uses in Education,Socioeconomic Status,Instructional Effectiveness,Videoconferencing,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Technological Literacy

The COVID-19 pandemic has seriously affected all social systems, including education in Nepal. After the government decided to implement lockdowns throughout the country, all schools and universities remained closed for a long time. To overcome the loss of education from long-term lockdowns, most of the universities of Nepal sought to continue education by using digital platforms as well as they could. The purpose of the study reported here was to examine university students' perceptions of online learning during the pandemic and identify the challenges they face while learning through online mode in rural and semi-urban areas of Nepal. Using a cross-sectional online survey design, I collected data from 8 community campuses of rural and semi-urban areas of Nepal. The participants for this study were 100 master's degree students who had been learning through various online platforms since the lockdown began. Eight of those participants were interviewed to explore their perceptions of using online learning. The result showed that the majority of the students found online learning supportive during the pandemic and they preferred the continuity of online learning even after the COVID-19 pandemic. However, they faced challenges related to technology, pedagogical skills, and the socio-economic status of the students. Based on these findings, this article argues that the effectiveness of online teaching can only be further studied by considering the effects of these other social-educational factors simultaneously.
Unravelling Indigenous Pedagogy: Tracing Dances and Songs of Dangaura Tharus
Author: Chaudhary, Nathuram
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Indigenous Knowledge,Cultural Influences,Singing,Dance,Folk Culture,Educational Practices,Theories,Nonformal Education,Role Playing,Observation,Dialogs (Language),Interpersonal Communication,Experiential Learning,Demonstrations (Educational),Imitation,Memorization,Rote Learning,Experiments

This paper attempts to explore the underpinning pedagogy in Tharu culture -- songs and dances of Dangaura Tharus- performed in various feast and festivals. Along with this, my study focused on examining the connections of the Tharus' pedagogies with that of the formal and non-formal schools. I employed interpretivism as a research paradigm and ethnography as a research design which includes focus group discussion, observation and interview with Chairperson of Guruwas (Tharu Priests), 4 Morihyas (leader of Singer), 4 Barghars (village Chief) and 4 Tharu social elites of the Kailali district of the Far western province as methodology. I interpreted the pedagogy embedded in Tharu dances and songs; interconnected to western learning theories, Gardner's multiple intelligence theory and Aboriginal pedagogy. I theorize the objectives, contents, teaching methods, evaluation process and revision process embedded in Tharu songs and dances. I concluded that each culture has its own pedagogical process and pedagogy embedded in any culture can be applied for learning in formal as well as non-formal education systems. It is where I expect that the present study is of substantial importance for the teachers, educational planners, policy makers of formal education.
Developing a Scale to Measure Syrian Students&apos; Attitude towards Turkish (SSATT) and Examining Its Psychometric Properties
Author: Kaya, Idris
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Measures (Individuals),Student Attitudes,Language Attitudes,Turkish,Foreign Countries,Psychometrics,Test Validity,Test Reliability,College Students,Second Language Learning,Foreign Students,Factor Analysis

The aim of the present study was to develop a valid and reliable measurement tool for identifying the attitudes towards Turkish of Syrian university students learning Turkish as a foreign language. The study group was comprised of a total of 489 individuals with 285 for exploratory factor analysis (EFA) and 204 for confirmatory factor analysis (CFA). Student opinions, relevant literature and expert opinions were utilized when developing the scale items thus putting forth a 53 item form. Eight items were excluded following the pilot application on first form for linguistic clarity thus conducting EFA with 45 items. A total of 20 items were excluded as a result of the EFA thus obtaining a 25 item, three factor form that explains 49.42 % of the variance. CFA was conducted with a new study group for examining the model fit of the obtained three factor structure and the results of CFA (X[superscript 2] /sd= 2,46; RMSEA= 0.085; CFI= 0.92; NNFI= 0.91; SRMR= 0.085; GFI: 0.79) set forth that the model fit of the scale is at a sufficient level. The dimension including items on the purpose and function for the use of Turkish by Syrian students was named as &quot;Purpose/function&quot;; items related with the daily use of Turkish were named as &quot;Daily life&quot; whereas the dimension including items including a negative approach towards Turkish was entitled as &quot;Dysfunctional approach&quot;. Reliability analyses were carried out for the scale as a result of which the Cronbach's Alfa and Spearman-Brown coefficients were obtained as (0.90) and (0.86) for the &quot;purpose/function&quot;, (0.83) and (0.82) for the &quot;daily life&quot;, (0.76) and (0.74) for the &quot;dysfunctional approach&quot;. The findings of the present study indicate that SSATT is a valid and reliable tool in measuring the attitudes of Syrian university students towards Turkish.
Multiple Intelligence in a Center Based Environment
Author: Arns, Kaitlyn M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Self Determination,Learning Centers (Classroom),Student Centered Learning,Evaluation Methods,Student Evaluation,Play,Inquiry,Elementary Education

The Theory of Multiple Intelligences (MI), originally defined by Howard Gardner (1993, 1999), continues to contribute to epistemological and pedagogical understandings and practices in the elementary classroom. The multiple intelligences manifest naturally through students' work; center-based learning is an effective approach to authentically activating children's innate intelligences. Centers provide an opportunity for students to explore a subject through varied experiences. The MI Theory reveals each child possesses particular intelligences and ways of understanding which supports their learning in unique ways. Consequently, traditional lessons taught in whole group settings do not satisfy individual needs. Furthermore, affording children with opportunities to determine choices in their own education, they become more motivated to engage with the material. Self-Determination Theory explains why an individual's interest in their schoolwork increases once they are empowered to make decisions about what they learn based on their interests. Building on Gardner's work, this current discussion suggests the most effective way to foster all intelligences is through choice-based centers. This overview of existing research supports implementing the theories of Multiple Intelligences and Self-Determination in the classroom. Recommendations for centers and authentic assessments are also included as a guide for reforming instruction to best benefit students.
&quot;Productive Struggle&quot; as an Effective Strategy in Elementary Math Classrooms
Author: Daily, Sara
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Mathematics,Mathematics Instruction,Teaching Methods,Mathematical Concepts,Problem Solving,Thinking Skills,Logical Thinking

&quot;Productive Struggle&quot; refers to a strategy that gives students an opportunity to increase their background mathematical knowledge. Productive Struggle helps students connect key concepts, determine how and where an error occurs, and supports students in figuring out how to use their own thinking and reasoning skills to correct an error. Teaching without utilizing Productive Struggle instruction can lead to students being reluctant to work towards developing a deeper understanding of math concepts. Without a deeper understanding of mathematical concepts, students, who often do not perceive themselves as competent in math, may continue to find math difficult for them in the future.
A Bibliometric Review on Chemistry Education: Bodies of Research, 1980-2020
Author: Draman, Sarifah Fauziah Syed
Date: 2021-10-00
Type: Journal Articles
Subjects: Bibliometrics,Literature Reviews,Chemistry,Educational Research,Science Education,Citation Analysis

Over the four decades, there has been sustained research activity in chemistry education. However, in terms of bodies of research, only a few different views were recorded. Thus, this study aimed to examine the trend bodies of research on chemistry education over the past 40 years (1980-2020) by using bibliometric analysis. Data based was collected from Scopus-indexed documents based on the 'title' search results. A total of 1041 finalized documents from various research types were used for further analysis. Two software (Harzing Perish and VOSviewer) were used to complete the bibliometric review using standard bibliometric indicators. This study found 12 types of documents published is related to chemistry education. 57% of the total publications are from articles. The highest source type is journals (81%). Then, the growth of the related publications has risen gradually. English is the top language used in publications. The United States is ranked first in productivity published documents when an analysis by country is done. Citation analysis results can identify key authors and documents that designed the progress of this review. This analysis is used to determine the intellectual structure of the chemistry education knowledge base. In conclusion, this review delivers a better understanding of the development trends in chemistry education bodies of research over the past 40 years. Furthermore, the review result can also offer a reference for future research.