ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Teaching Is Like Taking a Trip&quot;: Two Cases of Pre-Service Teachers&apos; Early Construction of Professional Identity with Disparate Outcomes
Author: Kaynak, Naime Elcan
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Professional Identity,Experience,Role Models,Teacher Influence,Teaching Experience,Career Choice,Teacher Education Programs,Program Effectiveness,Student Attitudes,Beliefs,Motivation,Elementary Education

The purpose of this study was to explore two sophomore pre-service teachers' processes of professional orientation in the same teacher education program in the US with emphasis on their identity construction. The pre-services teachers were asked to reflect on their &quot;identity&quot; and articulate &quot;who they are&quot; as becoming teachers in semi-structured interviews and narrative writing about their metaphors for teaching. Using a narrative inquiry approach, their identity construction process was first examined in light of their life experiences prior to entering the teacher education program, including childhood experiences, early teacher role models, previous teaching experiences, and important people or experiences that affected their choice of a teaching career. Initial findings reveal that the same pre-service teacher education program had a different impact on each student teacher. Their previous life experiences, their early beliefs about teaching, their initial motivations, and their experiences in their teacher education program all influenced their adaptation to the teaching profession.
The Analysis of Risk Behaviour Tendencies of Teenagers According to the Use of Wattpad and Some Socio-Demographic Variables
Author: Kaya, Zöhre
Date: 2019-00-00
Type: Journal Articles
Subjects: At Risk Persons,Adolescents,Student Behavior,High School Students,Nutrition,Eating Habits,Suicide,Gender Differences,Health Behavior,Age Differences,Mental Disorders,Foreign Countries,Addictive Behavior,Computer Oriented Programs,Social Media,Internet,Institutional Characteristics,Student Attitudes,Antisocial Behavior,Drinking,Alcohol Abuse,Smoking,Dropouts

This research aims to explore the risk behaviour tendencies of teenagers in relation to the use of Wattpad and some socio-demographic variables. The research employs correlational research model and was conducted with 572 students (237 female students and 335 male students) studying at science, Anatolia and vocational high school. Risk Behaviours Scale and Demographic form were used to collect data. Descriptive statistics (arithmetic mean, standard deviation), t test for independent samples, one-way variance analysis (ANOVA) and Pearson correlation were used in the analyzes. Findings show that teenagers have the highest mean scores of nutrition habits and suicide tendency. It has been found that males generally have higher risk behaviors and the rate of risk behaviors increases as age progresses. Lastly, risk behaviors showed a significant difference according to the use of Wattpad application and psychological problems. Therefore, preventive measures and studies should be taken to create awareness about the conscious use technology.
The Effect of Common Knowledge Construction Model Based Science Education on Entrepreneurship Skills of Secondary School Students
Author: Yildirim, Ilke
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Entrepreneurship,Models,Grade 8,Teaching Methods,Comparative Analysis,Secondary School Students,Skill Development,Learning Processes,Pretests Posttests,Student Attitudes,Foreign Countries,Measures (Individuals)

This research aims to investigate the impact of Common Knowledge Construction Model (CKCM) based science education teaching on the entrepreneurship skills of the eight grade students. The participants of this research are 50 students; 25 in control group (10 girls and 15 boys) and 25 in experimental group (9 girls and 16 boys). Quasi-experimental method was employed in the study. Entrepreneurship Scale and Semi-structured entrepreneurship interview forms were used. While the data of the Entrepreneurship Scale were analysed using dependent and independent t-test, the semistructured Interview were analysed by content and descriptive analysis. The findings showed that current teaching process applied in CKCM-based science teaching and control group (5Es learning model) was effective on entrepreneurial skills of secondary school students. When the experimental and control groups were compared, it was found out that in the experimental group, science teaching based on CKCM was more effective on the entrepreneurial skills of students as opposed to the 5Es learning model-based science teaching used with the control group students. The effect of CKCM on entrepreneurship skills could be more clearly identified if more research is taken with different levels of teaching.
Adoption and Diffusion of Open Educational Resources (OER) in Education: A Meta-Analysis of 25 OER-Projects
Author: Otto, Daniel
Date: 2019-12-00
Type: Journal Articles
Subjects: Open Educational Resources,Adoption (Ideas),Foreign Countries,Vocational Education,Continuing Education,Higher Education,Elementary Secondary Education,Program Implementation

The concept of open educational resources (OER) is becoming increasingly prominent in education. However, research circles around defining OER, content and forms of OER, technological features of OER, and the importance of the issue or lack thereof. Vital aspects such as the notion of the adoption of OER by educational practitioners remain underdeveloped. In order to shed light on the question of how to adopt OER in education, the article presents findings of a meta-study which critically reviewed 25 state-funded OER projects located in Germany. All projects aimed to anchor OER across educational areas, such as school, higher, continuing, and vocational education. The meta-analysis disclosed a mixed bag of results. Although interest and willingness to deal with OER can be confirmed, reservation is rooted in the complexity of the topic and especially the legal concerns. However, the findings demonstrate that OER can by no means be ignored in the context of teaching and learning in a digital world. Integrating OER as an aspect of existing educational training should, therefore, be encouraged. Concerning future design recommendations, to conflate OER with other pressing issues and to simultaneously emphasise its added value explicitly is a promising approach. Moreover, establishing central contact points in educational institutions to accompany and monitor actors on their path to OER appears to be necessary. Notwithstanding the concrete measures, any strategy must operate persistently at both levels, institutional and practical, embracing all relevant stakeholders.
A Research on Visual Learning Representations of Primary and Secondary Science Textbooks in Turkey
Author: Inaltekin, Tufan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Science Education,Textbooks,Textbook Content,Visual Learning,Visual Aids,Elementary School Science,Secondary School Science,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

The aim of this study is to analyze the types of visual representations in primary and secondary science textbooks in Turkey. The sample of the research constitutes six textbooks prepared by private publishers for primary and secondary science courses (3rd -8 th Grade) in Turkey in 2018-2019 academic year. Document analysis design, which is one of the qualitative research methods, is used in this study. The data are analyzed with descriptive analysis method by using the Moline (1995) &quot;Visual Representation Classification Model&quot;. The results of the study show that simple diagrams are used more frequently than other types of visual representations in all class levels and units in science textbooks. It is understood that synthetic diagrams are more preferable in the 6th, 7th and 8th grades' science textbooks than in other grade levels, whereas analytical diagrams are more preferable in the sixth grade's science textbooks than the other grade levels. Visuals such as graphics and maps are determined to be little used in all class levels and units, on the other hand table visuals are frequently used in all class levels. In addition, it is determined that the timeline as the visual representation is used in a few units only in the 7th grade's book. The results of this study show that visual learning representations in primary and secondary school textbooks need to be rearranged in terms of diversity and distribution in class level and units.
Spitting Rhymes and Changing Minds: Global Youth Work through Hip-Hop
Author: Brown, Eleanor J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Popular Culture,Music,Youth Programs,Social Justice,Social Change,Participation,Self Esteem,Program Effectiveness,Positive Attitudes,Consciousness Raising,At Risk Persons,Disadvantaged Youth,Cultural Influences,Prosocial Behavior,Mentors,Skill Development,Cooperation,Experiential Learning,Creative Teaching,Well Being,Wellness,Peer Relationship,Foreign Countries

This article explores the impact of a global youth work project that aimed to engage young people in social issues through the medium of hip-hop. We discuss the literature on education for social justice and then give an overview of the hip-hop project we analysed. We go on to explore the qualitative findings, asking what practices were most successful in engaging 'marginalized' young people and whether the project met its aims in terms of the perceived outcomes for and of the participants. We consider how the project built self-esteem and draw conclusions about the implications of such projects for developing positive attitudes to learning and for consciousness-raising regarding global social issues.
What Are the Critical Dimensions in Ghana&apos;s Senior High School Social Studies Curriculum? Under the Lens of a Critical Global Citizenship Education Framework
Author: Angyagre, Simon Eten
Date: 2019-00-00
Type: Journal Articles
Subjects: Citizenship Education,Teaching Methods,Social Studies,Social Justice,Global Approach,Guidelines,Secondary School Curriculum,Teacher Attitudes,Student Attitudes,Course Descriptions,Foreign Countries,Foreign Policy,Educational Change,Politics of Education,Educational Objectives

A review of school curricula approaches to citizenship formation in a sub-Saharan African education context reveals such practice is still largely focused on a traditional social studies approach. This approach to citizenship development may be limiting in terms of potential to foster students' civic competencies for addressing social injustice associated with the impacts of globalization that impinge on local realities. Drawing on a critical global citizenship education (GCE) framework and GCE core conceptual dimensions developed by UNESCO, this study assessed the critical dimensions of the social studies curriculum for secondary education in one sub-Saharan African country. Through interviews with teachers, focus groups with students and a review of the social studies teaching syllabus, the study revealed limitations in both content and the pedagogical approach to the delivery of Ghana's current social studies curriculum for senior high schools.
Ranking Meets Distance Education: Defining Relevant Criteria and Indicators for Online Universities
Author: Pozzi, Francesca
Date: 2019-12-00
Type: Journal Articles
Subjects: Reputation,Distance Education,Academic Achievement,Universities,Institutional Evaluation,Comparative Analysis,Criticism,Economic Factors,Social Differences,Online Courses,Participatory Research,Educational Indicators,Teaching Experience,Learning Experience,Sustainability,Evaluation Criteria,Educational Quality,Specialists,Foreign Countries

University ranking systems are being implemented with the aim of assessing and comparing higher education institutions at a global level. Despite their being increasingly used, rankings are often strongly criticized for their social and economic implications, as well as for limitations in their technical implementation. One of these limitations is that they do not consider the specific characteristics of online education. This study used a participatory approach to define a set of criteria and indicators suitable to reflect the specific nature of distance education. This endeavour will help evaluate and rank online higher education institutions more appropriately than in current practice, where indicators are devised for traditional universities. To this end, several stakeholders and informants were involved in a Delphi study in an attempt to reach the broader higher education institutions (HEI) community. According to the study participants, apart from students' achievements and general quantitative measures of HEI performance, which are quite common in traditional ranking systems, teaching and student learning experience turned out to be the most important criteria. Student support, teacher support, technological infrastructure, research and organization were deemed middle ground criteria, while sustainability and reputation were regarded as the least important criteria.
An Effective Method to Develop Watching/Listening Comprehension Skills in Turkish Teaching
Author: Kapanadze, Dilek Ünveren
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Listening Comprehension,Active Learning,Pretests Posttests,Foreign Countries,Skill Development,Discourse Analysis,Comparative Analysis,Achievement Tests,Correlation,Listening Skills,Student Attitudes,Student Characteristics,Turkish,Student Surveys,Item Analysis,Elementary School Students,Language Tests

Traditional and frequently used approaches to develop listening skills and listening teaching mostly word and sentence-centered instead of a holistic approach to the meaning of a discourse; disregarding the fact that words and sentences gain meaning in a discourse, i.e in a context. Therefore, listening should be regarded as an active process, however traditional listening approaches regard listening asa passive / and static process. Thus, in this research, a new approach to listening teaching, a discourseoriented approach was studied, introduced and offered to eliminate these defiencies. The research was designed as one-group pre-test post-test experimental study to determine the effect of discourse analysis on the given sample of 17 students in 5th grade. As data collection instruments, an identification form, achievement tests, evaluation forms and a questionairre were developed and used in the process. Correlation analysis, t-test and regression analysis were employed to analyse the data. As a result of the study, it was found that listening skills of the students were improved in the process through discourse analysis method by comprehending the material listened/watched thoroughly. The improvement was reflected in the comparison of their pre and post test results and showed in tables. Moreover, their gradual progress was evaluated through the criteria developed and demonstrated in graphs. Additionally, students developed positive opinions about using a discourse-oriented approach to improve listening skills which was reflected on their responses for the questionnaire items.
Do 21st Century Teachers Know about Heutagogy or Do They Still Adhere to Traditional Pedagogy and Andragogy?
Author: Akyildiz, Seçil Tümen
Date: 2019-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Conventional Instruction,Andragogy,Educational Change,Teacher Attitudes,High School Teachers,Student Centered Learning,Independent Study,Self Determination,Teacher Leadership,Graduate Students,Foreign Countries,Lifelong Learning

There are revolutionary changes in the field of education to keep up with the benefits of globalization (Hase &amp; Kenyon, 2014). The necessity of taking the learner to the center within the framework of Roger's (1951) humanistic psychology is also supported by educationalists (Hase &amp; Kenyon, 2014; King, 1993; Novak &amp; Gowin, 1984). If this educational change is applicable to all grades and disciplines then permanent solutions can be reached. Examining the researches, it is observed that heutagogy is a useful strategy to make the learners self-determined ones in their learning process especially in higher education. This paper presents the participants perceptions on heutagogical implementation and its practicality. It will contribute to the field for a number of reasons. Firstly the perceptions of the teachers who have also an administrational role such as directors or vice directors at their schools on this issue have not been studied before. Secondly, their views are of great importance, since high schools are the last steps before higher education. So the attitudes and views of teachers on this grade are important for students' readiness for the next step. Lastly it has some contributions for the heutaogy model in educational settings.
An Online College near Me: Exploring the Institutional Factors of E-Learners&apos; Local Orientation
Author: Yoon, Hyungjoo
Date: 2019-12-00
Type: Journal Articles
Subjects: Electronic Learning,Proximity,School Location,Distance Education,Educational Quality,College Choice,In State Students,Nontraditional Students,Tuition,Graduation Rate,Academic Support Services,College Credits,Enrollment Trends,Institutional Characteristics,Reputation,College Admission

One advantage of online learning settings relative to conventional classrooms is their anytime, anywhere accessibility. While online education programs provide students with flexible learning opportunities free from the restrictions of geographic location, a consistently growing number of students who prefer to learn exclusively online still choose nearby colleges. The choice to attend a local college by exclusively online learners is an interesting phenomenon, because most of these students rarely visit campus at any point in the process of obtaining their degrees. This study aims to explain this localized distance student enrollment pattern using Integrated Postsecondary Education Data System data and Homeland Infrastructure Foundation-Level Data from the fall of 2016. This research uses a multiple regression technique to explain the relationship between institutional factors and localized distance student enrollment patterns in the US. This study utilizes the C2Q (cost, convenience, and quality) model to explain the local orientation of e-learners. The findings show that convenience and quality of education are significantly associated with each local institution's share of exclusively online learners in the same state.
A Systematic Review of Technology-Supported Peer Assessment Research: An Activity Theory Approach
Author: Zheng, Lanqin
Date: 2019-12-00
Type: Journal Articles
Subjects: Peer Evaluation,Educational Technology,Technology Uses in Education,Evaluation Methods,Feedback (Response),Cooperative Learning,Elementary Secondary Education,Postsecondary Education,Higher Education

With the advancement of information and communication technologies, technology-supported peer assessment has been increasingly adopted in education recently. This study systematically reviewed 134 technology-supported peer assessment studies published between 2006 and 2017 using a developed analysis framework based on activity theory. The results found that most peer assessment activities were implemented in social science and higher education in the past 12 years. Acting assignments such as performance, oral presentations, or speaking were the least common type of assignments assessed across the studies reviewed. In addition, most studies conducted peer assessment anonymously and assessors and assessees were randomly assigned. However, most studies implemented only one round of peer assessment and did not provide rewards for assessors. Across studies, it was more often the case that students received unstructured feedback from their peers than structured feedback. Noticeably, collaborative peer assessment did not receive enough attention in the past 12 years. Regarding the peer assessment tools, there were more studies that adopted general learning management systems for peer assessment than studies that used dedicated peer assessment tools. However, most tools used within these studies only provide basic functionalities without scaffolding. Furthermore, the results of cross analysis reveal that there are significant relationships between learning domains and anonymity as well as learning domains and assessment durations. Significant relationships also exist between assignment types and learning domains as well as assignment types and assessment durations.
Familiarity, Current Use, and Interest in Universal Design for Learning among Online University Instructors
Author: Westine, Carl D.
Date: 2019-12-00
Type: Journal Articles
Subjects: Familiarity,Access to Education,Online Courses,College Faculty,Teacher Attitudes,Faculty Development,Guidelines,Equal Education,Students with Disabilities,Civil Rights Legislation,Federal Legislation,Urban Universities,State Universities,Instructional Design,Culturally Relevant Education,Educational Quality

This study investigated online faculty familiarity, course design use, and professional development interest regarding universal design for learning (UDL) guidelines. The researchers surveyed all 2017 to 2018 online faculty at a large university in the southeastern United States. Findings included 71.6% of faculty reporting familiarity with at least one UDL guideline, with most respondents indicating familiarity with guidelines relating to perception, expression, and communication. Faculty reported the highest implementation of UDL guidelines was for those suggesting options for comprehension as well as expression and communication; the lowest implementation was for those suggesting options for physical action as well as language and support. Survey results also indicated high to moderate interest in learning more about all UDL guidelines, with emphasis on comprehension, persistence, and expression. This study suggests that faculty members desire UDL training and offers possibilities for planning and implementing such professional development in areas targeted to best meet the needs of online faculty.