ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of the Effect of Life Skills Education and Acceptance and Commitment on Happiness and Responsibility of Physical Education Students
Author: Gür, Yunus
Date: 2022-08-00
Type: Journal Articles
Subjects: College Students,Physical Education,Mental Health,Academic Achievement,Psychological Patterns,Responsibility,Student Attitudes,Foreign Countries,Personality Traits,Interpersonal Competence,Knowledge Level,Beliefs,Adoption (Ideas),Self Concept,Persistence,Motivation

Happiness and responsibility are among the components on which students' mental health, performance and success depend. Therefore, the present study aimed to compare the effect of life skills education and acceptance and commitment on the happiness and responsibility of physical education students. A semiexperimental design was conducted (pre-test and post-test) with two experimental and one control group. 45 female physical education and sports teaching departments students in Kilis (Turkiye) with lower scores on the Oxford Argyle (1990) Happiness Questionnaire and the California Psychological Responsibility Scale (CPI-R), were selected by convenience sampling and randomly divided into two experimental groups (15 people in each group) and one control group (15 people). For the first group, life control education (8 sessions; week 2 one-hour session) and the second group, Acceptance and Commitment Therapy (8 sessions; week 2 one-hour session) was applied and the control group did not receive any education. Prior and after the education, the subjects completed the Argyle (1990) Oxford Happiness Questionnaire and the California Psychological Responsibility Scale (CPI-R). Multivariate analysis of covariance (MANCOVA) was used to analyze the data. The results showed that the mean scores of students' happiness and responsibility in the acceptance and commitment group compared to the life skills education group and in the life skills education group compared to the control group in the post-test increased significantly (p &lt; 0.05). In conclusion, the results showed that commitment and acceptance education is more effective than life skills education in increasing the responsibility and happiness of physical education students.
Community Circles in Response to Restorative Justice Research and Critique
Author: Edber, Hannah
Date: 2022-00-00
Type: Journal Articles
Subjects: Restorative Practices,Educational Research,Sense of Community,Discipline Policy,Interpersonal Relationship,Discussion Groups,Program Implementation

Zero-tolerance discipline in schools has resulted in disproportionate referrals, suspensions, and expulsions for Black students, students with disabilities, and low-income students of color. Restorative Justice (RJ) seeks to intervene in these patterns by emphasizing community interconnectedness and a discourse of harm, accountability, and repair. Although RJ has been shown to increase school connectedness and decrease suspensions and expulsions, teachers and students using RJ (as a response to discipline issues) report varying degrees of satisfaction with the framework. Frustrations can include limited time and limited depth of conversations with students who have caused harm, so that root causes of behavior are not addressed or explored. Ultimately, if there is no sense of community or accountability established prior to harmful interactions, there is no justice to be restored. Community circles (a practice of ritualized egalitarian discussion) can establish the interconnectedness needed for RJ to be effectively practiced in schools. This paper instructs teachers and school staff how to plan, run, and train students to facilitate community circles in their classrooms.
Developing Awareness around Language Practices in the Elementary Bilingual Mathematics Classroom
Author: Krause, Gladys H.
Date: 2022-12-00
Type: Journal Articles
Subjects: Bilingual Education,Mathematics Education,Elementary School Students,Language Usage,Grade 2,Thinking Skills,Code Switching (Language),Problem Solving,Fractions

This study contributes to efforts to characterize teaching that is responsive to children's mathematical ideas and linguistic repertoire. Building on translanguaging, defined in this article as a pedagogical practice that facilitates students' expression of their understanding using their own language practices, and on the literature surrounding children's mathematical thinking, we present an example of a one-onone interview and of the circulating portion of a mathematics class from a secondgrade classroom. We use these examples to foreground instructional practices, for researchers and practitioners, that highlight a shift from a simplified view of conveying mathematics as instruction in symbology and formal manipulation to a more academically ample discussion of perspectives that investigate critically both mathematical concepts and their modes of transmission, which involve language practices, that are crucial for educating bilingual children.
Examination of the Concept Images of Pre-Service Teachers for Single-Variable and Multi-Variable
Author: Dinçer, Bahar
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematical Concepts,Mathematics,Misconceptions,Concept Formation,Secondary School Mathematics

This study aims to examine the concept images of pre-service mathematics teachers for the concepts of single-variable and multivariable functions. In the present research, which was conducted with the case study method, a test consisting of three open-ended questions was used to obtain data about the definition of the concept of function and the concept images of the single and multivariate functions of the pre-service teachers. The data obtained were coded with the descriptive analysis method and analyzed qualitatively. Each coding was given as a theme with frequency and percentage values and the answers given by the pre-service teachers were presented as examples. The findings obtained in this study showed that the pre-service teachers' concept images about function consisted of different representations of the concept of a function and concept images were generally classified as matching, transformation and equation. The pre-service teachers' concept images of the concept of function also had incomplete learning and misconceptions. That definition and value sets, which are important components of the concept of function, were not included in the answers. The pre-service teachers defined the functions as f(x) in multivariate function examples, and they ignored that x represents the only variable in the function. In addition, pre-service teachers who had misconceptions in single-variable function examples (equation and algebraic expression) made the same mistake in multivariable functions and could not make a correct representation although they used two variables in their expressions. It was determined that misinformation and misconceptions in concept images for multivariable functions were caused by incomplete information and mislearning in the function definition and single-variable function examples. The findings suggest that supporting the course designs on single and multivariable functions with examples and concept knowledge would be beneficial for an effective learning process.
Strategies for Creating Inclusive Learning Environments through a Social Justice Lens
Author: Araujo Dawson, Beverly
Date: 2022-00-00
Type: Journal Articles
Subjects: Minority Group Students,Inclusion,Educational Strategies,Holistic Approach,Electronic Learning,Distance Education,Instructional Design,Social Justice,Student Experience,Culturally Relevant Education

Culturally situated and cross-cultural approaches to instructional design and research have become increasingly important in higher education, particularly in online learning environments. As higher education becomes increasingly racially and ethnically diverse, learning environments must be structured and facilitated to meet the learning needs of BIPOC (Black, Indigenous, people of color) students. Based on the Community of Inquiry (CoI) and culturally inclusive pedagogy, this paper provides an overview of inclusive teaching practices and the necessity to take a holistic approach to online teaching with BIPOC students. This paper provides an overview of key instructional design elements to achieve equity-minded instructional design.
Teaching Mathematics and Science through a Social Justice Lens
Author: Pourdavood, Roland G.
Date: 2022-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Science Instruction,Social Justice,Middle School Teachers,Preservice Teachers,High School Teachers,Consciousness Raising,Equal Education,Student Diversity,Cultural Differences

Teaching mathematics and science embedded in social justice is not a familiar concept for many teachers, especially pre-service teachers. This qualitative, descriptive, and interpretative study examines the experiences and reflections of 26 middle grade and secondary pre-service mathematics and science teachers on teaching and learning mathematics and science through the social justice lens as they took a semester-long course concurrently with their student-teaching. The primary research question was, &quot;How may a semester-long course focusing on teaching and learning mathematics and science with social justice awareness provide pre-service teachers with opportunities to reflect on and change their teaching practices?&quot; Data included researchers' field notes and participating pre-service teachers' verbal discussions, written reflections, and classroom presentations. The findings suggest that teaching mathematics and science in the context of social justice enhanced the participating pre-services teachers' awareness of educational opportunity and equity. The findings also indicate teaching mathematics and science from the social justice perspective requires a paradigm shift in teaching and learning. Furthermore, the study exposes the limitations of the current school structure and culture for meaningful learning, the limitations of existing curricula and state-mandated texts, and the lack of adequate resources in teaching mathematics and science in social justice contexts.
Secondary Students&apos; Experiences with Distance Education for Mathematics Courses during the COVID-19: The Sample of Turkey
Author: Temel, Büsra
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Distance Education,Mathematics Education,COVID-19,Pandemics,Foreign Countries,Public Schools,Electronic Learning,Student Motivation,Student Experience

The aim of this study is to reveal the opinions of secondary school students about the mathematics lessons conducted during the COVID-19 pandemic process. This research is a descriptive study based on survey model. The sample group of the study consists of 740 secondary school students who have been attending public schools in the Black Sea Region of Turkey in the 2020-2021 academic year. A questionnaire consisting of three open-ended questions and five question items created by the researchers was used as data collection tool in the study. The questionnaire was created on the Google Forms platform and delivered to the students by this way. As a result of the study, it was stated that most of the students had difficulties in the mathematics lessons conducted during the pandemic, and these difficulties generally emerged in terms of not being able to understand the lesson or lack of digital resources. Students generally stated that they could not understand the teacher in online lessons, could not focus on the lesson, online lessons were not permanent and productive, and these lessons reduced their motivations towards the lesson. The data obtained from the study were discussed in relation to the literature and appropriate suggestions were made in line with the results of the study.
The Impact of Online Learning Process during the COVID-19 Pandemic: Possibly Leading to Learning Loss?
Author: Farhan, Fanny Septiani
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,COVID-19,Pandemics,Achievement Gains,Academic Achievement,Medical Students,Problem Based Learning,Foreign Countries

The COVID-19 pandemic has a risk of causing a learning loss in the education sector. If this condition continues, it may lead to the declining in the ability and the quality of students. This research aims to evaluate the risk of learning loss for Medical students in online learning process during the COVID-19 pandemic. This research is a quantitative-descriptive research with a total sampling of 172 students from Medical Program. The primary data is obtained by filling out a questionnaire through a validated Google form. The results of the research show that there is a decrease in the student's understanding during the problem based learning activities as much as 29.6%. The Clinical skill lab activities are decreased by 62.8%. The change from offline learning to online learning has caused the decrease in these activities that resulting in an ineffective learning, thus leading to the risk of learning loss. If the condition continues, learning loss may occur as a result of online learning during the COVID-19 pandemic.
Foreign Language Teachers&apos; Attitudes and Motivation towards Distance Learning
Author: Çelik, Birol
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Instruction,Teacher Attitudes,Teacher Motivation,Distance Education,Foreign Countries,Learning Motivation,Measures (Individuals)

Language is an important tool of communication, especially in a foreign setting. Foreign language teachers, help their students to access foreign experiences by reason of their ability to communicate with foreign nationals. Teachers' motivation however influences foreign language education and its effectiveness. The aim of this study is to examine the predictive effect of foreign language teachers' motivations on their attitudes towards distance education. For this purpose, 356 foreign language teachers who teach in Turkey (240 females, 116 males) were reached. The ages of the teachers are in the range of 23-64 and the mean is 41.9 (SD =9.44). Personal Information Form, Attitude Scale Toward Distance Learning (ASTDL), and Academic Motivation Scale (AMS) were applied to the participating teachers. Multiple regression was used to analyze the data in the study. Accordingly, extrinsic motivation predicts both positive and negative attitudes towards distance education. In addition, motivation predicts a positive attitude.
The Effects of Emotional Intelligence of the Foreign Students Learning Turkish Language on Speaking and Writing Anxiety
Author: Ates, Ayse
Date: 2022-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Foreign Students,Second Language Learning,Foreign Countries,Anxiety,Speech Communication,Writing Skills,College Students

Emotional intelligence is expressed as a person's ability to differentiate between oneself and other's emotions, to perceive them, and to act accordingly. The emotions left in the background by the education world, which are based on cognitive skills, have started to take place in education from the perspective of emotional intelligence in recent years. This study aims is to determine the effect of emotional intelligence of foreign students learning Turkish language on speaking and writing anxiety. In this direction, within the framework of emotional intelligence, the effect of teaching Turkish as a foreign language on speaking and writing anxiety has been studied and various determinations have been made. This study is a quantitative study and the method of the research is descriptive field research. The study group consists of 173 volunteers who studied at Inonu University TOMER in the academic year of 2018-2019. It was determined that the emotional intelligence writing and speaking anxiety levels of the students were at an average level. It was determined that as the emotional intelligence levels increased, speaking and writing anxiety decreased in the result of the analysis. In addition, as the duration of the students' stay in Turkey increased, there was an increase in the speaking anxiety level, while no significant difference was shown in the writing anxiety level.
The Relationship between Pre-Service Teachers&apos; Online Self-Regulation Skills and Cognitive Emotion Regulation Skills
Author: Sucuoglu, Hale
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Learning Strategies,Self Control,Thinking Skills,Emotional Response,Electronic Learning,Gender Differences,Foreign Countries

The purpose of this research is to determine the relationship between online self-regulatory learning skills and cognitive skills of regulating emotions. It has been examined that if there is a difference in the gender variable between online self-regulatory learning skills and cognitive emotion regulation skills of pre-service teachers and a meaningful relationship between the online self-regulatory learning skills and cognitive emotion regulation skills in terms of this purpose. It is a descriptive relational research. The sample this research is 434 pre-service teachers studying in the faculty of education. In this research, Online Self-Regulatory Learning Scale and Cognitive Emotion Regulating Scale has been used as a data collection tool. As a result of this research, it is seen that there is a significant difference in favor of female pre-service teacher on gender variable within the scope of online self-regulatory skills. When the sub-dimensions are searched it has seen that there is a significant difference in &quot;environment structuring&quot;, &quot;task strategies&quot;, &quot;time management&quot; sub-dimensions. When the cognitive emotion regulation skills of pre-service teachers have been examined according to the gender variable it is stated that there is a significant difference in favor of female pre-service teachers in &quot;putting into perspective&quot; sub-dimension. According to this result, it was determined that female pre-service teachers thought that &quot;everything could have been worse, others had experienced worse events, their last experience was not as bad as the previous ones, and there were worse things in life&quot; than male pre-service teachers.
Female Gender Representation in Selected South African Magazines
Author: Shabangu, Nonkululeko N.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Periodicals,Females,Gender Bias,Aesthetics,Advertising,Social Change,Feminism,Sex Stereotypes,Language Usage,Vocabulary,Visual Stimuli,Gender Differences,Sex Fairness

Background: There has been an increase in the number of women's magazines in South Africa, which also contributes to the country's economic growth and development. Objective: Magazines serve as a source of entertainment and information and they cater for readers interested in learning more about what features in society and even globally, which underscores the importance of quality and gender-sensitive material. The portrayal of females in magazines surfaced as a source of interest in the light of women's liberation and gender equity. Method/Results: The purpose of this study was to explore the language and content of selected South African women's magazines. The objectives were to determine how language and content are used to represent females in selected South African women's magazines; and determine the professional editors', journalists' and readers' perceptions of the representation of females in the selected English women's magazines. Conclusion: A qualitative case study design was used, and semi-structured interviews were conducted to collect data from the selected participants. The corpus spanned three professional journalists and nine readers, including seven females and five males, purposefully selected, who participated. The data collected through interviews were analysed and thematically discussed. Readers' reception aesthetics were used, in conjunction with feminist literary criticism, as theoretical lenses. Contribution: The study found that sexualisation and objectification continue especially in advertisements, but that much progress has been made in magazines to represent women as powerful and significant.
Remixing Storytelling across Modes
Author: Essa, Fatima Vally
Date: 2022-00-00
Type: Journal Articles
Subjects: Story Telling,Middle Schools,Middle School Students,Grade 7,English (Second Language),Second Language Instruction,English Language Learners,Multimedia Instruction,Creativity,Intervention,Affordances,Printed Materials,Performance,Cooperation

Background: Using storytelling in a classroom context can be a powerful tool, but how can English language educators use storytelling in ways that are beneficial to their learners? Objectives: In this paper, we simultaneously engage with the concept of storytelling, multimodality and creativity to show how these three concepts can work in tandem theoretically and in practice. The research is based on a collaborative multimodal storytelling intervention in a Grade 7 English Home Language classroom which entailed transducing the same story from a print-based mode to a performative mode. We work with the concept of storytelling across modes, rather than multimodal composition to highlight the fluid possibilities that our crosspollination approach offers. Methodology: The study is qualitative, and we thematically analyse data produced by one group of five learners. The research questions are as follows: (1) What are the different affordances of print-based and performative storytelling? (2) How do these two modes enable students to collaboratively draw on their linguistic, creative and social resources and repertoires? Results: Collaborative storytelling created multiple access points in the English classroom which enabled the learners to draw on a wide range of modes, realities and resources in accessible and meaningful ways. The intervention created a space for the learners to reflect on past experiences, re-imagine their sense of self and future, and use their stories as a form of social action. Conclusion: Each mode offered different pathways and distinct affordances to crafting and producing stories.