ethanporcaro/eric-fulltext-meta huggingface dataset:
Primary School Teacher Candidates and 21st Century Skills
Author: Cigerci, Fatih Mehmet
Date: 2020-00-00
Type: Journal Articles
Subjects: Primary Education,Preservice Teachers,21st Century Skills,Story Telling,Skill Development,Multimedia Materials,Student Attitudes,Foreign Countries,Media Literacy,Technological Literacy,Information Literacy,Instructional Effectiveness,Writing (Composition)

In this study, the aim is to determine the effect of digital storytelling on the primary school teacher candidates' 21st century skills. Since digital storytelling contains many skills like information, media and technology skills, communication and collaboration skills, group works, etc within itself, it can be defined as a good way for individuals to gain and develop 21st century skills. A digital storyteller, during the process of making his/her digital stories, is to research and access information, analyze, evaluate and give decision on what s/he has researched, solve problems, use his/her creativity, be capable of using technology, applications and/or programs and have digital, technology, visual and information literacy. In order to collect data, &quot;21st Century Skills and Competences Scale Directed at Teaching Candidates,&quot; digital storytelling rubric and structured interviews were used. According to results of the study, posttest scores of the candidate teachers' on 21st Century Skills and Competences Scale were higher than those of on the pretest. There was a meaningful difference between digital storytelling rubric scores the teacher candidates got from the three digital stories and the scores got higher on every following digital story, which can be said to support the result that the posttest scores of the candidate teachers' on 21st Century Skills and Competences Scale were higher than those of on the pretest. This situation is also supported by the fact that the scores obtained from the digital stories explain the variability of the scores on 21st Century Skills and Competences Scale by about 40% and that the scores obtained from the digital stories are the predictor of 21st century skills and competences of the teacher candidates. The participants also mentioned at the interviews that digital storytelling contributed to their 21st century skills development.
Relationships between Prospective Teachers&apos; Multicultural Education Attitudes and Classroom Management Styles
Author: Debbag, Murat
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Multicultural Education,Student Attitudes,Classroom Techniques,Teaching Styles,Correlation,Public Colleges,Foreign Countries,Authoritarianism,Social Bias,Cultural Differences,Democratic Values

This correlation study investigates the relationships between prospective teachers' multicultural education attitudes and classroom management styles. The participants were 495 prospective teachers majoring in different departments of education faculties at two state universities in Turkey. &quot;Democracy and Multicultural Education Attitude Scale&quot; and &quot;Classroom Management Style Scale&quot; were used as data collection tools. Correlation and regression analyses were performed for data analysis by using SPSS 23.0 software. The results of descriptive analyses showed that most of the participants adopted authoritative style in terms of classroom management. Also, they had positive attitudes towards multicultural and democracy education. According to correlation analysis, there were significant relationships between the variables. Specifically, authoritative style was a powerful predictor of the attitude towards democracy and multicultural education. The prospective teachers with more authoritarian and indifferent styles had more biases towards multicultural education. Moreover, it is estimated that discussion and educational implications will shed light on teacher education.
Investigating Direct and Indirect Effects of Social Media Addiction, Social Media Usage and Personality Traits on FOMO
Author: Hamutoglu, Nazire Burcin
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Addictive Behavior,Personality Traits,Fear,College Students,Foreign Countries,Preservice Teachers,Anxiety

In this study, it is aimed to investigate direct and indirect effects of Social Media Addiction (SMA), Social Media Usage (DSMU) and Personality Traits beyond BIG 5 on Fear of Missing Out (FOMO). The research was based on quantitative research methods conducted in accordance with the relational survey model and 845 prospective students studying at Sakarya University Faculty of Education were included by stratified sampling method. The path analysis was performed to examine the direct and indirect effects of the variables by AMOS and SPSS. The results show that FOMO directly and positively predicted by SMA, and DSMU had a significant and positive effect on SMA while DSMU having no effect on FOMO. Finally, the results on personality traits and FOMO indicated that agreeableness (AGR) personality trait had a positive effect on FOMO while other personality traits did not. In the study, results were discussed within the framework of the literature.
Academically Gifted &amp; Albino: A Narrative Study of a Twice-Exceptional
Author: Akar, Seyma Sengil
Date: 2020-00-00
Type: Journal Articles
Subjects: Academically Gifted,Genetic Disorders,Comorbidity,Student Experience,Visual Impairments,Coping,Emotional Response,Social Influences,Barriers,Foreign Countries,Elementary Secondary Education,Higher Education,Individual Characteristics,Personality Traits,Student Needs,Assistive Technology,Social Attitudes

This research focuses on the educational and daily life of a gifted individual with albinism. The purpose of this current research was to determine the difficulties faced by this twice-exceptional individual in his education life and how these difficulties have been overcome. The study has been conducted by narrative study design of the qualitative method. Research data were collected through semi-structured interviews conducted with the individual himself, his mother and one of his friend. Data analyses revealed four different themes, such as: difficulties due to visual impairment and strategies to cope with these difficulties, difficulties experienced due to physical disadvantages and ways of overcoming them, being gifted and socio-emotional difficulties. More specifically, the twice-exceptional individual, who has visual impairment due to albinism (90%), continued his formal education throughout the whole education life without attending inclusion classes, and encountered many difficulties specific to those who see little, such as having difficulty in following the course and course notes. In addition to these, the twice-exceptional individual is an unrecognized gifted student (academically) who exhibited early development in the childhood period and who has achieved outstanding academic success at undergraduate and postgraduate level after having been in the 0.01% portion among the students taking the university entrance exam. As gifted, he has not received any special support in the education system. It is seen that the support of his family throughout his education life is an effective factor playing an important role in the shaping of the education life of the twice-exceptional individual, who has been confronted with many social-psychological difficulties because his difference from others as a gifted individual with albinism.
A Study on Developing Scale for Teacher Perceptions towards Spelling Rules
Author: Turkel, Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Spelling,Foreign Countries,Spelling Instruction,Turkish,Language Teachers,Likert Scales,Measures (Individuals),Factor Analysis

The purpose of this study is to develop a scale to determine Primary Education and Turkish Language teachers' perceptions regarding the frequency of spelling mistakes which their students make. Therefore, this experimental form made to serve this goal was presented to field specialists in terms of consultation; and each item in the form was regulated to ensure content validity rates in accordance with the feedback provided by the specialists. Items with the validity rate below 0.80 were omitted from the form. The trial form consisting of 34 items was administered to 232 Primary Education and Turkish Language teachers who teach at schools under the jurisdiction of Ministry of National Education (MoNE) via e-mail, and the gathered data were analyzed. With the help of Exploratory Factor Analyses (EFA), a four-dimensioned construct with 19 items including frequently made mistakes regarding acronyms, spelling of conjunctions and suffixes, spelling of capital letters, spelling of compound words, and the spelling of the words affected by word formation processes. In the analyses, the relations between the sub-scales of the original scale were taken into consideration, revealing that factors had positive and significant relationships and sub-dimensions were the constituents of the general structure named spelling mistakes, which made up the upper structure. Goodness of fit indices (GFI) of the model was detected to be quite high. Confirmatory Factor Analysis (CFA) administered to the second research group justified the EFA results. The internal consistency coefficient, calculated as 0.91, for the entire scale was found to be quite reliable.
What Messages a Documentary and Biographical Film Give about the Nature of Science to Prospective Science Teachers?
Author: Saritas, Davut
Date: 2020-00-00
Type: Journal Articles
Subjects: Documentaries,Films,Biographies,Scientific Principles,Preservice Teachers,Science Teachers,Scientists,Preservice Teacher Education,Student Attitudes,Science History,Misconceptions,Science Education,Foreign Countries,Scientific Methodology

In this study, the experience of prospective science teachers, who watched a cinema film adapted from the life story of a well-known scientist for the first time in an informal environment, was examined. Answers of two questions were sought in the study: (1) What aspects of the nature of science did the prospective science teachers experience through which scenario elements of the film?; and (2) How do preservice teachers interpret these experiences? In this study, being conducted based on hermeneutic phenomenology design; the data were collected through focus group interviews with semi-structured questions prepared by taking into consideration the aspects of the nature of science. Participants were 29 (23 girls, 6 boys) prospective science teachers. The collected data were analyzed by qualitative methods. The findings showed that the participants experience and interpret some aspects of the nature of science through specific scenario elements (representations). It was determined that participants highlighted certain sections (e.g. process of discovery, social reaction) in the story. It was observed that the participants correlated these sections with the nature of science in a positive or negative way and interpret them. The results show that these kinds of films adopted from history of science, which are recommended in the literature, can give positive messages about the nature of science. In addition, it was observed that the film caused misconceptions about the nature of science, especially due to the scenario. Therefore, it can be said that such films produced for different purposes may lead to some problems in the teaching of the nature of science. From this point of view, even if such films are used, it is obvious that rather than an informal environment, it is necessary to integrate these films into a more structured learning environment where inappropriate messages given by the film can be seen critically.
A Metaphoric Approach to the Conception of the &quot;Teacher-Headmaster-School&quot; in Different Age Categories*
Author: Sözer, Mehmet Akif
Date: 2020-00-00
Type: Journal Articles
Subjects: Age Differences,Figurative Language,Gender Differences,Teachers,Principals,Schools,Attitudes

The aim of this study is to analyze the perceptions of the individuals of different ages about the concepts of teacher-manager-school by means of metaphors. Phenomenology method, one of qualitative research form, and convenience sampling have been used in this study. The study group consisted of 210 participants with different age levels. Research data has been obtained via metaphor identification form. Data has been analyzed by content analysis technique and according to research results, 542 valid metaphors have been determined. Five categories have been determined as to &quot;teacher conception&quot;, which are loadstar and future enlightening person, source of information, compassionate and sacred being, supervisor-disciplined and authoritative being and creator of future respcetively. Another five categories for &quot;headmasters&quot; which are focus of management, authoritative and supervisor being, leader and loadstar being, financier of education, a being that have negative features. As to &quot;school conception&quot;, six categories have been defined: love and solidarity environment, growth and maturation environment, supervising and discipline environment, guidance environment and finance environment. The conceptual categories created as a result of this categorization process have been analyzed by Pearson's chi-square analysis by taking the age of the participants into consideration. As a result of the analysis, no significant difference has been found between age groups of participants as to teachers, principals and school concepts. Although a number of radical changes in the role of important components such as school-headmaster-teacher within the scope of modern education system are targeted, the traditional perceptions of these concepts continue.
Identification of Differential Item Functioning on Mathematics Achievement According to the Interactions of Gender and Affective Characteristics by Rasch Tree Method
Author: Basman, Münevver
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Bias,Mathematics Achievement,Gender Differences,Mathematics Tests,Foreign Countries,Motivation,Self Efficacy,Anxiety,Achievement Tests,Secondary School Students,International Assessment,Item Response Theory

Mathematical knowledge and skills are needed to find solutions to the problems encountered in daily life. Although individuals are given the opportunity to receive equal education, it is seen that there are differences in the achievement of individuals. Individual-based factors can affect the achievement of individuals. One of the most important of these individual-based factors is the gender factor. It is important to examine the reasons behind the items of mathematics test showing the Differential Item Functioning (DIF) by gender. In this research, the interaction of gender and intrinsic motivation, instrumental motivation, self-efficacy, and anxiety variables on mathematics test items was examined in terms of DIF to understand the reasons of gender differences in the mathematical achievement of students who participated in PISA 2012. The study group of this research constituted 1084 students who participated in the application in Turkey, who answered booklets 3, 5 and 11 in the PISA 2012 mathematics literacy test. The data was analyzed by Iterative Hybrid Ordinal Logistic Regression (IHOLR) in the Lordif package program and Rasch Tree Method (RTM) in Psychotree package program and items showing DIF according to gender were determined. According to the findings, some mathematics test items showed DIF according to gender. It was found that items also showed DIF according to gender and intrinsic motivation interaction, and gender and self-efficacy interaction. It was observed that status of items showing DIF changed according to a certain threshold value of the girls' intrinsic motivation and self-efficacy score. It was found that mathematics items did not show DIF according to gender and instrumental motivation interaction, and gender and anxiety interaction. As a result, it was observed that status of items showing DIF according to gender could change according to gender and affective characteristics interaction.
Comparison of Passing Scores Determined by the Angoff Method in Different Item Samples
Author: Kara, Hakan
Date: 2020-00-00
Type: Journal Articles
Subjects: Cutting Scores,Standard Setting (Scoring),Sampling,Error of Measurement,Test Items,Difficulty Level,Middle School Students,Student Placement,Mathematics Tests

In this study, the efficiency of various random sampling methods to reduce the number of items rated by judges in an Angoff standard-setting study was examined and the methods were compared with each other. Firstly, the full-length test was formed by combining Placement Test 2012 and 2013 mathematics subsets. After then, simple random sampling (SRS), content stratified (C-SRS), item-difficulty stratified (D-SRS) and content-by-difficulty random sampling (CD-SRS) methods were used to constitute different length of subsets (30%, 40%, 50%, 70%) from the full-test. In total, 16 different study conditions (4 methods x 4 subsets) were investigated. In data analysis part, ANOVA analysis was conducted to examine whether minimum passing scores (MPSs) for the subsets were significantly different from the MPSs of the full-length test. As a follow-up analysis, RMSE and SEE (Standard Error of Estimation) values were calculated for each study condition. Results indicated that the estimated Angoff MPSs were significantly different from the full-test Angoff MPS (45.12) only in the study conditions of 30%-C-SRS, 40% C-SRS, 30% D-SRS and 30%-CD-SRS. According to RMSE values, the C-SRS method had the smallest error while the SRS method had the biggest one. Moreover, SEE examinations revealed that to achieve estimations similar to the full-test Angoff MPS (within one SEE), it is sufficient to get 50% of items with the C-SRS method. C-SRS method was the more effective one compared to the others in reducing the number of items rated by judges in MPS setting studies conducted with the Angoff method.
A Multi-Way Intervention to Improve the Social Acceptance of a Student with Learning Disabilities
Author: Firat, Tahsin
Date: 2020-00-00
Type: Journal Articles
Subjects: Peer Acceptance,Students with Disabilities,Learning Disabilities,Intervention,Interpersonal Competence,High School Students,Foreign Countries,Parent Attitudes,Student Attitudes,Academic Support Services

The aim of this study is to investigate how a student with learning disabilities is socially accepted by his peers in the classroom when social skills training and academic support are concomitantly provided. The participants consisted of 15 (7 female, 8 male) typically developing high school students attending Grade 1 and a student with learning disabilities. One-group pretest-posttest design was utilised. The research data was collected through the sociometric technique of peer nomination before and after the intervention programme. In addition, the effects of the implemented programme were examined via a semi-structured interview with the student with learning disabilities and his family. The data was analysed via the technique of sociogram, and descriptive analyses were conducted as well. The research results indicate that the programme in question was effective on the student with learning disabilities' social acceptance among his typically developing peers. Furthermore, the interviews with his family show that the implemented programme provided a variety of benefits for the student with learning disabilities.
Associations between Emotional States, Self-Efficacy for and Attitude towards Using Educational Technology
Author: Atabek, Oguzhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Preservice Teachers,Depression (Psychology),Stress Variables,Educational Technology,Anxiety,Technology Uses in Education,Self Efficacy,Student Attitudes,Technology Integration,Foreign Countries

The purpose of this study was to investigate the associations between alternative certification preservice teachers' levels of depression, stress, educational technology anxiety, self-efficacy for educational technology, and attitude towards using technology in education to provide insight into the interplay between intrinsic factors affecting technology integration. Participants were 451 preservice teachers enrolled in the alternative certification program at a public university in the southwestern part of Turkey (N=451). Data were collected using the Educational Technology Standards Self-Efficacy Scale, Attitude towards Using Technology in Education Scale, Educational Technology Anxiety Scale, Perceived Stress Scale, and Beck's Depression Inventory. In addition to descriptive techniques, Pearson's product-moment correlation coefficient and multiple linear regression were used for data analysis. Findings revealed that preservice teachers suffer from stress, depression, and anxiety, even more so than other undergraduate students. Age did not correlate with any of the parameters. Stress and depression did not differ according to gender; however, females were more anxious about using educational technology. Additionally, findings indicated bidirectional and cyclical relationships between emotional states, self-efficacy, and attitude. Finally, using educational technology for instructional purposes and for secondary purposes such as classroom management were associated with different sets of self-efficacy beliefs, and attitudes. Findings of the research were discussed and suggestions were made.
Investigation of PISA 2015 Reading Ability Achievement of Turkish Students in Terms of Student and School Level Variables
Author: Celik, Kazim
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Reading Achievement,Student Characteristics,Institutional Characteristics,Socioeconomic Status,Mothers,Parent Child Relationship,School Size,Educational Attainment,Student Behavior,Teacher Behavior,Adolescents,Student Attitudes

The aim of this study is to determine the students-level and school-level factors that are related to reading ability achievement of students who participated PISA 2015 (Programme for International Student Assessment) from Turkey. The effects of the student and school level factors on reading achievement of students were tested by 2 level hierarchical linear model. According to the findings, there are differences between schools in terms of students' reading ability scores in Turkey. When the findings of the effects of the student level variables on the reading ability scores are examined; mother's socio-economic status, parental emotional support, and unfair teacher behavior variables seem to affect students' reading ability achievement. When the findings of the effects of the school level variables on the reading ability scores are examined; school size, teacher education level, and student behavior that hinders learning variables have a significant effect on the average reading ability scores of schools. When the student and school level variables mentioned above were modeled together, the significant effect of the school size variable was lost while the teacher education level and the student behavior that hinders learning variables continued to have a significant effect on the schools average reading ability scores.