ethanporcaro/eric-fulltext-meta huggingface dataset:
Moving toward Competency-Based Professional Learning
Author: Tooley, Melissa
Date: 2021-05-00
Type: Journal Articles
Subjects: Competency Based Teacher Education,Faculty Development,Credentials,Teacher Promotion,Teacher Persistence,Public School Teachers

There are few areas where American teachers are as united as they are in their dissatisfaction with their professional learning and advancement opportunities. The lack of meaningful offerings affects states' ability to attract, develop, and retain strong teachers, which in turn impedes schools' ability to help students fulfill their potential. There are evidence-based fixes, but they require major changes to policies and practices that dictate how schools are staffed and changes in expectations and school culture. If carefully harnessed, microcredentials are one tool that can help overcome these challenges. While they focus primarily on the assessment of competency rather than delivery of new information, high-quality microcredentials can significantly improve professional development (PD) quality, and hence, the quality of instruction. At least four states have, or are developing, programs that use microcredentials for teacher career advancement. In Arkansas and Louisiana, state-recognized teacher leadership roles can be earned in this fashion. Oklahoma is developing a similar system, and South Carolina is also experimenting with microcredentials for teacher leadership. The thoughtful incorporation of microcredentials can move human capital systems for educators away from bureaucratic compliance to demonstrated competencies and rehabilitate teachers' view of PD from a waste of time into a meaningful experience.
Mathematics Teachers&apos; Views on Distance Education and Their Beliefs about Integrating Computer Technology in Mathematics Courses
Author: Bütün, Mesut
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Attitudes,Distance Education,Technology Integration,Technology Uses in Education,Mathematics Instruction,Beliefs,Predictor Variables,Middle School Teachers,High School Teachers,COVID-19,Pandemics,School Closing,Educational Technology,Gender Differences,Instructional Program Divisions,Teaching Experience,Foreign Countries

This study examines mathematics teachers' views on distance education and their beliefs about integrating computer technology in mathematics courses in terms of their gender, years of teaching experience and grade level taught. Moreover, this study investigates whether beliefs about integrating computer technology in mathematics courses can be a predictor of teachers' views on distance education. Data were collected from the 133 middle school and secondary school mathematics teachers at the end of the fall term of the 2020-2021 academic year in Sivas, Turkey. Data collection tools were Distance Education Perceptions of Teachers Scale (DEPT) and Belief Scale towards Using Computer Technology in Mathematics Instruction (BSMI). Both descriptive and inferential statistics were used to analyze the data. The results showed that mathematics teachers' general DEPT scores were at a moderate level. And there was no significant difference in teachers' DEPT scores regarding their gender, grade level taught and experience. The results also revealed that teachers' BSMI scores were mostly at a high level and there were no differences in their BSMI scores with respect to their gender, grade level taught and experience regarding. Moreover, these beliefs have been found to have an effect on their views on distance education; the BSMI variable explains 13% of teachers' DEPT.
The Effectiveness of POW + C-SPACE Strategy Provided by Parents of Children with Writing Difficulties on Story-Writing Skills
Author: Ögülmüs, Kürsat
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Strategies,Story Telling,Writing (Composition),Mothers,Writing Difficulties,Program Effectiveness,Parent Education,Skill Development,Learning Disabilities,Students with Disabilities,Preadolescents,Educational Technology,Technology Uses in Education,Parent Attitudes,Foreign Countries

In this study, the POW + C-SPACE (&quot;Pick my idea-Organize my notes-Write and say more + Characters-Setting-Purpose-Action-Conclusion-Emotions&quot;) strategy developed on the basis of the self-regulated strategy development model (SRSDM) was presented through families to improve the story-writing skills of children with writing difficulties (WD) and its effects were evaluated. The study employed a multiple probe design with probe conditions across subjects, one of the single-subject research models. The study group consisted of three mothers and their children with WD. Mothers were taught the POW + C-SPACE strategy and were asked to present what they learned to their children at home. As a result of the study, it was concluded that when the POW + C-SPACE strategy was presented through parents, it was effective in developing the story-writing skills of children with WD.
Attitudinal Changes in Face-to-Face and Online Statistical Reasoning Learning Environments
Author: Showalter, Daniel A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Statistics,Statistics Education,Introductory Courses,Educational Environment,Online Courses,Conventional Instruction,Attitude Measures,Attitude Change

Attitudes toward statistics play an important role in statistical understanding, postsecondary decisions, and a lifelong relationship with statistics. Unfortunately, the average undergraduate student tends to view statistics as less interesting and less valuable after completing an introductory statistics course. The product of several decades of statistics education reform, a statistical reasoning learning environment (SRLE) has shown some positive early results in cognitive domains and may impact attitudes as well. In this study, four classes of introductory undergraduate statistics (two fully online, two face-to-face) were designed as SRLEs. Students (n = 83) completed a pretest and posttest version of the Survey of Attitudes Toward Statistics-36©. Both online and face-to-face sections showed average gains in Interest and Value that were higher than those reported in a large reference group, and these gains were practically significant.
Cultural Dimensions of Teacher Job Satisfaction in a Collectivist Context
Author: Özcan, Bahadir
Date: 2021-00-00
Type: Journal Articles
Subjects: Job Satisfaction,Elementary School Teachers,Secondary School Teachers,Teacher Motivation,Incentives,Cultural Context,Collectivism,Self Concept,Work Environment,Questionnaires,Foreign Countries

Culture is a broad context that has the potential to affect teachers' job satisfaction. The present study investigated the relationships between self-construal and teacher job satisfaction in a collectivist culture. Participants of the study were 426 individuals from primary, secondary, and high schools (1st-12th grades) in a mid-sized city. Stepwise multiple regression analyses were used in the data analysis. The findings suggested that relational vertical, humanistic, and personal self-construal significantly predicted intrinsic satisfaction. Furthermore, collective horizontal and humanistic self-construal significantly predicted extrinsic satisfaction. Finally, collective horizontal, humanistic, and personal self-construal significantly predicted job satisfaction (total). These findings provide strong evidence of the explanatory power of self-construal in intrinsic satisfaction, extrinsic satisfaction, and job satisfaction (total).
Distance Education Learning Environments during COVID-19 Pandemic from Student Perspectives: A Study in Turkish Higher Education
Author: Arik, Soner
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,COVID-19,Pandemics,Online Courses,Distance Education,School Closing,Educational Technology,Interaction,Relevance (Education),Authentic Learning,Cooperation,Active Learning,Personal Autonomy,College Faculty,Teacher Role,Conventional Instruction

This research aims to examine the opinions of Turkish higher education students who receive distance education compulsorily due to the COVID-19 pandemic about the distance education learning environments. The data were collected through Distance Education Learning Environments Scale-Turkish Version (DELES-TR) from 3,025 students in 75 different departments at 66 Turkish universities. The study is designed within descriptive survey method. The data were analyzed using independent t-test and one-way ANOVA tests. The results showed that students were indecisive about the distance education learning environments in general and its two sub-dimensions namely &quot;Personal Relevance and Authentic Learning&quot; and &quot;Student Interaction and Collaboration&quot; while they partially agreed on &quot;Active learning and Student Autonomy&quot; and &quot;Instructor Support.&quot; The results also showed that student opinions about Student Interaction and Collaboration differed significantly in favor of those who received distance education in online learning environments. Students reported that they would prefer online learning environments if they were given the opportunity to choose between in-person and online education, and their opinions differed significantly in favor of those who had access to the distance education via a laptop computer. Further results are discussed within the related literature and several recommendations are made accordingly.
Effectiveness of Authentic Performance Tasks: The Case of a Special Education Course
Author: Uluçinar, Ufuk
Date: 2021-00-00
Type: Journal Articles
Subjects: Special Education,Task Analysis,Special Needs Students,Undergraduate Students,Science Process Skills,Student Attitudes,Content Analysis,Reliability,Student Teachers,Self Efficacy,Self Esteem,Technological Literacy,Competency Based Education,Cooperative Learning,Diaries,Participatory Research,Action Research,Grounded Theory,Research Skills,Authentic Learning,Teacher Education Programs,Foreign Countries

Designed as participatory action research, this study aims to develop authentic tasks as assessment and evaluation activities in an undergraduate special education course, and to examine the impact of these tasks on students' experiences, viewpoints and feelings during the implementation processes. The study group was comprised of 205 student teachers collaboratively working in groups. The participants prepared forty separate mini research projects in relation to special education and students with special needs. Research data was collected through collective research diaries, in which the participants reflected their experiences, thoughts and feelings in relation to the performance tasks they took part in. A qualitative content analysis was carried out to examine the available data, which was accompanied by constant comparative analysis procedures to ensure the reliability of the analysis processes. The research findings show that authentic performance tasks improve student teachers' professional development, help them to enhance their repertoire on research, methodology and science process skills, and develop their skills of self-confidence, self-efficacy, communication, interaction and the use of technology. The results indicate that the performance tasks are fun, innovative, motivating and educative for the participants. Therefore, they have living experiences contributing to them from various aspects.
Effect of Training Program Implemented with a Maze-Balance Board on the Developmental Areas of Preschool Children
Author: Yöntem, Mustafa Kemal
Date: 2021-00-00
Type: Journal Articles
Subjects: Perceptual Development,Training,Program Effectiveness,Preschool Children,Physical Activities,Cognitive Development,Physical Development,Neurological Organization,Perceptual Motor Coordination,Child Development,Preschool Education,Language Acquisition,Motor Development,Foreign Countries,Language Skills,Psychomotor Skills,Social Development

Perceptual development which depends on ability of learning and maturity, is the most important process of mental development. It is commonly believed that the mental development of children is limited due to city life. Children can learn perceptual elements through movement participation. This improves the cognitive development, which triggers kinesthetic, vestibular, balance and tactile input stimuli that contribute to the integration processes in the central nervous system. Children become ready to learn when they develop perceptual and motor skills adequately during maturation and learning. The purpose of this study was to determine the effectiveness of the training program implemented with developed educational material (a maze-balance board) for perceptual and motor skills of preschool children. This study used a pre-post experimental design. Seventeen preschool children from a primary public school in the Middle Black Sea Region of Turkey participated in the study. Random assignment of preschool children to the intervention and control group was done. The children in the intervention group attended a perceptual-training program of 17 to 22 sessions implemented with the maze-balance board. Denver Developmental Screening Test II (DDST II) was used to perform the developmental assessment of children. Mixed Model ANOVA was conducted for statistical analyses. A significant interaction was found in language development and gross motor development, showing that supporting perceptual motor skills in preschool children has significantly contributed to the development of language and gross motor skills in this study.
The Relationship between Burnout Syndrome and Boreout Syndrome of Secondary School Teachers during COVID-19
Author: Copková Radka
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Psychological Patterns,Teacher Attitudes,Secondary School Teachers,COVID-19,Pandemics,Foreign Countries,Burnout,Measures (Individuals),Gender Differences,Fatigue (Biology)

Coronavirus incidence causes the adoption of strict restrictions by governments in most of the countries. There were and still are public areas that are affected more than others -- services and schools. In Slovakia, the school closure happened in the middle of March 2020 and lasts until May 2021. This situation puts a huge demand on teachers on all stages. This paper was to describe the difficult situation that occurred worldwide during the spring in 2020. We have focused on 214 secondary school teachers (M[subscript age] = 46.9; SD = 11.2; 75.3% females) and their experiences of two dangerous syndromes connected with job performance -- burnout and boreout syndrome. Maslach Burnout Inventory (Ráczová &amp; Köverová, 2020) saturated by 3 subscales: depersonalization ([alpha] = 0,903), personal accomplishment ([alpha] = 0,624) and exhaustion ([alpha] = 0,883) and Boreout scale ([alpha] = 0,550) (Rothlin &amp; Werder, 2014) were administered. The convenience and purposive sampling method has been used. The data were proceeded by descriptive and correlation analysis (Pearson correlation coefficient). Statistical differences were tested with T-test for independent samples. We found that the level of both syndromes was not high during the first wave of COVID-19 pandemic, but female teachers experienced significantly higher emotional exhaustion than their male colleagues. Currently, after the second wave of pandemics, the need for a second round of the research arises what would create the opportunity for comparison.
The Effect of STEM Supported Research-Inquiry-Based Learning Approach on the Scientific Creativity of 7th Grade Students
Author: Kirici, Merve Gül
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Active Learning,Inquiry,Scientific Research,Creativity,Correlation,Instructional Effectiveness,Teaching Methods,Secondary School Students,Grade 7,Foreign Countries

This research aims to examine the effect of science, technology, engineering and mathematics (STEM) supported research-inquiry-based learning approach on the scientific creativity of 7th grade students. A pre-test and post-test quasi-experimental design with the control group was adopted into the research. The participants of this research were 64 secondary school students, 35 of whom were in the experimental group and 29 of whom were in the control group. To examine the effect of the intervention, a scientific creativity test was used and Wilcoxon signed ranks test, Mann-Whitney U-test, dependent t-tests were performed to analyse the data. The results revealed a significant difference in scientific creativity test scores, favoring the experimental group. When the subscales originality, flexibility and fluency were analysed, a significant difference in favor of the post-test of the experimental group was noted. However, no significant difference was found between the pre-post test scores of the control group. This means that the intervention has the potential to increase the scientific creativity of seventh grade students. Drawing on the results of this research, we argue that STEM supported education should be used to identify the appropriate steps of the engineering design process for secondary school and high school levels.
Classroom and Music Teachers&apos; Perceptions about the Development of Imagination and Creativity in Primary Music Education
Author: Sungurtekin, Sehnaz
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Teachers,Teacher Attitudes,Imagination,Creativity,Elementary School Students,Elementary School Teachers,Curriculum Development,Foreign Countries,Teaching Methods

Despite the importance of musical creativity in combining existing musical knowledge in novel ways, research suggests that primary school teachers' practices do not adequately stimulate and develop children's musical creativity. In this regard, the purpose of this paper was to investigate teachers' perspectives on the development of imagination and creativity in primary music education. A phenomenological study approach was adopted to better understand how classroom and music teachers experience and ascribe meaning to imagination and creativity, as well as to assess the status of the two phenomena in primary music education. The results demonstrated that classroom and music teachers thought imagination and creativity were important for improving students' learning skills, underlining the importance of these phenomena in music education. Teachers linked product learning to student performances in playing their own instruments, creating rhythms with various materials, and writing poetry and lyrics. While a few music teachers emphasized the creation of melodies and rhythms, no emphasis on structural and intentional composing, and no product descriptions were provided. Teachers' thoughts on what adjustments need to be made within the primary music curriculum to equip students as imaginative and creative thinkers are also covered in this article following the introduction of a creative curriculum in primary music education.
Differential Item Functioning Analysis of a High Stake Test in Terms of Statistical Regions of Turkey
Author: Özkan, Yesim Özer
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Bias,Student Evaluation,Test Items,High Stakes Tests,Geographic Regions,Elementary Secondary Education,Academic Achievement,Student Placement,Placement Tests,Scholarships,Boarding Schools,Grade 5,Grade 6,Grade 7,Grade 9,Grade 10,Grade 11,Achievement Tests

Large scale assessment is conducted at different class levels for various purposes such as identifying student success in education, observing the impacts of educational reforms on student achievement, assessment, selection, and placement. It is expected that these tests and their items are used in education do not display different traits with regard to the responses of individuals at the same ability level but from different groups. The purpose of this study was to identify whether the test includes Differential Item Functioning (DIF), and if it does, to identify whether the items are biased or not. The Rasch model was performed using the Winsteps package software to determine if the items contain DIF. DIF was identified in eight items during the analysis. Expert opinion was sought to determine if the difference between the regions in item is due to DIF or item effect. Based on the feedback from the experts, no bias was observed in the items with regard to regions.
The Evaluation of Collaborative Synchronous Learning Environment within the Framework of Interaction and Community of Inquiry: An Experimental Study
Author: Aslan, Alper
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Synchronous Communication,Interaction,Anxiety,Communication Skills,Communities of Practice,Inquiry,Instructional Effectiveness,Online Courses,Distance Education,College Freshmen,Student Experience,Student Attitudes,Late Adolescents,Foreign Countries

This study aims to investigate a collaborative synchronous learning environment in terms of students' community of inquiry perceptions (cognitive, social, and teaching presences) and interaction levels. This quantitative study was conducted with the participation of fifty-nine freshmen (twenty-nine in the control group and thirty in the experimental group) in the department of Information Technologies at a university. The study lasted nine weeks, including two weeks of data collection and seven weeks of implementation procedure. After the implementation, the Community of Inquiry Scale and the Online Course Interaction Level Determination Scale were administered to the participants. The results revealed that co-operative synchronous learning experiences positively influenced students' community of inquiry perceptions and interaction levels in the experimental group. Further results and implications are discussed at the end.
Effectiveness of Community of Inquiry Based Online Course: Cognitive, Social and Teaching Presence
Author: Aslan, Seda Akti
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communities of Practice,Inquiry,Online Courses,Electronic Learning,Learning Activities,College Freshmen,COVID-19,Pandemics,Distance Education,Direct Instruction,Questioning Techniques,Teaching Methods,Scores,Experimental Groups,Control Groups

This quasi-experimental study aimed to examine students' community of inquiry perceptions through online learning activities designed based on the community of inquiry model. The participants of the study consisted of 81 freshmen enrolled in two different departments of a Turkish state university. The process for the experimental procedure was carried out as part of the Information Technologies course. Due to the COVID-19 pandemic, the research process was carried out with synchronous distance education. While the control group received instruction through direct instruction and question/answer technique, the experimental group received instruction based on the community of inquiry model. For data collection, a demographic information form and the community of inquiry scale were administered. According to the results, students in the experimental group had significantly higher scores in terms of cognitive and teaching presence compared with the students in the control group. On the other hand, no significant difference was observed between the groups in terms of their social presence scores. Overall, the students in the experimental group had higher community of inquiry score than the students in the control group.