ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining the Learning Losses of Students in the COVID-19 Process According to Teachers&apos; Opinions
Author: Demir, Fehmi
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Attitudes,School Closing,Achievement Gains,Skills,Mental Health,Equal Education,Child Health,Child Safety,Social Influences,Skill Development,Foreign Countries,Distance Education

Although the COVID-19 pandemic was primarily a medical emergency, it had far-reaching effects on schools and their students. During the time of the pandemic, the regular schedule of classes had to be put on hold, and students had to adapt to circumstances with which they were not familiar. It is claimed that students suffer adverse consequences as a result of this scenario. Because of this, it's crucial to know how many academic opportunities students lost due to the pandemic. The study moves in this direction by collecting and analyzing teacher perceptions of students' learning losses during the COVID-19 process. The study, conceived as a phenomenology, involved 26 educators from a wide range of institutions, fields, and grade levels. The research utilized a simple and quick sampling strategy. The information was gathered with the help of a semi-structured interview form. Content analysis was performed on the collected data. Academic losses, loss of skill development, psychological losses, loss of equal education, loss of health and safety, and social losses have been revealed as the learning losses experienced by students during the COVID-19 process, as reflected in the opinions of the teachers. It is possible to devise social and cultural activities and educational support programs to make up for the student's social, economic, health, and educational setbacks.
Experiences of Primary School Students and Classroom Teachers in Philosophical Events
Author: Yazicioglu, Aylin
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Teachers,Philosophy,Grade 3,Thinking Skills,Discussion,Class Activities,Student Attitudes,Teacher Attitudes,Foreign Countries

This study aims to reveal the experiences of primary school students and teachers in the philosophical activities organized with children. As one of the case studies types, a holistic single case pattern was adopted in the study. The study group was composed of primary school third-grade students and their classroom teacher, and activities on philosophy with children were carried out over the period of seven weeks with the participants. The data for the study was collected through observation notes, interviews, and diaries. Descriptive and content analysis were used in the analysis of the data. Considering the teacher's views and observation notes as a result of the seven-week practices carried out within the framework of philosophical activities with children, it was observed that the students participated in the activities willingly and fondly and were active in the process. Moreover, it was observed that the students were in the questioning process throughout the activities, put forward different ideas, tried to reason, defend their ideas, and were open to discussion and communication. The teacher stated that the philosophical activities were different, enjoyable, and instructive for her and her students. The views expressed by the students about philosophical activities in their diaries were collected under various themes. In the themes, students stated that they had discussions, that they were in the process of questioning, their perspectives gained change, and they achieved more detailed ways of thinking. They also stated that the activities were fun, they learned to reason, and they created new, different ideas. They also explained that they learned new things, their imagination-sense of freedom expanded, and they engaged in different activities.
How to Enhance Occupational Health and Safety Practices in Schools: An Analysis through the Eyes of School Principals
Author: Yilmaz, Salih
Date: 2022-00-00
Type: Journal Articles
Subjects: Occupational Safety and Health,Principals,Administrator Attitudes,Kindergarten,Elementary Secondary Education,Content Analysis,Hazardous Materials,Wastes,Faculty Development,Emergency Programs,Audits (Verification),Guidance,Budgets,Financial Support,Security Personnel,Technical Support,Standards,School Administration,Foreign Countries

School principals are responsible for occupational health and safety (OHS) issues that may arise, and they play a critical role in ensuring that health and safety procedures in schools. The purpose of this study is to determine how occupational health and safety practices in schools can be improved with reference to the views of school principals. Twenty-one principals from kindergarten, primary, secondary and high schools participated in this qualitative research. The research data were collected via official documents and semi-structured interviews. Document and content analyses were utilized to examine the data. At the end of the research, the findings show that the OHS activities for school administrations are listed under the following headings: 'Occupational health and safety services', 'training and information, 'emergency drills', 'projects and activities, 'chemical waste and zero waste project', 'audit, guidance and supervision activities', 'health observation', 'precautions, measurements, safety and periodic checks', 'notifications', and 'OHS module'. The expectations of school administrations from senior management for the development of OHS practices address budget/financial support; directing the solutions to the school; the appointment of an OHS specialist, health and security personnel; more training, seminars, audit and technical support; cooperation among institutions. However, school administrators are expected to properly follow work and operations, assess risks and take action, and use school sources or apply for funds. The research results reveal important insights to achieve high standards of school health and safety by concluding with implications for successful school leadership, and recommendations for practice and research.
Implementation of Behavior Support Plan Introduced to Mothers: A Case Study
Author: Güven, Didem
Date: 2022-00-00
Type: Journal Articles
Subjects: Behavior Modification,Mothers,Neurodevelopmental Disorders,Child Behavior,Applied Behavior Analysis,Program Effectiveness,Behavior Problems,Parent Attitudes,Parent Education,Autism Spectrum Disorders,Foreign Countries,Children

Upon learning that their child has a neurodevelopmental disorder, families enter a different process and can experience problems related to their child's behavior management. This study was designed in response to a request from mothers with children diagnosed with various neurodevelopmental disorders. The study used a multi-level case study, one of the qualitative research designs. A behavior support plan (BSP) was created to address the three mothers' needs concerning the negative behaviors they observed in their children. The BSP is a 12-session program based on applied behavior analysis (ABA). This program was shaped by collecting data through semi-structured interviews, field notes, and the researcher's diary before the family education. It was determined whether the program was effective by continuing to collect data through the data collection tools in the middle and end of the BSP implementation. The results of the inductive analysis revealed that BSP reduced the problem behaviors in the children and ended the punishments given by the mothers and that they felt better via this education. In general, it is recommended to train applied behavior analysts who are going to provide individual family education based on ABA, to make family education a country policy, and to increase such education provided to families both at schools and individually.
Investigation of the Reflections of the Pandemic Process on Early Childhood Education by Taking the Opinions of Teachers and Parents
Author: Yazici, Dila Nur
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Reflection,Early Childhood Education,Early Childhood Teachers,Teacher Attitudes,Parent Attitudes,Child Development,Social Development,Emotional Development,Psychomotor Skills,Daily Living Skills,Cognitive Development,Parent Teacher Cooperation,Preschool Teachers

The COVID-19 pandemic, which continues to be effective today, disrupted our daily lives in many areas and caused some changes. Along with the pandemic process, social life, daily activities and working life, as well as education and training life, were also affected and many countries have switched from face to face education to distance education. In our country, early childhood education started face to face in the 2020-2021 academic year, but online education has been started since the middle of the fall semester. Even though face to face education started in the second semester, parents who did not want to send had a claim not to send their children to school even if they are registered. In this study, it is aimed to present the reflections of the pandemic process on early childhood education, its reflections on teachers and parents, and its effects on the developmental areas of children in this period, in comparison with the views of teachers and parents. The case study, which is one of the qualitative research methods, has been used in the research. The study group of the research consists of 11 parents and six teachers. Demographic information form and interview questions have been used as data collection tools in the research. The obtained data had been analyzed by content analysis method. As a result of the research, it has been determined that the pandemic process affects early childhood education in many ways, affects all developmental areas of children, and teachers and parents are most affected psychologically and socially in this process. The findings have been discussed in the light of the relevant literature.
Opinions of Parents in Rural Areas on Homework: A Case Study
Author: Çelebi, Celalettin
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,Rural Areas,Homework,Parent Child Relationship,Parent Participation,Parent Attitudes,Educational Benefits,Learning Processes,Retention (Psychology),Academic Achievement,Foreign Countries

One of families' roles and responsibilities for their children is participation in their education. Family participation in the educational processes of their children can sometimes be helping the children with their homework. The purpose of this study is to determine the opinions of parents living in rural areas about their children's homework. This research is a case study, one of the qualitative research designs. The data have been collected from 27 parents living in rural areas of Konya in May 2021. The data, collected through the semi-structured interview form, have been analysed using the descriptive analysis method. According to the findings, parents believe that homework reinforces learning, encourages study, and ensures that knowledge is retained. They also think that homework is useful because it increases student success in courses, and reinforces learning. While the majority of parents state that their children do not spend more time on homework than necessary, a significant number of parents are of the opposite opinion. Most of the parents stated that they check their children's homework. While some parents stated that they did not have problems with their children as far as their homework was concerned, some parents stated that they had problems with their children about the homework. According to parents, children are bored and reluctant because they do not like homework, they think it is unnecessary and excessive.
Opinions of the Teachers of Pre-School Education on Ethics
Author: Yurttas, Dilay
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Preschool Teachers,Ethics,Distance Education,Foreign Countries,Values

This study aims to examine the opinions of the pre-school education teachers on ethics. The study has been designed pursuant to the qualitative and case study techniques. The study included 32 preschool education teachers during the academic year 2020-2021. The general information form and structured questionary form, prepared by the researcher, were used to collect the data. Due to the epidemic period, the participants filled out the forms online and then sent them to the researcher. Data were transcribed in a text format and analyzed using an inductive approach. Descriptive and content analysis were used in the analysis of the data. First, similar data were combined, codes were created, and categories were reached from interrelated codes. The study's findings revealed that participants view ethics as having a social, personal, and global dimension. Moreover, the participants related professional ethics to the teachers' rules and competencies. In addition, findings showed that the participants took equality and justice as the basis for acting ethically in working with children, that they respected children's rights and individual differences, and that they were aware of the importance of the issue of values as it was related to ethical values. Finally, it was found that participants perceived ethical violations that inadequate communication with families in the distance education process, and difficulty reaching children. The themes that emerged from the research were compared with the ethical standards of national and international organizations.
Stereotypes about the Teaching Profession
Author: Demirkol, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Stereotypes,Teaching Experience,Teacher Response,Teaching (Occupation),Teacher Behavior,Expectation,Foreign Countries,Elementary School Teachers

This research aims to determine the stereotypes about the teaching profession. In line with this purpose, 104 classroom teachers determined by the criterion sampling method, one of the purposeful sampling methods, were determined as the study group in the 2021-2022 academic year. In this study, which was directed by the basic qualitative research model, one of the qualitative research approaches, semi-structured interview forms, were used to collect data. The purpose of this interview form was to identify the stereotypes experienced by classroom teachers, the cause for the creation of these judgments, and the behaviours expected of teachers and non-teachers to combat these stereotypes. The content analysis technique was used in the analysis process of the obtained data. As a result of the research, the teaching profession, It is seen that there are stereotypes that it is comfortable, having a lot of holidays, working half a day, the most difficult, earning money while lying down, a sacred, female profession. Examining the origins of stereotypes reveals that the teacher (attitude, qualifications, type of employment) and working conditions are professional factors. In contrast, the country's political structure, the media, and the social perspective are non-professional factors. It is understood that primary school teachers consider it necessary to increase professional development, have a professional attitude and promote the profession to prevent stereotypes. Finally, it has been concluded that apart from teachers, the Ministry of National Education, universities, unions, school administrators, politicians, media organizations, and parents should take responsibility for eliminating stereotypes about the teaching profession.
Students&apos; English Learning Experiences on Virtual Project-Based Learning Instruction
Author: Asfihana, Raida
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,English (Second Language),Second Language Learning,Second Language Instruction,Student Centered Learning,Teaching Methods,Phenomenology,Learning Experience,Student Attitudes,Undergraduate Students,Islam,Religious Education,Student Motivation,Student Participation,Critical Thinking,Thinking Skills,Technological Literacy,Computer Simulation,Peer Relationship,Teacher Student Relationship,Foreign Countries

Project-based learning is a learner-centered process that gives freedom to the students to design their own project works. Though numerous research results on the enactment of Project-Based Learning instruction have already been reported, only a limited number have reported its enactment in a virtual learning environment. This present research employed Interpretative Phenomenological Analysis (IPA), which unpacks the students' learning experience after being exposed to Virtual Project-Based Learning, henceforth Virtual PjBL. The researchers administered in-depth interviews with eighteen students who came from two different classes in an Islamic Higher Education in Indonesia. Findings show that five significant themes emerged from data collection and analysis; increasing active participation and motivation, developing critical thinking skills, participating in collaborative group discussion, developing skills in using digital tools, and building peer and lecturer communication. This result contributes to the earlier studies dealing with students' English learning experience of Virtual PjBL instruction. It also adds the pedagogical implications to the research related to Virtual PjBL enactment in Islamic higher education settings.
Assessment for Learning Strategies: Amharic Language Teachers&apos; Practice and Challenges in Ethiopia
Author: Gebremariam, Hailay Tesfay
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Strategies,Semitic Languages,Teaching Methods,Learning Processes,Language Teachers,Evaluation Methods,Student Evaluation,Teacher Attitudes,Elementary Secondary Education,Barriers,Faculty Development,Preferences,Pedagogical Content Knowledge,Teaching Experience

Assessment for learning, which is one of the assessment genres, is a means of gathering information during teaching and learning and it is helpful to determine students' success in learning. The article aims at examining the understanding of Amharic language teachers on the strategies and challenges of assessment for learning practices. To meet this objective, participants were selected through the cluster random sampling technique for a questionnaire survey (n=180) from all levels of general education (i.e., grades one to twelve). Twelve (12) teachers for an in-depth interview and four (4) teachers for an informal conversation were also selected through cluster random sampling and ,. The data acquired through the closed-ended items of the questionnaire was analyzed by a one-sample t-test while the data obtained through an open-ended items of the questionnaire; interviews, and informal conversation were analyzed qualitatively through verbal descriptions. The results from a closed-ended questionnaire show that teachers practice of assessment for learning strategies in the classrooms. Conversely, the data from the open-ended questionnaire shows that most of the teachers' relied on the assessment of learning. Besides, their awareness of assessment for learning strategies was found limited. Moreover, lack of transparency, lack of knowledge and experience, school administrative problems, lack of training, and reliance on assessment preference are the challenges that teachers faced while attempting to implement assessment for learning strategies. Based on the findings, recommendations were also forwarded.
Communal Attitudes on English Educational Tourism in Eastern Indonesia
Author: Basri, Muhammad
Date: 2022-00-00
Type: Journal Articles
Subjects: Tourism,Economic Development,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Case Studies,Self Concept,Student Attitudes,Educational Opportunities,Small Businesses,Global Approach,School Community Relationship

English educational tourism (EET) is a new breakthrough in the tourism industry in eastern Indonesia, carrying the concept of a global village to promote economic development, education, and tourism. Research on this topic has been well documented in the literature; however, it is necessary to understand the communal attitudes from a local community perspective. It seeks to explore the public's perception of this innovation based on three dimensions of attitude: (affective, behavioral, and cognitive). This study employed an exploratory case study through an online self-perception survey and interviews with the local communities. Data generated from the online survey and focus group interviews were analyzed using thematic analysis. As a result, the study found that local communities have positive emotions (thoughts and feelings) towards the global village initiative and generally believe that it will bring significant contributions to the local communities' economic growth, education, and tourism. Thus, they will participate and take necessary actions to promote the village in the global societies. This program will enhance community economic growth, English immersion education, and the tourism industry in eastern Indonesia. In other words, this village will catalyze the growth of small and medium enterprises (SMEs) in the hospitality industries, such as transportation, accommodation, recreation, and food and beverage businesses.
The Effect of Self-Assessment on the Development of EFL Writing Self-Efficacy: A Case of Algerian Higher Education
Author: Takarroucht, Kenza
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),English (Second Language),Second Language Learning,Second Language Instruction,Writing Skills,Foreign Countries,Self Efficacy,Metacognition,Comparative Analysis,Measures (Individuals),Student Attitudes,Learning Strategies,Writing Instruction,Teaching Methods,Scores,Undergraduate Students,English for Academic Purposes

Using self-assessment as part of writing courses is key to improving strategic and affective self-regulation skills. The aim of this study is to investigate how self-assessment develops EFL students' writing self-efficacy. To conduct this research, an embedded mixed-methods design was implemented with a sample of sixty control and experimental participants. This involved a post-scale of writing self-efficacy to collect quantitative data, and an interview administered to twenty participants after the experiment to explore their perceptions of their writing ability. Data were analysed using descriptive statistics and an independent-samples t-test at [alpha]=0.05. Analysis of the data revealed that the mean score of the experimental group was higher than that of the control group on the self-efficacy scale, and the difference between the two groups was statistically significant on the same variable. Data from the interview indicated that the majority of the participants voiced high perceptions of paragraph writing ability. Based on these findings, it can be assumed that self-assessment is a learning strategy, which can enhance learners' knowledge of criteria of good work and thus, can improve positive perceptions of their writing ability. This means that self-assessment can maximize their self-efficacy beliefs. Based on these findings, the study suggests recommendations for teachers to include self-assessment in their writing courses.