ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning through Teaching: Teaching the Nature of Scientific Inquiry in Online Outdoor Learning Environments
Author: Erdas Kartal, Eda
Date: 2022-00-00
Type: Journal Articles
Subjects: Inquiry,Science Instruction,Online Courses,Outdoor Education,Educational Environment,Preservice Teachers,Student Attitudes,Foreign Countries,Attitude Change,Preschool Teachers,Elementary School Teachers,Learner Engagement

This study aims to examine the developments of 50 pre-service teachers' NOSI views during a 14-week implementation in the online outdoor learning environment. This is an experimental study that examines each participant's views and changes about NOSI using an open-ended questionnaire (VASI), and follow-up interviews. The data were analyzed by using content analysis. Almost all participants positively improved their views through the explicit/reflective approach and teachers' own experiences by practicing. In this study, the views of pre-service teachers developed more clearly after preparing lesson plans and their teaching practices. This is an indication that NOSI teaching, which does not provide the experience of conveying their learning outcomes to their practices to the participants is limited on its own and that the importance of &quot;learning through teaching&quot; in teachers' in-service and pre-service training on this subject should not be overlooked. Online teacher education in outdoor learning environments might be used in the development of NOSI views of pre-service teachers. We think that it is important to investigate the effect of this training on teacher education. These types of training might create a more economical and sustainable alternative for the development of NOSI views of wider groups of pre-service and in-service teachers.
Measurement-Evaluation Applications of Context-Based Activities in Hybrid Learning Environments
Author: Kumas, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Student Evaluation,Alternative Assessment,Science Education,Physics,COVID-19,Pandemics,Evaluation Methods

Students may be at a disadvantage when learning if they cannot follow lessons face to face due to such reasons as epidemics, disasters, transportation, or family. The main purpose of this study is to perform alternative measurement and evaluation practices in hybrid learning environments in a way that will make students in online physics lessons active participants in the process. The research uses the developmental, emancipatory, and critical action research models within the scope of the qualitative research method. The research was carried out over three weeks under the guidance of the researcher with 32 10th-graders at the school where the researcher taught physics for 12 years. Semi-structured interview forms, rubric forms, and documents were used as data collection tools. The interviews and documents were evaluated using content analysis, while the rubrics were evaluated using descriptive analysis. The students' active and decisive roles during the assessment and evaluation activities within the context-based learning activities regarding physics subjects as well as at the end of learning encouraged the students attending the lesson online and those attending in person to learn under the same conditions. In this context, activities in which students are a part of the learning and measurement-evaluation processes should be encouraged in online and hybrid-learning environments. Developing context-based activities with regard to experiments, analogy, and theoretical applications and developing qualified practices in which students will be active throughout the process under the guidance of action researchers will be beneficial for ensuring this.
Interrelationships of Climate Adaptation and Organizational Learning: Development of a Measurement Model
Author: Fischer, Sophie
Date: 2022-00-00
Type: Journal Articles
Subjects: Climate,Adjustment (to Environment),Organizational Learning,Corporations,Social Responsibility,Goal Orientation,Organizational Development,Strategic Planning,Measurement,Models,Handicrafts,Foreign Countries

Climate adaptation and learning support organizations in dealing with the current and projected consequences of climate change by recognizing challenges as opportunities, ensuring business continuity and increasing their economic efficiency. Beside material resources, climate adaptation requires knowledge, technical expertise, and learning capacity. Our contribution examines the interrelationship between climate adaptation and organizational learning, as the consideration of climate adaptation in the long term and with respect to organizational learning or realignment is still represented very little in research. Thus, we conduct a regional study to analyze to what extent the companies already have climaterelated structures conducive to learning, to what extent they take responsibility in terms of the learning object (climate change), and which elements prove to be limiting here. The survey of 288 companies and handicraft companies illustrate that intangible resources such as a sense of responsibility, executives' positive attitude and common values have a significant influence on the way companies deal with climate change. Executives characterize key actors for organizational goal setting, strategic development, and functional process monitoring. The study shows that the number of climate-related measures taken increases due to higher resource capacities. As we draw conclusions about changing learning requirements, conditions, and mediums in the face of climate change, findings can provide relevant inspiration for scholars or practitioners to perceive climate adaptation as a valuable and strategic challenge to enhance the organization's resilience per se.
Enhancing Teacher Awareness and Professionalism through Prolonged Critical Reflection: Influences of Socializing Forces on Educational Beliefs and Practice
Author: Winstead, Lisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Professionalism,Socialization,Teacher Attitudes,Beliefs,Educational Attitudes,Educational Practices,Faculty Development,College Faculty,Beginning Teachers

A graduate course in curriculum and instruction was utilized as an intervention to enhance teacher awareness about their teaching practice. The researchers employed a purposeful and prolonged critical reflection approach for graduate students, who are also teachers, over a 15-week period. The teachers juxtaposed their prior experiences against a frame of educational philosophies. The researchers found that prolonged critical reflection about educational philosophies and associated approaches increased teacher ability to discern and disentangle their teaching dispositions from their teaching practices and articulate these distinctions. Additional significant outcomes included teachers questioning of socializing forces that influence their instruction, prompting action and agency. Similarly, teachers commented about gaining increased open-mindedness and a willingness to transform schools. Triangulation of data corpuses that included journal reflections/blogs, field notes, and assignments revealed four salient phases associated with their enhanced awareness and transformation: (1) Uncertainty, (2) Development and Growth, (3) Realization and Agency, and (4) Self-Characterization associated with this critical reflection process.
Mathematics Student Teachers&apos; Task Design Processes: The Case of History, Theory, Technology, and Modeling
Author: Hidiroglu, Çaglar Naci
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Student Teachers,Instructional Design,Mathematics Instruction,Programming,Task Analysis,Learning Processes,Mathematical Models,Technology Uses in Education,Mathematics Education,Middle School Teachers,Foreign Countries

This study adopts a holistic single-case design to explain the task design processes of mathematics student teachers (MSTs) regarding History, Theory, Technology, and Modeling (HTTM). A criterion sampling method was used to select nine MSTs who had successfully completed &quot;algorithms and programming&quot; course. Video analyses, written answer sheets, scratch papers, and GeoGebra files were used to obtain data, including the views of MSTs on HTTM task design. Data analysis was performed using a content analysis method based on the theoretical framework of HTTM learning. The results revealed that HTTM design processes included task, focus/origin, problem, design (prototype), results, and approved reports. Furthermore, the mental steps that connected these basic components were found to be investigating, exploring, designing, evaluating, revising, and reporting. One of the key challenges experienced by the MSTs was found to be spending a great amount of time especially while determining a focus. The study has been finalised with a set of suggestions for future designs.
Examining the Effect of Peer and Self-Assessment Practices on Writing Skills
Author: Aslanoglu, Aslihan Erman
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Self Evaluation (Individuals),Writing Skills,Foreign Countries,Public Schools,Grade 9,High School Students,Writing Exercises,Scores,Student Attitudes,Turkish,Writing (Composition)

This study aims to reveal how peer- and self-assessment practices influence the writing skills of 9th grade students. The study adopted mixedmethods explanatory design. The participants were 102 students attending a public school in Ankara. The quantitative data were collected through a quasiexperimental method, and qualitative data were collected through a case study. There were three groups of participants in this study: the 1st experimental group in which peer-assessment was carried out with 34 participants; the 2nd experimental group in which self-assessment was conducted with 34 students, and 34 students in the control group. The interventions lasted 7 weeks. Writing performance tasks and rubrics were used to gather quantitative data while a Semi-Structured Interview Form was used to collect the qualitative data. For the analysis, paired samples t-test, ANOVA, and content analysis were used. The findings revealed that there was a significant difference between pre-test and post-test scores of experimental groups in which peer and self-assessments were conducted whereas there was not a significant difference between the scores of the control group. The findings of ANOVA, the post-test results of the experimental and control groups showed that there was a significant difference between all groups in favor of the 1st experimental group in which peer assessment was applied. The qualitative findings of the study corroborate the quantitative findings. Hence, we can conclude that peer and self-assessment practices were effective both in the development of students' writing skills and on their attitudes and interests towards writing.
Froebel Box: A Tool for Participatory and Creative Learning
Author: Sillanpää, Taina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Processes,Play,Instructional Design,Early Childhood Education,Holistic Approach,Interpersonal Competence,Psychomotor Skills,Skill Development,Mathematics Skills,Spatial Ability,Museums,Kindergarten,Toys

Historically, Finnish early childhood education has been largely based on Friedrich Froebel's pedagogy. However, Froebelian pedagogy is no longer as well known in Finland as it once was. We at the Kindergarten Museum in Helsinki wanted to increase awareness of the Froebelian tradition. Together with artist Alexander Reichstein, we came up with the idea of enriching children's play by making use of the idea of Froebel gifts. To this end, we invented a set of equipment called the Froebel box. The aim of our research project is to discover how children learn and interact through Froebel box activities. We use educational design research, which refers to a process in which we develop our pedagogical tool together with the teachers and children from our collaboration Early Childhood Education and Care (ECEC) centers. The data was collected from three Finnish ECEC centers and analyzed with qualitative content analysis of teacher's interviews. According to our findings, Froebelian applications increase participative play and children's interaction and learning in a holistic way. By playing with giant-sized blocks, children develop their social and motor skills and their mathematical and spatial understanding. Giant blocks are a way that children can express themselves with their bodies. Based on the interviews conducted, in the future we will concentrate on developing the participation of adults in the children's play with the blocks, and on enriching the potential of the Froebel box as a pedagogical tool. There are lots of possibilities for how the Froebel box could be developed as a tool for spatial reasoning that would take into account bodily interaction, the role of teachers in supporting play, and different ways of using spatial concepts for play.
Toward a Model of Educational Equality: Establishing Social Validity Measures for Inclusion
Author: Greenberg, Jeremy H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Equal Education,Inclusion,Special Education,Special Needs Students,Autism Spectrum Disorders,Elementary School Students,Individualized Education Programs,Applied Behavior Analysis,International Schools,Behavior Modification

Inclusion of students with special education needs (SEN) and especially autism spectrum disorder (ASD) into general education curricula is a challenging practice. In recent years, the practice of inclusion has been expanding within the international school community. Outside of the United States, the process of inclusion is developing rapidly due to an ever-increasing demand. The demand is fueled by families and is compounded by the scarcity of international schools with developed programs and inclusive classrooms. Applied Behavior Analysis provides evidence-based strategies and tactics that support educators and those responsible for inclusion of students SEN and ASD. The purpose of the present study was to use behavioral observation techniques to determine socially valid performance criterion for attending behaviors in typically developing primary school students during group instruction and independent desk work. No direct observation data were found on this subject, to date. Direct observations occurred in situ using whole interval recording procedures across typical students across primary grades one through eight, inclusive. Data were collected under two types of conditions, lecture style instruction, and independent desk work for boys and girls across all grades. The performance criterion could then be used to guide decisions by IEP teams to fade out support of those students with SEN in the general education setting. Results show that typical students attend to the teacher during live lectures an average of 93% of the time using a time sampling data collection technique and 96% during independent desk work.
The Effect of Positive Error Climate on Affective Domains in Mathematics Teaching
Author: Ozkaya, Merve
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Instructional Effectiveness,Middle School Students,Attitude Measures,Mathematics,Student Attitudes,Error Patterns,Formative Evaluation,Likert Scales

The aim of this study is to investigate the effect of positive error climate in classrooms on middle school students' error orientations and attitudes towards mathematics. The data of the research were collected in the 2021-2022 academic year. The participants of the study consisted of 44 students in two 6th grade classes in a middle school in the city of Van, Türkiye. Quasi-experimental design was used in the research and the pre and post scores of the experimental and comparison groups were compared before and after the study. The data obtained using the &quot;Mathematics Attitude Scale&quot; and the &quot;Error Climate Scale&quot; were analyzed to examine the differences within and between groups. As a result of the findings, it was seen that the positive error climate in the experimental group made a positive significant difference both on the attitude towards mathematics and on error orientations of the students. No significant change was observed at the end of the study in the comparison group in which a neutral error climate was applied. The interviews with the course teacher who carried out the application and the observations made in the classroom reinforced the positive effect of the application. Positive error climate can be seen as a part of formative assessment as it has a corrective effect on teaching in the process.
Identifying the Presence of Context and Item-Writing Flaws in Practice Items: The Case of Turkish Mathematics Textbooks
Author: Ilgun Dibek, Munevver
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Textbooks,Mathematics Tests,Test Items,Test Construction,Guidelines,Middle School Mathematics,Grade 8,Multiple Choice Tests,Error Patterns

This study seeks to ascertain the degree to which context-based items are offered in Turkish mathematics textbooks as well as the quality of the items in terms of item writing guidelines, whether or not they are given as traditional or context-based. A qualitative research approach is used in this study. The eighth-grade mathematics textbook used in public schools and a textbook used in certain private school chains constitute its sample. The practice items (i.e, exercises without solutions given) included in the textbooks were analyzed by performing document analysis. The results revealed that both textbooks contain several flawed items in terms of item writing rules, as well as having mainly non-contextual items.
The Role of Teacher Support and In-Class Teaching Practices on Reading Performance: Evidence from PISA 2018 Outcomes for Türkiye
Author: Bozkurt, B. Umit
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Assessment,Achievement Tests,Secondary School Students,Reading Comprehension,Reading Achievement,Teacher Role,Educational Practices,Teaching Methods,Reading,Learning Activities,Student Attitudes,Learner Engagement,Feedback (Response),Classroom Environment

The study deals with the variation of Turkish students' reading comprehension performance according to &quot;perceived teacher support&quot; and &quot;reading activities in the classroom.&quot; This study, which is grounded on the data drawn from the PISA 2018 database, investigates the relationship between certain variables. In the analyses performed on the PISA IDE server, the PISA 2018 reading literacy general averages of Türkiye were associated with the identified variables, and the differences in the averages were examined. As a result, perceived teacher support, teacher's adaptation of the course, and stimulation of reading engagement have a positive relationship with reading comprehension; however, it was found out that the frequency of receiving feedback had a negative relationship with reading performance. In addition, the general reading average of the students who reported that they had not performed activities such as &quot;summarizing,&quot; &quot;comparing the content of the text with their own experiences,&quot; &quot;comparing the text they have read with other texts written on similar topics,&quot; and &quot;writing about the text that has been read&quot; was much higher than those who reported that they had performed these activities. These results have strengthened the conclusion that teachers give feedback to poor readers more frequently. On the other hand, it is possible that good readers may find the learning activities in the course inadequate. In summary, reading comprehension performance is positively or negatively affected by teacher support, adaptive instruction, feedback, and engagement in reading activities in the classroom.
Assessment of Degree Colleges in the Transition Phase: A Case Study of Degree Colleges in the Makran Division
Author: Ahmed, Manzoor
Date: 2022-12-00
Type: Journal Articles
Subjects: Case Studies,Undergraduate Students,Administrator Attitudes,Program Development,Academic Degrees,Decision Making,Higher Education,Human Resources,Associate Degrees,Bachelors Degrees,Barriers,Educational Facilities,Foreign Countries,Single Sex Colleges

The purpose of this study was to assess the degree colleges' preparation for the new transition phase, transferring the BA/BSc programs into ADA/ADS programs. The participants of this qualitative study were principals of Degree Colleges in the Makran division and data were collected through semi-structured interviews. Themes generated from data showed that degree colleges of the Makran division were not capable of starting the AD/ADS programs properly due to shortage of human and physical resources. The findings also identified that the principals serving these colleges were not involved in the decisions taken by Higher Education Commission for the degree colleges. Recommendations based on the findings indicate that degree colleges of the Makran region require more support and facilitation from Higher Education Commission and Provincial Government before the initiation of ADA/ADS Programs. The findings and recommendations will be helpful in the preparation of Degree colleges transferring from BA/BSc to ADA/ADS programs.
The Use of Open-Ended Items for Giving Feedback during the Formative Assessment Process
Author: Altintas, Ozge
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Items,Formative Evaluation,Feedback (Response),Academic Achievement,Thinking Skills,Scoring Rubrics,Student Evaluation,Teacher Made Tests,Foreign Countries

Feedback plays an important role in classroom learning and teaching process. This study focuses on how feedback can be more effectively used in the formative assessment process. According to this purpose, the study first discusses the concept of student achievement and presents its changing nature in the 21st century. Subsequently, the study addresses higher-order thinking skills, the use of open-ended items in improving student achievement in the classroom, rubrics, formative assessment, and feedback. The study aims to present an exemplary measurement and assessment model that will contribute to the development of student achievement. Additionally, it examines the use of a feedback approach that will improve the power of using the knowledge of the students learned in lessons in daily life by associating it with basic life skills in the formative assessment process. Accordingly, teachers are provided with a unique means that they can easily use in improving classroom success. In the study, an open-ended item has been developed that has a real-life counterpart is used to provide information on the improving of student achievement, while a rubric used in scoring the answers to the item is also developed. The answer categories in the rubric show the place of the student in the distribution of success. Thus, teachers will be able to see what students can and cannot do, as well as be able to give accurate and realistic feedback on what needs to be done for the development of student achievement.