ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Writing Skills, Writing Attitudes and Motivation through Educational Games: Action Research
Author: Genç-Ersoy, Berrin
Date: 2022-09-00
Type: Journal Articles
Subjects: Writing Skills,Writing Attitudes,Student Motivation,Educational Games,Action Research,Elementary School Students,Skill Development,Writing Instruction,Writing Processes,Grade 4,Intervention,Program Effectiveness,Foreign Countries

This study aims to improve the writing skills, motivation towards writing, and writing attitudes of elementary school students through educational games by eliminating the problems they encounter in the writing process. The study was designed within the scope of cooperative action research, and criterion sampling was used for the sample selection. The data collection tools included Writing Attitude Scale, Writing Motivation Scale, Analytical Rubric for Assessing writing, interview forms, educational games, and action plans. The qualitative and quantitative data were analyzed using a series of data analysis techniques. The quantitative results showed that the participants' post-test mean scores in such dimensions of using educational games as attitude, motivation, and writing skill development in the writing teaching process were higher than their pre -test mean scores. The qualitative results revealed that the educational games could be used as an effective technique in teaching writing to develop participants' positive attitudes towards writing, increasing their motivation, improving their writing skills, and eliminating writing problems. Based on the results, it could be stated that different techniques, such as educational games, should take place more in the process by considering the affective factors in teaching writing.
Examining the Relationships between Student Engagement, Campus Facilities, and Technology Integration among Elementary Teacher Candidates
Author: Günüç, Selim
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Educational Facilities,Technology Integration,Elementary School Teachers,Preservice Teachers,Foreign Countries,Student Attitudes,College Environment

This study aims at examining the relationships between technology integration, campus facilities, and student engagement at 26 state universities in Turkey. In the study, the quantitative method was employed, specifically the correlational research method. The research sample involved 5,534 female students (71.21%) and 2237 (28.79%) male students, amounting to 7771 participants in total. The data of this study were collected by means of Student Engagement Scale, Student Perception Scale for Faculty Members' Technology Integration Efficacy, and Campus Climate Checklist. In addition, Pearson correlation analysis was conducted on the collected data. The results revealed that in every university, there was a positive relationship between student engagement and the students' scores in regards to benefits from the campus facilities. Another important result was that the positive relationship between student engagement and the students' perceptions regarding technology integration efficacies of the faculty members was proven for all universities involved in the study.
The Impact of Using Model and Augmented Reality Technology on Students&apos; Science Achievement, Motivation, and Interest Levels
Author: Sivri, Seyma Nur
Date: 2022-09-00
Type: Journal Articles
Subjects: Computer Simulation,Technology Uses in Education,Science Achievement,Student Motivation,Student Interests,Grade 6,Middle School Students,Foreign Countries,Models,Teaching Methods

In this study, it was aimed to investigate the effects of modelling and the materials designed with augmented reality technology on the academic success of students, their motivation, and their interest levels towards the science course. The study was conducted in 6th grade science units on &quot;Support and Movement Systems&quot; and &quot;Systems in Our Body&quot;. In the study, a quasi-experimental design with a pre-test and post-test control group was applied. The study was carried out with three groups: the control group, the augmented reality experimental group, and the modeling experimental group. The research sample consists of a total of 66 students studying at a public middle school in the Küçükçekmece district of Istanbul province during the 2020-2021 academic year. To collect data, a 30-item Science Achievement Test, a 23-item Science Motivation Scale, and a 27-item Science Interest Scale were applied. The Kruskal-Wallis test was applied for multiple comparisons, and Mann-Whitney U tests were carried out for post-hoc comparisons. For intragroup comparisons, Wilcoxon Signed Ranks tests were applied. According to the results of the study, it was concluded that the use of augmented reality and modeling techniques in the science course had a statistically significant effect on the academic success, motivation, and interest of the students towards the science course.
Instrument Development to Assess University Students&apos; Coping with Negative Academic Feedback
Author: Turgut, Özden
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Evaluation,Measures (Individuals),Grades (Scholastic),Feedback (Response),Coping,Factor Analysis,Factor Structure,Test Validity,Test Reliability,Likert Scales

The students of higher education should perform well enough in academic life. One major problem of academic life is the stress experienced by having high grades. The student who receives a lower grade must cope with this feedback on his performance. Therefore, this study aims at developing an instrument for assessing university students' coping with negative academic feedback. This scale development research is a mixed-method study that is particularly exploratory sequential pattern. The study group consists of 450 university students. In the conclusion of the analyses, it has been determined that the scale consists of four factors. There were nine items in the first factor, six in the second, five in the third, and seven in the fourth. The scale totally has 27 items. The total Alpha coefficient value of the scale is 0.883. Item-total correlation for the scale is between 0.273-0.645. The findings have shown that the factor values are between 0.348-0.809. The total variance of the scale has been % 49.471. It is concluded that Coping with Negative Academic Feedback Scale (CNAFS) is a valid and reliable instrument for university students.
Experiencing Edublocks: A Project to Help Students in Higher Education to Select Their Own Learning Paths
Author: Lindín, Carles
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Course Selection (Students),College Freshmen,Foreign Countries,Student Satisfaction,Individualized Instruction,Computer Oriented Programs,Independent Study,Technology Uses in Education,Learning Activities,Communities of Practice,Program Evaluation,Feedback (Response)

In this contribution, we want to share the experiences we had in a project that aimed at helping students select their own learning paths. Learning paths were a specific sequence of &quot;edublocks&quot; (learning activities) first-year students at the University of Barcelona could choose in a course: &quot;Uses, possibilities and limits of information and communication technologies in social education&quot;. Students were provided with a technology-based network of learning communities of peers, teams of teachers and tutors and a large set of learning &quot;edublocks.&quot; At the center of the network we placed an App that allowed teachers and tutors to give very differentiated quantitative and qualitative feedback to their students, which turned out to be of great value for students who were confronted with the task of organizing their learning paths during their first semester. Results showed that students were very satisfied with the feedback they received while at the same time, teachers indicated that using the App did not place an additional burden on them. The strategy of individualization of learning with synchronous and asynchronous human support, managed through technological tools, encourages self-regulated learning. We start our contribution with an overview of different approaches to controlling learning paths, present some theoretical considerations concerning our Edublocks project, describe the project in detail and then offer and discuss results and our insights.
Validity and Reliability Study on the Development of Data Literacy Scale for Educators
Author: Öz, Serap
Date: 2022-09-00
Type: Journal Articles
Subjects: Likert Scales,Test Construction,Construct Validity,Test Reliability,Data Use,Information Literacy,Data Analysis,Content Validity,Public School Teachers,Factor Analysis,21st Century Skills,Foreign Countries

The purpose of this study is to develop a valid and reliable Likert-type scale that can be used to measure the data literacy skills of educators. In the development process of the scale, after reviewing the relevant literature, a pool of 130 items was designed and presented to the experts for their view. After the evaluation of experts, the content validity rate and content validity indexes of the items were calculated by using the Lawshe method, and 39 items were formed. The draft scale of 39 items was applied to 820 teachers and administrators working in public schools in the 2021-2022 academic year. In order to determine the construct validity of the scale, principal component analysis and factor analysis were performed. As a result of these analyses, a scale consisting of 3 factors and a total of 30 items was developed. For reliability, Cronbach a (.953) a coefficient was calculated for the overall dimensions of the scale and varimax rotation. The results show that the scale is valid and reliable.
Self-Assessment and Pre-Service Teachers&apos; Self-Regulated Learning in a School Organisation Course in Hybrid Learning
Author: Martín-Del-Pozo, Marta
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Preservice Teachers,Teacher Education Programs,Student Attitudes,Assignments,COVID-19,Pandemics,Personal Autonomy,Undergraduate Students,Metacognition,Learning Strategies,Early Childhood Education,School Organization,Blended Learning,Course Descriptions,Rating Scales,Academic Achievement,Independent Study,Foreign Countries

The lack of autonomy of university students is a current problem in higher education, being considered a skill that students must acquire. To meet the objectives of higher education, students, especially those enrolled in bachelor's degree programmes, must be assisted in achieving a greater capacity for self-regulation, for which teachers must find an effective balance between guidance and self-regulated learning. We worked with 39 undergraduate students of the Bachelor's Degree in Early Childhood Education programme at the University of Salamanca (Spain) who were enrolled in a subject about school organisation, in the context of a hybrid learning mode due to the COVID-19 crisis. The pre-service teachers measured their progress weekly and self-assessed their performance in implementing the subject group work using a digitised rating scale through a questionnaire. The results showed that the students who best self-regulated their learning were more realistic in their self-assessment of their work, although they were not the highest achievers in some cases in terms of the final assessment of the assignment. In addition, the students valued the experience as positive, noting particularly that using the digital questionnaire to reflect on the quality of their work had helped them to improve the final assignment. Based on the results, teachers in the university where the study was implemented are considering continuing this practice and even applying it to other subjects, such as the Final Degree Project, where students have a more autonomous role in their learning and where good self-regulation can have very positive results.
Self-Regulation of Learning and the Co-Design of Personalized Learning Pathways in Higher Education: A Theoretical Model Approach
Author: Villatoro Moral, Sofía
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Instructional Design,Student Centered Learning,Teaching Methods,Validity,Decision Making,Workshops,Futures (of Society),Teacher Attitudes,Student Attitudes,Independent Study,Technology Integration,Learning Management Systems,Teacher Education Programs,Foreign Countries,Models,Educational Technology,Preschool Teachers,Elementary School Teachers,Specialists,Blended Learning,Online Courses,College Faculty

The way we learn is changing, and this requires seeking learner-centred pedagogical strategies. Based on this idea, this paper is about the process of construction and validation of a pedagogical model approach based on the perspectives of co-design, learning pathways and self-regulated learning. Through a process of Design Based Research, different techniques and instruments have been applied to collect information aimed at the creation and validation of a co-design model in the construction of personal learning pathways. Among them is the validation of the results through an expert judgment carried out in a future workshop. These results and the methodology of how they were validated is the part that is presented in this work. The data show the dimensions of the model and its representation from two perspectives, teacher, and student. Both points of view have the objective that the students reach new knowledge and improve self-regulated learning, being the protagonists of the whole process. In addition, the work is a proposal for a strategy to be implemented in hybrid, online or mixed contexts where the students become the protagonists of their learning.
Students&apos; Agency and Self-Regulated Skills through the Lenses of Assessment Co-Creation in Post-COVID-19 Online and Blended Settings: A Multi-Case Study
Author: Santana Martel, Jennifer Saray
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Case Studies,Learning Strategies,Metacognition,Learning Processes,Student Motivation,Personal Autonomy,Productivity,Student Attitudes,College Faculty,Teacher Role,Online Courses,Evaluation Methods,Cooperative Learning,COVID-19,Pandemics,Likert Scales,Student Surveys,Undergraduate Students,Teacher Student Relationship,Student Evaluation,Phenomenology,Foreign Countries

The purpose of this paper is to contribute to the literature related to assessment cocreation, specifically on students' perspectives on their participation throughout the process, including the professor's role as well as the knowledge and skills students acquired in assessment co-creation in online and blended settings. To do so, we conducted qualitative research where three cases were examined through a validated survey. Quantitative data (Likert scale and close-ended questions) was analyzed with excel whereas to study qualitative data we used Atlas.ti. As a result, students appreciated the opportunity given as they believe it helped them to better understand the assessment process, as well as allowing them to improve their own understanding of their assignments and, therefore, to better perform on them. Also, students claim they have acquired different skills: from academic to life-long learning skills. In conclusion, we believe assessment co-creation has great potential to help students' self-regulation and agency as well as to enhance students' motivation, proactivity, and collaborative participation in their own learning process. Finally, we would like to point out that more studies related to this topic need to be conducted since there are only a few examples.
Early Childhood Supervision: Tensions in the Advancement of Developmentally Appropriate and Social-Justice Oriented Practice
Author: Baker, Sarah Jean
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Early Childhood Teachers,Preservice Teachers,College Faculty,Mentors,Cooperating Teachers,Student Teacher Supervisors,Developmentally Appropriate Practices,Social Justice,Equal Education,Field Experience Programs,Role,Interpersonal Relationship,Professional Development,Supervision

This case examines the complex interactions among university faculty, teacher candidates, and school-based mentor teachers during supervision. In early childhood, among other skills and dispositions, the use of developmentally appropriate practice and an equity focus are important to the overall advancement of teacher candidates' practice. However, supervisors do not have oversight of the classrooms in which early childhood candidates are placed for field experiences. In some cases, teacher candidates may be expected to conform to or demonstrate practices themselves which are not developmentally appropriate, or which are inequitable. What is the role of the supervising faculty member in these cases, and how can the supervisor navigate the relationship with mentor teacher and host school, while also supporting appropriate and equitable professional growth in the teacher candidate?
Leading for School Change in a Divided Community
Author: Jakubowski, Casey
Date: 2022-00-00
Type: Journal Articles
Subjects: Transformational Leadership,Educational Change,Rural Education,Power Structure,Principals,Experienced Teachers,Teacher Administrator Relationship,Superintendents,Classroom Environment,Civics,Controversial Issues (Course Content),Debate,Teacher Attitudes,Collective Bargaining,Teacher Supervision,Unions,Boards of Education,Teacher Rights

This case study examines the intersection of rural education, new leadership, and supervising teachers when a power imbalance exists. Using a real-life example of supervision and professional interactions, this case study focuses future administrators on the real-life conflicts inherent in supervision and employee rights. The case study examines the inherent power dynamics in some rural school systems, where changing demographics have resulted in the dissonance between what the Board of Education, the superintendent, and a newly appointed principal see as an educational environment for cultural responsiveness which acknowledges changes in the community and the pre-existing, established norms. The interactions between the principal, a veteran teacher, and a classroom environment during contentious discussions among students in a civics education class debate launched faculty discontent towards the new administration. The debate occurs during an already contentious moment during the stalled teacher's collective bargaining agreement.
Socioscientific Issues-Based Instruction: The Messier Side of (Leading) Science Teaching
Author: Graham, Savannah R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Science and Society,Teaching Methods,Science Instruction,Student Teachers,Advanced Placement Programs,Biology,COVID-19,Pandemics,Health Behavior,Parent School Relationship,Critical Race Theory,Instructional Leadership

The present case centers on a socioscientific issues-based lesson taught by a preservice teacher (PST) in an AP Biology class. The PST designed and delivered a lesson on disease transmission and ways to avoid infection with connections to the COVID-19 pandemic mask mandates and vaccine reticence. The Principal received several emails from parents (positive and negative), citing the incorporation of political issues and critical race theory into the science lesson. With this framing, the case depicts how the Principal, PST, university supervisor, and cooperating teacher navigate the situation. The case highlights the role of school leader as instructional leader. In particular, to interact with teachers and other stakeholders about content and pedagogy, leaders must develop leadership content knowledge (LCK). The present case offers school leaders an opportunity to build LCK around the Nature of Science and socioscientific issues, while exploring how they might address challenges to curriculum and pedagogy.
Tensions in the Student Teaching Triad: A Case of Competing Views of Responsive Instruction for Latinx Students
Author: Gerardo, Juan Manuel
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Student Teachers,Student Teacher Attitudes,Student Teaching,Teacher Supervision,Mentors,Hispanic American Students,Culturally Relevant Education,Role Playing,Student Teacher Supervisors,Power Structure,Conflict,English Language Learners,Class Activities

This case provides opportunities for students to think more deeply about tensions that arise in the pre-service teacher (PST)-mentor teacher-supervisor triad when there are competing views about responsive instruction for Latinx students. Furthermore, this case illustrates how shared social identities among triad members do not necessarily mean there is a shared stance of how to work with Latinx students that aligns with research-based recommendations. The accompanying teaching notes, discussion questions, and classroom activities expose students to relevant literature, introduce them to the concept of courageous conversations, and enable them to role play.
Using ECL Media to Improve Information Literacy of Islamic Elementary School Students
Author: Naila, Ishmatun
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Information Literacy,Instructional Materials,Teaching Methods,Islam,Religious Schools,Foreign Countries,Grade 1

This research examines the use of ECL media to improve literacy information of Islamic elementary school students. The method used was repeated pre-experiment without a control class. The research design used was one group pre-test and post-test. Data were analyzed using paired t-test, n-gain calculation, and ANOVA using IBM SPSS Version 25. The results showed an increase in students' information literacy, which was statistically significant at 5% alpha after learning using ECL media. The mean n-gain for the three classes was in the medium category and does not differ in three experimental classes, and more than 90% students responded positively to the teaching using ECL media. Based on the results, ECL media effectively improved students' information literacy. This research will be a new reference to improve the information literacy of elementary school students, especially first graders, for teachers, parents, and students independently.
Affective Tendencies of Science Teachers in Teaching Socioscientific Issues
Author: Elbahan, Meryem Hatun
Date: 2022-00-00
Type: Journal Articles
Subjects: Science and Society,Affective Behavior,Science Teachers,Teacher Attitudes,Science Instruction,Teacher Characteristics,Foreign Countries

This study aims at identifying the intrinsic affective tendencies of science teachers in teaching socioscientific issues (SSI) based on different variables and their personal perspectives. The participants of the study consisted of 394 science teachers who taught at public schools during the 2021 and 2022 academic years. Regarding the research method, a mixed method that combined quantitative and qualitative research methods was employed in this study. Quantitatively, the &quot;Affective Tendency Scale for Teaching Socioscientific Issues&quot; comprising four dimensions and 28 items was applied to 394 science teachers. Meanwhile, qualitatively, semi-structured interviews were conducted with six science teachers from the total participant teachers who volunteered to take part. Subsequently, for statistical operations in this study, the SPSS program was utilized to analyze the quantitative and qualitative data in a descriptive manner. Conclusively, the results revealed that science teachers' affective tendencies in teaching SSI (Socioscientific Issues) were high on both quantitative and qualitative levels. [This study was presented as an oral presentation of the Symposium V. International Symposium on Social Sciences and Educational Sciences.]