ethanporcaro/eric-fulltext-meta huggingface dataset:
I Wrote, I Was Evaluated, and I Learned an Alternative Teaching Process in Distance Education: Writing-to-Learn
Author: Kayaalp, Fatih
Date: 2021-12-00
Type: Journal Articles
Subjects: Distance Education,Preservice Teachers,Content Area Writing,Student Attitudes,Instructional Effectiveness,Social Studies,Preservice Teacher Education,Electronic Learning,Academic Achievement

Distance education has become an essential part of life on a global scale during the COVID-19 pandemic. This process has driven all education stakeholders, who focus on providing learning outcomes without any loss, to alternative teaching models. The aim of this study is to examine the extent of the effects of writing-to-learn activities integrated into the distance education process on learning. Conducted as an action research, this study consisted of 42 Year 4 undergraduate prospective teachers studying Social Studies Teaching. A variety of writing-to-learn activities and semi-structured interview forms were used as data collection tools. While writing-to-learn activities were evaluated with holistic rubric, the opinions of prospective teachers were analyzed by content analysis. As a result, it was concluded that writing-to-learn activities included in distance education made significant contributions to the development of students throughout the application process. The activities were found effective on learning since they involved students in the process and facilitated permanent learning. It is understood from the opinions of the prospective teachers that an enjoyable and quality learning can be achieved with such activities included in the study, even from a distance. Based on the results, it can be stated that the writing-to-learn model is an alternative learning approach that can be used in distance education.
Whose World Is This?: Explorations in Hip Hop, Writing, and Culture
Author: Scott, Khirsten L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Seminars,Graduate Students,African American Culture,Writing (Composition),Performance,Music,Student Experience,Assignments,Resilience (Psychology),Resistance (Psychology)

Drawing its title from Nas's 1994 &quot;The World Is Yours,&quot; the seminar detailed in this article specifically investigates hip-hop writing, performance, and culture within a US context across the twentieth and twenty-first centuries. As a medium, hip hop remains an intentional, experimental exploration of survival. The course offers an occasion to make and hold space for myself and Black life and Black culture, centered on the following: (1) Who survives the university? and (2) Who survives the US?
Performance Analysis of Students through Critical Thinking Ability Based on Mathematic Ability
Author: A'yun, Qurrota
Date: 2021-05-00
Type: Journal Articles
Subjects: Academic Achievement,Critical Thinking,Cognitive Ability,Mathematics Skills,Problem Solving,College Students,Foreign Countries

The standard of critical thinking in this study, namely: first, interpretation is on a problem can showing/ writing what they know and what is asked about the problem correctly; second, analysis is the activity of identifying the relationship between statements, questions and concepts in a problem through making mathematical models and accompanied by the right reasons; third, evaluation is the right strategy in solving problems and fourth, conclusion is accuracy in drawing conclusions from what is asked. While the type of research used is descriptive qualitative type. The instruments used were interview guidelines and test questions. The interview used is a structured interview and the test used in the form of a math problem test with derived application material consisting of 3 problem descriptions with material that has been received by students. Student performance levels in this study are at the Apprentice level and the Novice level. The acquisition of data at the Apprentice level the average value is different, this is because the acquisition of data on each indicator is different overall. This is because the subject is not accustomed to or accustomed to working on open questions or also problem stories/problems. Student performance levels in this study are at the Apprentice level and the Novice level. The acquisition of data at the Apprentice level the average value is different, this is because the acquisition of data on each indicator is different overall. This is because the subject is not accustomed to or accustomed to working on open questions or also problem stories/problems.
Science Students&apos; Spontaneous Utilization of School Library with Logistic Growth Model: A Focus on Gender
Author: Obasi, Chinedu Victor
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Gender Differences,Users (Information),Library Materials,Student Behavior,Undergraduate Students,Academic Libraries

In this paper the logistic growth model of spontaneous utilization of school library in Imo State, is presented. First-order variables separable logistic equation is solved. The parameters that gave the best logistic curve for the data were determined. The number of male and female science students who utilized school library spontaneously also is presented. The logistic equation allows rigorous estimation of 2.34% growth rate of male science students' spontaneous utilization of school library in Imo State. While that of female students is decreasing by 2.71%. The results revealed that male students are experiencing upward trend in the spontaneous utilization of school library while their female counterparts are experiencing downward trend. Therefore, it is recommended that science students should utilize the school library resources spontaneously without being induced to do so. They should also develop passion for reading because reading books pushes readers to use their imaginations and encourages creativity for scientific endeavours.
The Improving Students&apos; Mathematics Results and Interest through Online-Based Flipped Classroom Models
Author: Hamidah
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Flipped Classroom,Online Courses,COVID-19,Pandemics,Internet,Mathematics Instruction,Mathematics Achievement,Student Interests,Student Attitudes,College Students,College Mathematics

People know that the internet today has become an integral part of the lifestyle of various Indonesian community groups, but the results of surveys conducted by the Indonesian Internet Network Organizing Association are known to have access to educational pages are still very lacking. The online-based flipped classroom learning model is packaged to appeal to students and is a learning that adapts online learning in times of pandemic by directing students to utilize the internet for learning. This study was a classroom action research by applying online-based flipped classroom model to improve Students' Mathematics Result And Interest. The classroom action research was done in two cycles. Each cycle consists of planning, action, observation, and reflection. The findings of this research revealed that the online-based flipped classroom model could improve students' mathematics results and interest. At the end of the first cycle, the students' mathematics result was still in the medium category and increased at the end of the second cycle, which students' mathematics result has been in high category, and students' mathematics interest has been more than 80% that is reaching the expected target.
Evaluation and Bibliographic Analyses of EdLAM Literature to Help Early Career Academics
Author: Demiröz, Seva
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Administration,Instructional Leadership,Periodicals,Educational Research,Trend Analysis

According to the Organization for Economic Co-operation and Development (OECD) (OECD, 2018), in almost half of the 38 OECD-member countries, most of the decisions about organization of instruction, personnel management, planning and structures, and resource management are taken at the school level. This study focused on understanding the current body of EdLAM knowledge to help doctoral students and early career researchers plan, run, and publish their studies. The terms &quot;educational administration&quot;, &quot;educational management&quot;, &quot;educational leadership&quot; were used to search the Web of Science database for studies published between 2000 and 2019. The final data set included 1438 articles. Concepts were examined with co-occurrence analysis using the bibliographic analysis tool, VOSViewer. Citation analysis was employed for ascertaining sources of highly cited articles. Results showed that &quot;educational leadership&quot; was the most studied concepts. Compare: A Journal of Comparative and International Education, and Educational Management Administration and Leadership were found to be those journals with the highest average yearly influence.
Factors Influencing Teachers&apos; Continuation of Online Learning in Elementary Schools
Author: Masmali, Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Technology Uses in Education,Elementary School Teachers,Teacher Attitudes,Performance,Expectation,Social Influences,Influences,Predictor Variables,Foreign Countries,School Closing,Educational Technology,Intention

The use of online teaching has increased rapidly, especially since the start of the global pandemic of COVID-19. K-12 teachers in Saudi Arabia, like many teachers globally, found themselves with a new way of teaching because of the pandemic. Thus, this study examined the unified theory of acceptance and use of technology (UTAUT) in elementary school teachers' acceptance of online learning. We tested whether UTAUT's four key factors (performance expectancy; effort expectancy; social influence; and facilitating conditions) affect Saudi Arabian elementary school teachers' acceptance of using online learning. We found that performance expectancy, social influence, and facilitating conditions altogether predicted teachers' use of online learning as the analysis of the multiple regression outcome found that 60.2% of the variation was affected by these variables.
The Impact of Instructors&apos; Perceptions of E-Learning on the Quality of Online Teaching: A Case Study of the French Language Instructors at the University of Bahrain during COVID-19 Pandemic
Author: Bader, Sara A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,French,Language Teachers,Second Language Instruction,COVID-19,Pandemics,Teacher Attitudes,Educational Technology,Electronic Learning,Online Courses,Undergraduate Students,Student Satisfaction,Educational Quality,Teacher Competencies,Self Efficacy,Teacher Effectiveness,Technological Literacy

French language instructors at the University of Bahrain faced many challenges in adapting their teaching practices during the sudden transition to online teaching due to the COVID-19 pandemic. In this case study, we explore the French language instructors' perceptions of e-learning and their attitudes toward technology during the pandemic as well as their students' perceptions of the quality of their online teaching. The objective of this study is to analyze the relationship between instructors' perceptions and teaching performance. We conducted the study during the beginning of the sudden change to online teaching and administered online survey-based data collection instruments to gather information about French language instructors' perceptions and undergraduate students' satisfaction with the quality of French language online teaching. One year later, we completed data collection with semi-structured interviews of the instructors' perceptions and online teaching experience. The findings indicated that despite the abrupt switch to online teaching, instructors showed a prominent level of technology acceptance. However, the results indicated effective online teaching was highly correlated to instructors' pedagogical preparedness and self-efficacy level. Consequently, this study outlines key factors influencing the efficacy of e-learning, including pedagogical preparedness, instructors' self-efficacy, and information and communications technology literacy. In addition, in this study we propose implications for instructors' preparation and development.
Preschool Education Teachers&apos; Evaluations about the Problems Experienced in the Education Process and Their Sources
Author: Eristi, Bahadir
Date: 2021-12-00
Type: Journal Articles
Subjects: Preschool Teachers,Public Schools,Private Schools,Attention Span,Student Behavior,Student Motivation,Teacher Attitudes,Classroom Communication,Cooperative Learning,Gender Differences,Age Differences,Foreign Countries,Influence of Technology,Parenting Styles,Classroom Environment

The aim of this research is to reveal the evaluations of preschool teachers' about the problems experienced in the education process and the sources of the problems. The study was carried out based on the basic qualitative research design. The research participants consist of 19 preschool teachers working in public and private schools providing preschool education in Eskisehir city center. The primary data of the research were obtained through semi-structured interviews with teachers. In addition, the parent demographic information collection forms and the researcher diaries were used. Descriptive analysis and content analysis were used in the analysis of the data. According to the main findings obtained within the scope of the research, the most frequent and common problems experienced by students in the education process are related to attention and maintaining attention, and exhibiting behaviors in accordance with the rules in the classroom. In addition, the problems experienced are observed much more intensely in male students compared to female students. When teachers compare their students from past years with their current students, they are of the opinion that there is a significant increase in the problems experienced in the education process compared to years. Problems experienced in the preschool education process occur more frequently and are more common in public schools compared to private preschool education institutions. The most important sources of problems behind the troubles that arise in the education process; students' parents, common technology usage habits of students, quality of teachers, quality of educational environments, preschool education program, student characteristics and changing daily life habits of students.
Preservice Teachers&apos; Knowledge and Awareness of Supporting Early Literacy
Author: Sop, Aylin
Date: 2021-12-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Elementary School Teachers,Literacy Education,Foreign Countries,Preservice Teacher Education,Emergent Literacy,Student Teacher Attitudes,Instructional Improvement,Knowledge Level,Recognition (Psychology),School Readiness,Pronunciation

This study aims to investigate preschool and primary school preservice teachers' knowledge and awareness of early literacy skills. Basic qualitative research approach was applied and data were collected through interview forms. A total of 158 preservice teachers (78 preschool preservice teachers and 80 primary school preservice teachers) attending the faculty of education at a state university in Turkey participated in the study. Data obtained from the participants were content analyzed. The results revealed that preservice teachers studying at both departments are familiar with early literacy skills while they have limited knowledge of its content and sub-skills. It is also found that most of the preschool preservice teachers define early literacy as letter recognition and pronunciation, school readiness and learning how to read and write at an early age; and primary school preservice teachers as learning how to read and write at an early age. Since preservice teachers representing both groups have misconceptions about the concept of early literacy, it would be appropriate to organize courses that offer examples of classroom practices concerning early literacy skills for preservice teachers attending the undergraduate program.
Social Anxiety, Depression, Coping Self-Efficacy, and Coping Strategies among College Students
Author: Dugyala, Madhuri
Date: 2021-12-00
Type: Journal Articles
Subjects: Anxiety,Undergraduate Students,Stress Variables,Depression (Psychology),Coping,Self Efficacy,Gender Differences,Racial Differences,Ethnicity,Predictor Variables,Severity (of Disability),Social Support Groups,Quality of Life,Substance Abuse,Behavior Problems,Emotional Response

The transition to college and its associated social challenges could trigger social anxiety and depression among young college students. There is a paucity of literature relating coping self-efficacy, coping strategies, social anxiety and depression. The current study aims to fill this gap by finding the contributions of gender, coping self-efficacy (CSE), and coping strategies onto the levels of social anxiety and depression among college students. It also aims to find race-ethnicity differences, considering students' level of social anxiety and depression. One hundred and fifty-eight students were recruited from the undergraduate psychology subject pool at a northeastern university. The Liebowitz Social Anxiety Scale, Diagnostic Inventory for Depression, Coping Self-Efficacy Scale and Brief COPE were used to measure the study variables. A one-way ANOVA and simultaneous multiple linear regression analyses were conducted to examine data. There were no significant race-ethnicity differences in social anxiety, depressive symptom severity, psychosocial impairment, and quality of life. However, gender and self-blame significantly predicted social anxiety; substance use, behavioral disengagement, and self-blame significantly predicted depressive symptom severity; and social support CSE significantly predicted psychosocial impairment. Gender, dysfunctional coping strategies and social-support CSE were significantly associated with social anxiety and depression among college students. The results have important implications for treatment intervention and outreach by college counseling personnel.
Risk Taking Behavior as Predictors of Self Compassion in University Students
Author: Kiran, Binnaz
Date: 2021-12-00
Type: Journal Articles
Subjects: Undergraduate Students,Risk,Student Behavior,Correlation,Suicide,Psychological Patterns,Self Concept,Coping,Substance Abuse,Drinking,Smoking,Eating Habits,Antisocial Behavior,Dropouts,Foreign Countries

The present study was aimed at investigating to what extent self compassion of university students was predicted by their risk taking behavior sub-dimensions. The sample of study included 658 undergraduate students from different faculties of a public university during the 2018-2019 academic year. In order to collect the data in the study, Self Compassion Scale, Risk Behaviors Scale and Personal Information Form are used. Pearson product-moment correlation coefficient and multiple regression analysis were used in the analysis. The results of the study revealed the highest correlation between self compassion scores and suicidal tendency, which is one of the subdimensions of risk-taking behavior. In addition, it was found that together with the sub-dimensions of risk taking behavior, it explained 38.2% of the variance in self-compassion scores and It was found that the variable that most predicted self-compassion was suicidal tendency. Findings were discussed and interpreted in the light of literature.
Teachers&apos; Metaphoric Perceptions of COVID-19 and School in the Process of COVID-19
Author: Ulas, Suat Deniz
Date: 2021-12-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Attitudes,Figurative Language,Foreign Countries,School Closing,Distance Education,Preschool Education,Elementary Secondary Education,Teacher Characteristics,Social Problems,Social Isolation,Disease Control

The study aims to reveal teachers' perceptions of &quot;COVID-19&quot; and &quot;School in the COVID-19 Process&quot; through metaphors. The differences between the COVID-19 perceptions of those who had COVID-19 disease in the participants' families and those who did not were examined. Phenomenology design, one of the qualitative research methods, was used in the study. Participants consist of a total of 100 teachers, 80 in Hatay and 20 in Gaziantep. The content analysis method was used. It was seen that teachers had 45 different metaphors in the perception of 'COVID-19' and were collected in eight categories. The most produced metaphors' codes related with COVID-19 were &quot;Flu&quot;, &quot;Cancer&quot;, &quot;Illness&quot;, &quot;War&quot;, &quot;Flu-pneumonia&quot;. Categories created according to metaphors were &quot;Similar to other diseases&quot;, &quot;Infectiousness&quot;, &quot;Damaging&quot;, &quot;Fatal&quot;, &quot;Uncertainty&quot;, &quot;Social order&quot;, &quot;Immunity&quot;, &quot;Isolating&quot;. Participants created 56 different metaphors in the perception of &quot;School in the COVID-19 Process,&quot; and these metaphors could be gathered in seven categories. The most produced metaphors were &quot;Dangerous zone&quot;, &quot;Abandoned building&quot;, &quot;Pandemic point / Virus slot&quot;, &quot;House&quot;.
Psychometric Evaluation of the Turkish Version of the COVID-19 Induced Anxiety Scale and Protective Behaviors towards COVID-19 Scale
Author: Yazici, Hikmet
Date: 2021-12-00
Type: Journal Articles
Subjects: Psychometrics,Test Validity,Test Reliability,Anxiety,COVID-19,Pandemics,Adults,Fear,Turkish,Translation,Severity (of Disability),Foreign Countries,Individual Characteristics,Health Behavior,Risk

The purpose of the present study was to adapt COVID-19 Induced Anxiety Scale (CIAS) and Protective Behaviors towards COVID-19 Scale (PBCS) into Turkish language, and to investigate their psychometric properties. 593 adults participated in the study. Data were collected through CIAS and PBCS as well as The Fear of COVID-19 Scale (FCS). Cronbach alpha ([alpha]) and McDonald's Omega ([omega]) coefficients were utilized for reliability of the Turkish forms of the scales, and validity of the scales was tested with exploratory factor analysis, confirmatory factor analysis and criterion validity. The analysis showed that [alpha] and [omega] reliability coefficients of both scales were over 0.70. The results of exploratory and confirmatory factor analyses revealed that CIAS had a single factor structure while PBCS had three dimensions as indicated in original forms of the scales. Significant and positive relationships were also found between the scores obtained from CIAS and PBCS and fear scores. To conclude, Turkish forms of CIAS and PBCS were proved to be valid and reliable tools to measure severity of COVID-19 induced anxiety through CIAS and individuals' protective behaviors towards COVID-19 through PBCS.