ethanporcaro/eric-fulltext-meta huggingface dataset:
Addressing Agency and Achievement in a Multiplication Intervention
Author: Lambert, Rachel
Date: 2022-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Academic Achievement,Multiplication,Intervention,Learner Engagement,Grade 4,Elementary School Students,Teaching Methods

Understanding increased achievement as a dynamic relationship between student engagement and mathematical understanding, we designed an intervention to address both factors. Our intervention was the instructional routine number strings, led by an undergraduate tutor. In this paper, we provide a case study of the development of a fourth-grade student (Inez) who participated in our number strings intervention. Despite a complex set of initial partial understandings about multiplication and arrays, Inez demonstrated growth both in her conceptual understanding of multiplication and engagement in mathematical discussion. Shifts in engagement were related to the tutor providing physical models of arrays and the tutor checking in frequently with the student. Shifts in conceptual understanding were prompted by her scaffolded engagement in mathematical discourse in which she was asked to reflect on her mathematical understanding of the spatial structuring of arrays.
When Negativity Is the Fuel. Bots and Political Polarization in the COVID-19 Debate
Author: Robles, José-Manuel
Date: 2022-00-00
Type: Journal Articles
Subjects: Political Attitudes,Negative Attitudes,Social Media,Computer Mediated Communication,Foreign Countries,Propaganda,Internet,Persuasive Discourse,Artificial Intelligence,Political Issues,Pandemics,COVID-19

The contexts of social and political polarization are generating new forms of communication that affect the digital public sphere. In these environments, different social and political actors contribute to extreme their positions, using bots to create spaces for social distancing where hate speech and incivility have a place, a phenomenon that worries scientists and experts. The main objective of this research is to analyze the role that these automated agents played in the debate on social networks about the Spanish Government's management of the global COVID-19 pandemic. For this, &quot;Social Big Data Analysis&quot; techniques were applied: machine learning algorithms to know the positioning of users; bot detection algorithms; &quot;topic modeling&quot; techniques to learn about the topics of the debate on the web, and sentiment analysis. We used a database comprised of Twitter messages published during the confinement, as a result of the Spanish state of alarm. The main conclusion is that the bots could have served to design a political propaganda campaign initiated by traditional actors with the aim of increasing tension in an environment of social emergency. It is argued that, although these agents are not the only actors that increase polarization, they do contribute to deepening the debate on certain key issues, increasing negativity.
From Intern to Skills Trainer: The Journey of One Individual to Competitive, Integrated Employment
Author: Buncher, Amanda
Date: 2022-00-00
Type: Journal Articles
Subjects: Disabilities,Employment Potential,Employment Patterns,Underemployment,Job Training,Internship Programs,Transitional Programs,Supported Employment,Employment Programs

People with disabilities are employed at a rate much lower than people without disabilities (Erickson et al., 2022). People with disabilities can be excellent employees who bring a wide range of skills and abilities to their work. Businesses may experience increased productivity and positive publicity as benefits to hiring people with disabilities (Lindsay et al., 2018). Still, people with disabilities are underemployed in the workforce. The authors of this study spoke to one young man who participated in the Project SEARCH employment training program for people with disabilities. The young man shared the story of how he transitioned from being an intern to a full-time employee (Yin, 2017). The authors listened to recordings of the interviews to search for themes throughout. This paper highlights the story of one man's journey to employment in the hopes that it will shed light on the importance of this transition for other people with disabilities.
Problems of Internship of Professional Experience in Teaching Mathematics
Author: Poonputta, Apantee
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Foreign Countries,Mathematics Teachers,Elementary School Mathematics,Secondary School Mathematics,Teacher Attitudes,Mathematics Curriculum,Instructional Materials,Classroom Techniques,Student Evaluation,Teacher Education

The purposes of the research were: (1) to study the problems of internship of teachers in teaching mathematics programs; and (2) to compare the problems internship of teachers regarding the classes and educational level. Mixed method research was employed for the study. Quantitative data from 242 sample teachers and interview data from 12 teachers. The research instruments were a questionnaire and an interview form. The statistics used were percentage, mean, standard deviation and t-test. Results of the research were as follows: (1) the research findings showed that the average problem of the teachers about teaching Mathematics was the total and five domains at a moderate level. Whereas, assessment and evaluation at a low level; and (2) the findings indicated that the problems of the teachers about teaching Mathematics regarding the secondary school teachers about teaching Mathematics was more than that of the primary school teachers at the 0.05 level of the statistical significance. Whereas, bachelor degree and post graduate degree was not different.
21st Century Skills for Higher Education Students in EU Countries: Perception of Academicians and HR Managers
Author: Bakay, Mehmet Emin
Date: 2022-00-00
Type: Journal Articles
Subjects: 21st Century Skills,College Students,Foreign Countries,Teacher Attitudes,Employer Attitudes,Employment Potential

The main objective of the study is to analyze the EU labor market needs and expectations in 21st Century skills in five countries from the point of view of academicians and HR managers. The meta-analysis research method was used to analyze the current reports of Turkey, the Czech Republic, Italy, Bulgaria, and Spain. The research results and findings of each country report have been comparatively analyzed. The research sample consists of five national reports. All views obtained from 28 human resources managers and 14 academicians were examined. According to research results, HR managers have more practical and pragmatist expectations from graduates such as business intelligence, knowledge of foreign languages, and continuous learning. Academicians emphasize graduates' data mining ability, which refers to critical thinking. While academicians give high priority to communication and problem-solving, HR managers prioritize collaboration/team working skills. Agility skills defined as the ability to adapt to the changing conditions, are put in the second place by HR managers. According to academicians and HR managers, the most important 21st Century skills, in five countries, are communication, collaboration, and self-direction. There exists a need for innovative teaching materials to teach aforementioned skills to higher education students.
An Evaluation of the Secondary School Intensive Foreign Language Education
Author: Gelen, Ismail
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Evaluation,Secondary School Students,Intensive Language Courses,Second Language Learning,English (Second Language),Foreign Countries,Reading Skills,Writing Skills,Listening Skills,Speech Skills,Teacher Attitudes,Student Attitudes,Parent Attitudes,Academic Achievement

This study aims to investigate English teachers', students' and parents' opinions about the secondary schools' intensive foreign language education program in Turkey focusing on four skills, content, learning objectives, teaching/learning process and assessment/evaluation. To this end, instruments consisting of three questionnaires and one academic test were developed by the researcher. These instruments were applied to 305 English teachers, 189 students and 288 parents. Cronbach alpha results were found above 0,80 for all the questionnaires indicating the high reliability of the data collection tools. Descriptive statistics (frequency and mean), Oneway ANOVA and post hoc tests were used to describe and compare the opinions between the groups. The results of this study show that in terms of four skills, teachers, as opposed to students and parents, think that reading and writing skills develop more than listening and speaking skills. Teachers also think that they can partially achieve learning objectives for speaking skills. Regarding the content, teachers state that the content is partially prepared with a focus on communication while students and parents have quite positive opinions. The students and parents expressed partially positive opinions about the intensive foreign language education encouraging hands-on activities during the lesson while teachers think otherwise. Briefly, parents and students have more positive opinions than teachers. Overall, the results of this study show the discrepancy between teachers, students and parents' thoughts about intensive foreign language education, in which is worth investing.
An Experimental Study Related to School Adjustment of Children in the Preschool Period
Author: Karaman, Omer
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Children,Student Adjustment,Orientation,Attendance Patterns,Experimental Teaching,Foreign Countries

The study aimed to support the resolution of problems experienced due to preschool children not adjusting to school at the start of first schooling. Thus, problems leading to school rejection and many other probable issues will be prevented. The experimental study about orientation problems occurring in students newly starting preschool used a semi-experimental method with implementations to ensure school adjustment. The study included 53 students with ages between 60-72 months with frequent school absenteeism due to a variety of reasons. Parents of selected students were given information and the general lines of the Designed Adjustment Program (DAP) were explained. The study applied to the students who could not adapt to the school and have experienced school refusal included a preparation phase for a maximum of 1 week. Afterwards, it covers a minimum of 8 and a maximum of 12 days of application. Accordingly, all students in the experimental group to whom DAP implemented adjusted to school, while 66.7% of students in the placebo group and 61.5% of students in the control group were identified to adjust to school. In conclusion, it was identified that the parental training about duties falling to parents during school adjustment provided positive results, individual studies actively including parents, school and teachers were more effective, peer acceptance was important for adjustment to school, there was a need to use social skill acquirements, and girls were more successful at adjustment to school compared to boys.
A Scoping Review of Teacher Training during COVID-19 Pandemic
Author: An, Bao Guo
Date: 2022-00-00
Type: Journal Articles
Subjects: Literature Reviews,COVID-19,Pandemics,Faculty Development,Preservice Teachers,Inservice Teacher Education,Preservice Teacher Education

In comparison with other sectors, the education sector was most visibly impacted by the negative effects of the COVID-19 pandemic, necessitating the adoption of effective strategies by teachers and teacher educators in order to minimize the negative effects of school closure on student learning within in a short period of time. This paper attempts to review the literature on the training of in-service and pre-service teachers during the COVID-19 pandemic in order to help guide relevant researchers in conducting more in-depth academic research, and to remind educational institutions and individuals of the need to take the most recent social issues into account when designing teacher training programs.
A Study on the Usage of Verb&apos;s Complements with Cases by French Bilingual Somalian Students Learning Turkish as a Foreign Language
Author: Eroglu, Süleyman
Date: 2022-00-00
Type: Journal Articles
Subjects: Turkish,Second Language Learning,Grammar,Suffixes,Nouns,Oral Language,Bilingual Students,French,College Students,Verbs,Foreign Countries

An important part of the grammatical proficiency of students learning Turkish as a foreign language is the use of verb complements in terms of case suffixes used with verbs. The suffixes that determine the relations between nouns and verbs that make up the two main word categories of Turkish are case suffixes. Noun case suffixes, whose main function is to connect nouns to verbs, are one of the most difficult subjects for students learning Turkish as a foreign language. However, there are few studies on teaching noun case suffixes to foreign students. The aim of this study, which was prepared based on the deficiency in the relevant literature, is to determine the usage levels of noun case suffixes in the oral expressions of French bilingual Somalian students learning Turkish. The study group of the research consists of 25 Somalian students studying at the B1, B2 and C1 levels at Bursa Uludag University Turkish Teaching Center in the 2019-2020 academic year and voluntarily participated in this research. The data obtained within the scope of this research, which was designed as a qualitative case study, were analyzed according to the suffix category that provides the relationship between the noun case suffixes and the verbs in the sentence. Other functions of the noun case suffix that provide the connection between nouns and nouns, nouns and prepositions are excluded from the scope of the study. The research data obtained by the semi-structured interview technique were analyzed using frequency analysis, which is one of the sub-techniques of content analysis. As a result of the study, it was determined that 25 French bilingual Somalian students learning Turkish made mistakes at a rate of about half when using the verbs with case suffixes, and they used the nominative case with the least mistakes.
Early Childhood Imagineering: A Model for Developing Digital Storytelling
Author: Jitsupa, Jira
Date: 2022-00-00
Type: Journal Articles
Subjects: Models,Story Telling,Educational Technology,Technology Uses in Education,Animation,Imagination,Active Learning,Early Childhood Education

The objectives of this research were 1) to synthesize the model of early childhood Imagineering for developing digital storytelling; 2) to establish the model of early childhood Imagineering for developing digital storytelling; 3) to evaluate the model of early childhood Imagineering for developing digital storytelling. The research methodology was divided into three phases: 1) the documents in the Imagineering process, including the LA-OR model process and the stop motion animation process, were synthesized to establish the model of early childhood Imagineering for developing digital storytelling; 2) a model of early childhood Imagineering was established in order to develop digital storytelling; 3) the suitability of the model of early childhood Imagineering for developing digital storytelling was evaluated. The results showed that the model of early childhood Imagineering for developing digital storytelling consisted of the four following steps: 1) L: Leading to Learn consisted of imagination; 2) A: Active Learning consisted of two factors: Designing and Development; 3) O: Opinion Sharing consisted of Presentation; and 4) R: Reflective Thinking consisted of two factors: Improvement and Evaluation. According to an evaluation from experts, it was shown that the experts strongly agreed on the development model of early childhood Imagineering for developing digital storytelling.
Formative E-Assessment: A Qualitative Study Based on Master&apos;s Degrees
Author: Prendes-Espinosa, Paz
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Formative Evaluation,Student Evaluation,Graduate Students,Masters Degrees,Online Courses,Electronic Learning,Feedback (Response),Computer Assisted Testing

Formative assessment is a strategy that optimizes the learning process at any educational level, however its use is not very frequent as literature revision shows. In this paper, we analyse the use of formative assessment in online postgraduate studies (masters) in Spanish universities. Our sample was 31 online master's degrees coordinators and we analyse the results obtained from a questionnaire with open questions using NVIVO software. Through qualitative analysis of the information supported by cross-queries of codes and attributes, we have considered formative assessment according to fields of knowledge, the type of digital tools used and the main difficulties identified. In this type of online masters, our data show that most of the teachers use this type of formative e-assessment to provide feedback to their students and as part of the final marks of the courses, too. So these results are relevant to understand the E-assessment strategies for master's degrees. Finally, the main limitation of the study is the fact that it uses a sample limited to the geographical context of Spain. Nevertheless, these data are representative of E-assessment in Spanish master's degrees and may be of interest for future research, for comparative studies in other contexts and even with face-to-face or blended-learning master's degrees.
Pedagogical Differentiation in Primary Education: Conceptual Determinants and Definitions
Author: Kanellopoulou, Eurydice-Maria
Date: 2022-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Literature Reviews,Elementary Education,Student Needs,Instructional Improvement,Student Centered Learning,Learning Processes

The purpose of this paper is, through content analysis of 30 publications in the Greek and international literature in scientific texts, books, journal articles and conferences to analyze the conceptual content of pedagogical differentiation in primary education as it emerges from the descriptions and discussion of authors, researchers and experts. From the analysis, twelve dimensions or characteristics of pedagogical differentiation emerged that presented the highest frequency of occurrence in four broad categories. These are: a. &quot;processes&quot;, b. &quot;context&quot;, c. the &quot;learning outcomes&quot; and d. &quot;assessment&quot;. The results of the research show that in primary education the dimension with the highest frequency is the modification of the supportive learning context, followed by the order of frequency of meeting the needs of the students and student-centered teaching and learning. Furthermore, the dimensions with the lowest frequency of occurrence include the possibility of learning option/multiple options, the development of procedural knowledge skills, and finally, the lowest is the continuous assessment.
Learning about Autonomous Self-Regulation from Global Professionals: A Mixed Methods Study
Author: Masaki, Fumiko
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Control,Personal Autonomy,Foreign Workers,Coping,Success,Cultural Influences,Socialization,Social Behavior,Change Strategies,Career Pathways,Career Choice,Educational Innovation,Traditionalism

Adapting to rapid globalization, Japan struggles to change its education from enforcing conformity to enhancing autonomy. To find solutions, the author interviewed Japanese global professionals (GPs) who daringly worked abroad and developed autonomous self-regulation when others still believed in naturally following the tradition of lifetime employment. According to previous research, coping is a form of self-regulation, and one's coping process strongly influences one's autonomy. Thus, using the Process Model of Coping by Skinner &amp; Edge, this study examined GPs' coping processes by a qualitative method, Trajectory Equifinality Approach (TEA). In addition to the coping styles mentioned by Skinner &amp; Edge, this study revealed qualities that contributed to GPs' coping processes, and the base of all of their adaptations was a growth mindset. The qualitative results led to develop a survey instrument to gather quantitative data. The mixed methods results suggest that GPs' autonomous self-regulation starts from a growth mindset that helps them take on challenges out of their comfort zones, or even countries of origin, and that multicultural environments with novel ideas and conflicts enhance the autonomous self-regulatory practice.
Pre-Service Teachers&apos; Self-Efficacy Support Systems Resulting in a Desire to Become Teachers
Author: Manowaluilou, Nongluck
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Career Choice,Self Efficacy,Foreign Countries,Self Concept Measures,Student Experience,Student Attitudes,Teacher Recruitment,Social Support Groups,Occupational Aspiration

This study focused on changes in the self-efficacy of 48 men and women pre-service teachers in a Thai computer Teacher Education program. Their self-efficacy levels were measured before and after attending the Pre-service Teacher Support System (PTSS). A shorter version of the Teacher Sense of Efficacy Scale and assessment of the desire to become a teacher were used to collect self-efficacy, PTSS questionnaires, logbooks, and interviews. PTSS is a program developed to assist students with self-efficacy, motivation, and the desire to become teachers. The results show a statistical increase in self-efficacy. The PTSS program designed for pre-service teachers to exchange teaching experiences and techniques they gained during practicum training. The PTSS has resulted in an increase in self-efficacy after attending PTSS sessions with personalized implications, which indicated the support system could help student teachers.
Problems Experienced by Science and Art Center Teachers in the Project Consultancy Process and Suggestions for Solutions: A Phenomenological Research
Author: Yasar, Emin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gifted Education,Academically Gifted,Consultation Programs,Teacher Attitudes,Barriers,Elementary School Teachers,Secondary School Teachers

In this research, the problems experienced by the teachers in Science and Art Centers (BILSEM) during their consultancy processes of projects and the suggestions for these problems were examined. 15 teachers working in Nuray Tuncay Kara and Sahinbey Municipality BILSEMs Gaziantep Province participated in this study, which was designed in the qualitative research method and case study pattern. Criterion sampling, maximum variation sampling and easily accessible sampling were used together to determine the participants of the study. The research data were gathered with a semi-structured interview form prepared by the research group and the gathered data were analyzed through content analysis and descriptive analysis. According to the results of the research, a significant part of the participants stated that the project consultancy process provides maximum job satisfaction, that financial and cooperation problems are experienced mostly in the process in which colleague support is important in solving the problems, that a budget for projects should be planned. The findings of the research were discussed regarding the relevant literature and some suggestions were made based on the research results.