ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Opinions about the Distance Education to Art and Design Courses in the Pandemic Process
Author: Dilmaç, Sehran
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Distance Education,Art Education,Design,Pandemics,COVID-19,Undergraduate Students,Foreign Countries,Art Activities,Student Motivation,Socialization,Web Based Instruction,Electronic Learning,Technology Uses in Education

This research was carried out to determine student views on distance education through art and design courses. The study group of the research consists of 45 undergraduate students studying at different faculties of Izmir Katip Çelebi University in Turkey during the spring semester of the 2019-2020 academic year. The focus of the article is to determine the effect of distance education, which is carried out suddenly, on students' perceptions of art lesson. A semi-structured interview technique was performed in this study which covered qualitative data collection techniques. Findings regarding the positive and negative aspects of distance education were obtained from students in the context of their impact on art classes. The results obtained in the research are as follows: The students who take art lessons via distance education are required distance education, also they do not experience any technical difficulties due to the availability of technology, they lost of motivation, they do not meet their socialization needs, and especially some techniques that require practice in art lessons.
Teacher Competency on Learner Promotion in Embu County Integrated Public Primary Schools, Kenya
Author: Muthanje, Kamwitha A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Poverty,Elementary School Teachers,Cost Effectiveness,Holistic Approach,Well Being,Teacher Competencies,Public Schools,Case Studies,Teacher Attitudes,Course Content,Pedagogical Content Knowledge,Teaching Experience,Teacher Education Programs,Foreign Countries,Early Childhood Education,Child Development,School Readiness

Investing in ECDE is one of the challenging cost-effective commitments that a government can undertake. Investing in quality ECDE can improve a child's well-being and minimize educational and poverty gap. Teacher competence is an important tool towards the realization of holistic development of children. It is with this background that the researcher sought to study teacher competence on Learners' promotion in Embu County integrated public primary schools, Kenya. The study adopted cross-sectional survey research design across a target population of 381 public primary schools, 381 head teachers, 3951 primary teachers and 380 ECD teachers in the five sub-counties. Stratified random sampling was used to select schools from the five sub-counties; simple random sampling was used to select public primary teachers and head teachers in five sub-counties. Questionnaires were utilized as the instruments of the study. Quantitative data collected was analyzed using SPSS software. Based on the results, the study found that most (73%) of the primary teachers are unable to handle ECD pupils transiting to primary section since they could not understand the content taught and teachers have inadequate experience for teaching ECDE class. The study also found that most (50%) of the head teachers do not avail curriculum support materials. The study recommends that the teacher training colleges should incorporate courses that equip teachers with skills to handle pupils transiting from ECD classes to primary section. The schools also should provide books to a pupil book ratio of 1:1 so as to execute the new competent based curriculum.
The Relationship between Prospective Teachers&apos; Learning Responsibility and Their Readiness for Teaching Profession
Author: Ozkan, Umut Birkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Career Readiness,Student Behavior,Learning Strategies,Learning Readiness,Learner Engagement,Student Responsibility,Predictor Variables,Foreign Countries,Educational Objectives

This study aims to investigate the relationship between prospective teachers' level of performing behaviors related to learning responsibility and their level of readiness for teaching profession. The pre-service teachers (n = 408), who are in their second year at the Faculty of Education, filled in the Learning Responsibility Scale and the Readiness Scale for Teaching Profession. The Learning Responsibility Scale consists of 28 Likert-type questions and includes the subscales entitled preparation for learning, active engagement in learning, monitoring learning outcomes and enriching learning. Pearson's correlations and multiple linear regression analyzes were used to analyze the data. The results of the analysis revealed that there was a negative by moderately significant relationship between the prospective teachers' learning responsibilities and their readiness for teaching profession. In addition, it was found out that the variables of learning responsibility explained 12% of the variation in prospective teachers' scores of readiness for the profession. Active engagement in learning contributed negatively to explain the prospective teachers' readiness for teaching profession.
The Effectiveness of Simultaneous Prompting in the Teaching of Towel Folding Skills for Students with Intellectual Disabilities
Author: Atbasi, Zehra
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Prompting,Students with Disabilities,Vocational Education,Adolescents,Skill Development,Job Skills,Training Methods,Generalization,Moderate Intellectual Disability,Mild Intellectual Disability,Hospitality Occupations,Housework,Error Correction,Independent Living,Foreign Countries

The aim of this research was to study the effectiveness of teaching with the simultaneous prompting in teaching students with intellectual disabilities attending the vocational education center and their ability to fold towels. Multiple baseline models with inter-subject probe stage, which is one of the single-subject research methods, has been used. The subjects of the research are three students, one female and two males, between the ages of 16-18. The dependent variable of the study was determined as the ability to fold the towel and the independent variable as the teaching with the simultaneous prompting using the physical prompt as a model + verbal prompt and error correction. In the study, inter-observer reliability and procedural reliability data were collected. Graphical analysis was used to determine the effectiveness of teaching with the simultaneous prompting. According to the findings obtained from the research, simultaneous prompting teaching is effective in teaching students with intellectual disabilities the ability to fold towels. It has been observed that the skill of folding towels into shapes continues to last two, three, and four weeks after the end of the education and that the subjects can generalize the skill in different types of towels.
The Effect of LEGO WeDo 2.0 Education on Academic Achievement and Attitudes and Computational Thinking Skills of Learners toward Science
Author: Usengül, Leyla
Date: 2020-00-00
Type: Journal Articles
Subjects: Technology Integration,Instructional Effectiveness,Thinking Skills,Skill Development,21st Century Skills,Grade 5,Elementary School Students,Elementary School Science,Educational Technology,Robotics,STEM Education,Computer Science Education,Student Attitudes,Foreign Countries,Toys

Today, the essential skills and characteristics of individuals change within the frame of changing needs. The acquisition of these skills to individuals is not sufficient with traditional education and difficulties are experienced in adapting to the age. While gaining 21st century skills, conducting interdisciplinary studies is becoming importance and increasing the efficiency. In this study, the effect of LEGO WeDo 2.0 robotics education on academic achievement, attitude and computational thinking skills of the learners toward science was examined. The study was conducted with 5th grade students (N=36) in a private school in Elazig in the 2017-2018 school year. The study model was the &quot;pretest-posttest control group design&quot; of the experimental method. As data collection tool, &quot;Science Course Academic Achievement Test&quot;, &quot;Science Course Attitude Scale&quot;, and &quot;Computational Thinking Scale&quot; were used in the study. While the activities in the experimental group were carried out with LEGO WeDo 2.0 Robotic Education Set, the same activities in the control group were implemented using the traditional direct instruction technique as in the curriculum. The application was continued for eleven weeks and the obtained quantitative data were evaluated at the significance level of 0.05 with SPSS packaged software. It was seen as a result of the study that attitudes, academic achievements and computational thinking skills of the experimental group students, who received robotic-assisted science education, toward science course differed significantly compared to the students in the control group.
Graded Assessment Models for Competency-Based Training in Vocational Education and Training
Author: Skiba, Richard
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Competency Based Education,Vocational Education,Grading,Performance Based Assessment

This exploratory paper considers the practical and theoretical implications of a graded system of assessment in competency-based training within the Australian Vocational Education and Training System. The characteristics of competency-based training are considered and the possible relationships to graded approaches are discussed. The discussion reflects on prominent research in the competency-based assessment domain, including Peddie (1993), Williams and Bateman (2003) and Newton (2018b) to consider the limitations and applications of various models.
&quot;Doing What It Takes to Keep the School Open&quot;: The Philanthropic Networks of Progressive Charter Schools
Author: Castillo, Elise
Date: 2020-08-17
Type: Journal Articles
Subjects: Progressive Education,Charter Schools,Private Financial Support,Educational Finance,Equal Education,Institutional Mission,Community Role,Commercialization,Educational Resources,Social Networks,Network Analysis,Educational Policy,Administrator Attitudes,Fund Raising,Parent School Relationship,Advocacy

Researchers have demonstrated how venture philanthropic networks advance the growth of charter schools underpinned by market tenets. However, little remains known about how progressive charter schools mobilize financial support when most funding from philanthropic networks flows to market-oriented charters. This qualitative study examines how three progressive charter schools in New York City mobilized financial support, the extent to which charters' financial supporters operated in a networked context, and the extent to which charters' resource mobilization activities reflected their founding progressive tenets. Findings reveal that the focal charters incorporated market logic when cultivating financial support networks. In doing so, schools endeavored to secure their own resource advantages while reinforcing resource inequities across New York City's unequal educational landscape, hence undermining the equity and community responsibility dimensions of their progressive missions.
Foundation-Sponsored Networks: Brokerage Roles of Higher Education Intermediary Organizations
Author: Haddad, Nabih
Date: 2020-08-17
Type: Journal Articles
Subjects: Philanthropic Foundations,Higher Education,Institutional Cooperation,Information Dissemination,Advocacy,Grants,Social Networks

Philanthropic foundations are influential policy entrepreneurs in higher education, advocating new ideas, engaging in collaborative activities, and seeding research to inform the decision-making process. Despite occupying this role, the higher education literature has yet to examine how philanthropic foundations promote ideas between entities or how shared granting relationships are used to distribute and exchange information. By utilizing several sources of data, including in-depth interviews and an original dataset of postsecondary grants, and by applying social network concepts, this study explores the strategies educational funders use to disseminate ideas and promote information exchange. This study found that major foundations are not only taking on an advocacy-oriented role within their communication strategies, but they are also facilitating information sharing among intermediaries based on mutual granting relationships and shared agendas. Furthermore, the most impactful grantees are those who cross sectoral boundaries, such as advocacy nonprofits, think tanks, membership associations, and government agencies.
From Policy Networks to Policy Preferences: Organizational Networks in the Opt-Out Movement
Author: Green Saraisky, Nancy
Date: 2020-08-17
Type: Journal Articles
Subjects: Activism,Organizations (Groups),Social Networks,Educational Policy,Standardized Tests,Preferences,Social Action,Educational Attitudes,Educational Change

Organizational networks shape education policy by influencing power holders and elites, but do they have similar effects on grassroots activists? We use data from the National Survey on Opting Out (2016 and 2018; n = 2,909) to examine the role of organizational networks in mobilizing activists in the opt-out movement (a movement in which parents and caregivers refuse to have their children sit for standardized tests). Despite characterizations of the opt-out movement as a bunch of &quot;soccer moms&quot; disappointed with their children's test scores, our findings show that opt-out is in fact a structured movement reliant on social movement organizations (SMOs) with agendas that go beyond standardized tests. Further, we demonstrate a small but significant correlation between contact with SMOs and individual policy preferences. These patterns suggest that organizational networks may inform education policy by creating a social space for activists to learn about different policy ideas in education. We discuss implications for research and practice.
Using Multiple Measures of Teaching Quality to Strengthen Teacher Preparation
Author: Kawasaki, Jarod
Date: 2020-08-24
Type: Journal Articles
Subjects: Teacher Evaluation,Teacher Effectiveness,Teacher Education Programs,Teaching (Occupation),Difficulty Level,Measurement Techniques,Accountability,Urban Schools,Student Teaching,Formative Evaluation,Data Use,Social Justice,Program Improvement,Elementary Secondary Education,Standards

We argue that teacher preparation programs considering approaches to assess teaching quality should choose measures that appropriately represent the complexity of teaching, have formative value in supporting teacher candidates develop as highly qualified teachers and consider the context, mission, and people that the program desires to serve. The authors are part of a research team working with an urban teacher residency program housed in a university's teacher education program. The increased focus on clinical experience and mandated accountability that accompany federal grants created a fertile space to experiment with different types of measures and data collection approaches, well beyond what is typical in traditional teacher education programs. In this essay, we discuss the philosophy and considerations that informed the selection of these measures in the program, and the processes that were followed to use this data in ways that consider the complexity of teaching and honor the value of data as a tool for program improvement.
Risk Ratios and Special Education: The Cure Is Worse than the Disability
Author: Coker, David C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education,Students with Disabilities,Risk,African American Students,Probability,Disproportionate Representation,Racial Differences,Racial Bias,Disability Identification,Socioeconomic Status,White Students,Clinical Diagnosis,Academic Achievement

Many researchers report risk ratios of White students to Black students with disabilities to show disproportionality and draw the conclusion discrimination exists. Risk ratios, upon further inspection, have methodological and philosophical problems which challenge the usefulness. A qualitative literature review provides a framework for understanding disproportionality and the use of risk ratios. Four themes underpin disproportionality findings, and a theory for future action was derived from the literature review. Recommendations to improve special education services are presented: universal screening, a standardized process, fidelity and research, and a focus on academic achievement.
Investigation of the Attitudes of University Students at Different Departments against Cooperative Learning
Author: Kartal, Alpaslan
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Cooperative Learning,Intellectual Disciplines,Individual Differences,Foreign Countries,Age Differences,Gender Differences

Cooperative learning is a kind of teaching method, which includes students working together in projects. The teacher has to provide a cooperative situation that creates interdependence among the students. It consists of five different elements. These are positive interdependence, individual accountability, face to face interaction, interpersonal- small groups, social skills, and group processing. This study is aimed to investigate the attitudes of university students studying in different departments towards cooperative learning. Thus, the current situation is described with the analysis of the data obtained from the applied scales. The research is descriptive. The group of the research consists of students studying in different departments of Bozok University in Yozgat. For the research, the data collected and processed into the data coding form. Then, statistical analysis was applied to the data transferred to SPSS 24.0 Packet program. There is no statistically significant difference found between genders. There was a statistically significant difference in the attitude scores towards cooperative learning between the ages, the departments, and the grades. Cooperative learning is a more suitable method for students in the classes and develops learners' attitudes. Institutes are encouraged for positive collaboration involvement among students who will be connected in groups within the work environment in the long term.
Changes Needed in Saudi Universities&apos; Mathematics Curricula to Satisfy the Requirements of Vision 2030
Author: Alabdulaziz, Mansour
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Mathematics,Universities,Curriculum Development,College Faculty,Graduate Students,Undergraduate Students,Technology Integration,Laboratories,Problem Solving,Educational Quality,Mathematical Applications,Strategic Planning,Economic Development

The aim of this study is to improve the quality of the mathematics curricula in Saudi universities by investigating the required changes in mathematics curricula in order to satisfy the demands of the Saudi Vision 2030. The researcher used qualitative methods to answer the research questions by randomly selecting a sample composed of some faculty members who specialised in curricula and methods of teaching mathematics. In addition, some of undergraduate and postgraduate students. I founded that the current mathematics curriculum in Saudi universities lacks some important requirements and needs to be changed in order to satisfy the demands of Vision by including what is important for the integration of technology into the undergraduate and postgraduate mathematics curriculum. Furthermore, the mathematics laboratory must be an integral part of the curriculum. Moreover, problem-solving ought to be at the centre of a mathematics curriculum. This study concludes with recommendations regarding future research.
Forgiveness and Forgiveness Flexibility among University Students: An Experimental Study
Author: Delibalta, Ayca
Date: 2020-00-00
Type: Journal Articles
Subjects: Altruism,Conflict Resolution,Interpersonal Relationship,Counseling Effectiveness,Foreign Countries,Psychological Patterns,Pretests Posttests,Group Counseling,Graduate Students,Undergraduate Students,Females

This study aimed to understand the effectiveness of Forgiveness Group Therapy on forgiveness and forgiveness flexibility levels among university students. 16 students who studied at Mersin University joined the study. Enright's Process Model of Psychological Forgiveness Scale was utilized when the program is designed. The group counseling program was conducted in the presence of two psychological counselors and a supervisor. The Heartland Forgiveness Scale and Forgiveness Flexibility Scale were used to gather data. The main purpose of that program was forgive to others. To analyze the effectiveness of the Forgiveness Group Counseling Therapy on forgiveness and forgiveness flexibility, the experimental design was implied. Pre and post-test were implied to two groups which were experimental and control groups. The data which collected owing to scales was analyzed by using non-parametric methods in SPSS program. The results showed that forgiveness the others and forgiveness flexibility increased for the experimental group while forgiveness of self and forgiveness of the situation wasn't.
Examining Scientific Literacy through New Media
Author: Gu, Xiaoqing
Date: 2019-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Content Analysis,Web Sites,Coding,Role,Electronic Publishing,Accuracy,College Students,Student Attitudes,Comparative Analysis,Information Dissemination,Teaching Methods,Information Sources,Majors (Students),Self Concept,Correlation,Foreign Countries,Measures (Individuals),Scientific Attitudes

This study aims to evaluate the impact of new media on scientific literacy. Content analysis with a coding scheme was performed on 42 filtered websites and 20 microblogs to analyze the role of new media in disseminating scientific knowledge. The results showed that the quality of science-oriented websites was higher than that of microblogs. Although both types of new media include valid and accurate information, concerns have been expressed regarding the lack of in-depth analysis of scientific knowledge. In addition, a questionnaire was administered to 1,870 sampled college students to determine their scientific literacy levels. According to the results, the use of science-oriented microblogs does not produce a statistical difference, whereas students who use science-oriented websites have higher scientific literacy level than the non-users. Furthermore, students' identification ability for scientific information from new media is significantly correlated with their scientific literacy. Students' education, major, and identification ability contributed to their scientific literacy. Suggestions about how to improve the quality of science-oriented new media and how to develop students' scientific literacy through new media have been discussed.