ethanporcaro/eric-fulltext-meta huggingface dataset:
A Systematic Analysis on Graduate Theses Published in the Field of Computer Programming in K-12 Education between 2018 and 2022
Author: Uluyol, Çelebi
Date: 2023-01-00
Type: Journal Articles
Subjects: Computer Science Education,Programming,Kindergarten,Elementary Secondary Education,Masters Theses,Psychometrics,Sampling,Educational Technology,Computer Assisted Instruction,Trend Analysis,Departments,Universities,Doctoral Dissertations,Thinking Skills,Teaching Methods,Learning Processes,Information Retrieval,Research Methodology,Validity,Reliability,Foreign Countries

This study is designed to reveal the research trends of graduate theses published in the field of computer programming in K-12 between 2018 and 2022. Document analysis was used for data collection in this study. The data was divided into 9 categories, and the results demonstrated that the scholars in the Departments of Computer Educational and Instructional Technologies (CEIT) at Atatürk University and Ondokuz Mayis University of Türkiye mainly published master's theses in this field in 2019. Another result was that though CEIT is also the main department for doctoral theses, no difference exists in terms of years or universities. &quot;Teaching, learning, and training programming&quot; and &quot;computational thinking&quot; are the most frequently used keywords in graduate programs, respectively. While quantitative and mixed method (parallel, convergent), convenience sampling, and psychometric scales are preferred in master's theses, mixed method (explanatory, mixed), purposive sampling, interviews/focus group interviews, and psychometric scales are preferred in doctoral theses, respectively. Observation and semi-structured interview forms are used as data collection tools in the theses. Although quantitative methods are mainly utilized in data analysis, parametric and non-parametric statistical tests are also used, and content analysis is resorted to as part of qualitative methods. Whilst validity and reliability studies have been carried out measurement tools are employed in master's theses, scales have been developed in doctoral theses. The present study also offers some suggestions for future research on teaching computer programming.
Improving Student Classroom Teachers&apos; Content Organization Skills through Practicum
Author: Akbulut-Tas, Mukerrem
Date: 2023-01-00
Type: Journal Articles
Subjects: Student Teachers,Practicums,Curriculum Design,Teaching Skills,Teaching Methods,Student Attitudes,Feedback (Response),Lesson Plans

The process of learning and teaching involves the organization of the interaction among teachers, students, and content. The focus of this study was to enable the student teachers' experience of deliberate practice to improve their organization of specific content and develop practice skills in classroom environments. This study, which adopted a holistic singlecase method, examined fourth-year student classroom teachers' content organization skills in a teaching practicum course. The study was conducted with 11 fourth-year student teachers, who were attending a teaching practicum course, and data were collected through an openended test, a semi-structured interview form, and lesson plans. The student teachers were provided with four weeks of training on the components of concepts and generalizations, and with information selecting-organizing-integrating (SOI) techniques. The participants were asked to prepare lesson plans and implement them in the classroom environment. Over six weeks, the researchers provided the participants with feedback and corrections for the lesson plans they prepared. The findings showed that the participants could not reflect the SOI techniques and the components of the concept and generalization in the lesson plans they prepared at the desired level. When the findings from this study were evaluated, we can state that organizing the content in lesson plans and the application of it is indeed a challenging process for student teachers. To efficiently carry out the said task, they need effective and well-structured support from teacher educators.
Investigating the Professional Adaptation of English Teachers in the First Years of Their Profession to School Environment
Author: Akcan, Sumru
Date: 2023-01-00
Type: Journal Articles
Subjects: Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Beginning Teachers,Adjustment (to Environment),Educational Environment,Teacher Attitudes,Socialization,Urban Areas,Teaching Experience,Peer Relationship,Teacher Administrator Relationship,Parent Teacher Cooperation,Pedagogical Content Knowledge,Faculty Development,College School Cooperation,Partnerships in Education

This study investigates English teachers' socialization to the school environment, their behaviour in the classroom, and their attitudes towards their profession in the first few years after graduation. An explanatory research design was used with a mixed-method methodology. We administered a survey to 800 novice English language teachers in 16 cities where there is high rates of governmental teacher placements in Turkey based on the data provided by the Ministry of National Education (MoNE). The questionnaire included five category components: professional competence, interpersonal relations, organizational history and language, organizational goals and values, and organizational policy. We then selected 9 English teachers using purposeful sampling from the three of the 16 cities in order to gain information about novice teachers' experiences and to elaborate on the results of our quantitative data findings. After observing the classes of those English teachers, we conducted semi-structured interviews. The content analysis of the responses revealed important issues the teachers experienced during their socialization period. These included their relationships with the school administration, colleagues, parents, and the teachers' own professional competence, particularly in the areas of the target language (TL) use and language teaching methodology. A discussion of the findings provides suggestions for teacher education programmes, thereby contributing to the development of educational curricula. Having postgraduate studies to sustain professional development has been suggested for teacher growth, which will also establish a link between the university-school partnership. The university-school partnership will only be possible with a willingness to collaborate, dedicated time and systematic feedback to share knowledge and experience.
A Sample STEM Activity Based on the Engineering Design Process: A Study on Prospective Preschool Teachers&apos; Views
Author: Pekbay, Canay
Date: 2023-01-00
Type: Journal Articles
Subjects: STEM Education,Learning Activities,Design,Preservice Teachers,Preschool Teachers,Foreign Countries,Student Attitudes,Positive Attitudes,Negative Attitudes

This research aimed to introduce a STEM activity specifically prepared in accordance with the engineering design process and to examine a group of prospective preschool teachers' views about the activity. A total of 16 prospective teachers studying in the final year of a public university in the West Black Sea Region, Turkey, during the fall semester of the 2021/22 academic year were the participants of the study. The STEM activity was based on the problem of making a fish model that can sink, swim and float in water. At the end of the activity, an open-ended activity opinion form was used to gather the prospective teachers' views about the activity. The data were analyzed using the descriptive analysis method by taking into consideration the themes related to STEM, as specified in the theoretical framework. The results of the study show that the prospective teachers took the opportunity to experience how a STEM activity is held, that they found the activity fun and interesting, as well as conducive to learning science concepts and higher-order thinking skills. As for the negative aspects of the activity, the respondents stated that the activity was time-consuming, and that it was difficult to decide on and build the design. We believe that this study will provide theoretical and practical contributions to both researchers and preschool teachers.
Learning Biology through Thinking Empowerment by Questioning: The Effect on Conceptual Knowledge and Critical Thinking
Author: Nur, Taslim D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Biology,Thinking Skills,Student Empowerment,Questioning Techniques,Scientific Concepts,Knowledge Level,Critical Thinking,Junior High School Students,Problem Solving,Active Learning,Grade 7,Foreign Countries

Research on active learning that emphasises question formulation activities has received less attention. This study was conducted to address the said gap identified in the literature by testing the thinking empowerment by questioning (TEQ) strategy on the level of conceptual understanding (CK) and critical thinking (CT) of students in Biology subjects. We used a pre-test-post-test non-equivalent control group design with a sample of junior high school students (n = 176). Participants were divided into three groups, namely (1) the TEQ group, 61 students; (2) PS (problem-solving) group, 60 students; and (3) the CS (conventional strategy) group, 55 students. We also considered the effect of school type (public and religious) on student performance in each treatment group and identified a potential correlation between CK and CT. Statistical results showed that TEQ had a more effective and significant effect on students' CK and CT than in the two control groups. However, we identified no difference between students in public and religious schools in each treatment group. In addition, this study also found a strong correlation between CK and CT through the implementation of TEQ. Finally, TEQ is an effective active learning strategy that promotes students' critical thinking in science content and is equally effective when administered to public and religious schools.
Inclusive Teaching Practices in Post-Secondary Education: What Instructors Can Do to Reduce the Achievement Gaps at U.S. Colleges
Author: Moreu, Gil
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Teaching Methods,Postsecondary Education,Achievement Gap,Teacher Behavior,Student Behavior,Equal Education,Minority Groups,Disadvantaged,College Faculty

Achievement gaps exist along the lines of race, gender, sexuality, social class, and ability status from elementary school to graduate school in the United States. Instructors can help reduce achievement gaps by adopting practices that have been shown to promote the success of students from marginalized groups, so-called &quot;inclusive teaching practices.&quot; In this paper, we present 20 easily implementable inclusive teaching practices for college instructors. Some of these practices focus on changing the behavior of instructors (e.g., establishing a norm of inclusion, presenting intelligence as malleable), while others target student behaviors (e.g., increasing interdependence when working in groups, allowing students to express their values in class). For each teaching practice, we summarize the empirical evidence and discuss its potential to reduce achievement gaps. While no one teaching practice will eliminate achievement gaps caused by structural inequalities, instructors can increase the inclusiveness, fairness, and equity of their classrooms though their actions and pedagogy.
Educational Technology Research Trends: A 10-Year Content Analysis of PhD Dissertations
Author: Gunduz, Ali
Date: 2023-01-00
Type: Journal Articles
Subjects: Educational Technology,Educational Research,Trend Analysis,Content Analysis,Doctoral Dissertations,Foreign Countries,Effect Size,Research Methodology,Statistical Analysis,Information Retrieval,Distance Education,Educational Environment,Learning Theories,Evaluation Methods

This study investigates the trends of doctoral dissertations produced in Türkiye in the field of Educational Technologies. 292 doctoral dissertations were included in this study which was conducted in the design of document analysis in the period between 2011 and 2020. The dissertations were put to content analysis by using the Dissertation Analysis Form developed within the scope of this study. The results demonstrated that the approach of the mixed method research was more commonly used in the dissertations. As a research model, it has been determined that case study from qualitative approaches and quasi-experimental model from quantitative approaches are mostly preferred. It is seen that the students of the faculty of education are greatly used as the sample. It is concluded that descriptive statistical methods are mostly used during the data analysis phase and the SPSS program is the most frequently preferred data analysis program. It has been determined that simple level statistical analysis techniques are used in theses. It is clear that although effect size calculations were made, there were also studies in which the type was not specified. Of the statistical techniques used for validity and reliability, Cronbach's Alpha internal consistency coefficient was found to be frequently used. 1376 keywords emerged in the analysed theses. These keywords were presented visually using a force-directed algorithm. Stating sampling methods clearly in studies will guide the studies to be conducted in the future. The sampling of different types of students is important in that it enriches the potential areas of study paving the way for the emergence of different perspectives.
Examining the Effects of Physical Variables in Classrooms on Students&apos; Attention via the Internet of Things
Author: Aydin, Abdulkerim
Date: 2023-01-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Classroom Environment,Attention,Internet,Equipment,Student Motivation,Student Attitudes,Social Cognition,Academic Achievement,Physical Environment,Predictor Variables

This study aims to examine the effects of physical variables (temperature, humidity, air quality, light, and sound) and those pertaining to the monitoring these physical variables on a group of students in terms of attention, motivation, attitudes, and perceptions of academic achievement (POA). The students were provided with a chance to monitor the physical variables through the Internet of Things (IoT) technology. This study employed a causal comparative design, which is a quantitative research method. The sample chosen by convenience sampling consisted of 262 undergraduate students from five different educational environments in the faculty of education of a large state university located in the Northeast Turkey. A prototype measuring the physical variables of the educational environments and enabling to send these to the internet was developed in the context of an IoT application, and it was ensured that the students in the five different educational environments monitored the physical variables for six weeks. Data were collected by use of the prototype created in the framework of IoT and a questionnaire. Consequently, it was concluded that the physical variables did not have significant effects on attitudes, but temperature, air quality, light, and sound had significant effects on students' attention, motivation, and perceptions of academic achievement. Furthermore, results showed that monitoring the physical variables caused a difference in the students' motivation, attention, attitudes, and POA.
Success for All? The Education Equity Mindset of University Faculty Members
Author: Nadelson, Louis
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Participation,Student Diversity,Equal Education,Academic Achievement,College Faculty,Professional Development,Postsecondary Education,Disproportionate Representation,Minority Group Students

The desire to broaden participation and increase campus diversity requires more than simply recruiting students of color. Faculty members' education equity mindset may be useful for determining their motivation to provide students with opportunities to achieve at their highest capacity. The extent to which faculty members think about inclusion and equity and act on those thoughts reflects the strength of their education equity mindset. To begin filling a gap in the literature, we engaged in a cross-section methodology, collecting quantitative and qualitative survey data from 180 faculty members working at four-year institutions to document their education equity mindset and associated teaching practices. We found the faculty members held a moderate education equity mindset, with differences by gender, discipline, years in higher education, number of students taught, age, and level of instruction. Our findings have implications for preparing faculty members and the focus of professional development provided to faculty members.
Taking the Wave of Digitalization: Reflection on the Psychological Readiness of Teachers in Using Information and Communication Technologies
Author: Souheyla, Benmansour
Date: 2022-07-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Change,Readiness,Technological Literacy,Technology Integration,Teacher Attitudes,English (Second Language),Language Teachers,Foreign Countries,Second Language Instruction,Psychological Patterns,Resistance to Change,College Faculty,Barriers,Training,Anxiety,Emotional Response

Considering the brainwave of the psychological approach for the use of Information and Communication Technology (ICT), collaboration, expectation, and motivation have been identified as the aspects of readiness for integrating technology into the teaching strategies. Studies have investigated the integration of ICTs in the teaching/learning process; still there is a lack of research probing the significance of the psychological readiness of teachers on their perceptions about utilizing ICTs in the Algerian EFL context. The research, between hands, aspires to bridge the gaps, reveal the significant obstacles; and barriers encountered while exploring ICTs, and investigate the following query: What are the significant psychological obstacles that might prevent the effective implementation of ICTs? A mixed-method design was used in this research, employing a survey questionnaire and semi-structured interview to collect data from thirty- five EFL teachers at the University of Mohammed Ben Ahmed in Oran; Algeria. Participant teachers reveal a satisfactory willingness for using education technologies. Lack of training, insufficient ICT skills, technology anxiety, resistance to change, and no perception of benefits were the major psychological obstacles reported by the informants. To perk up the digital proficiencies of teachers, to train them to utilize ICTs, and to explore the potential of ICTs were highly recommended to rouse in teachers, the emotional readiness to implement Information Technologies.
Saudi EFL University Students&apos; Perceived Linguistic Gains and Learning Experiences in Flipped Classrooms
Author: Al-Amri, Aishah Naem Ahmed
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Flipped Classroom,Females,College Students,English (Second Language),Second Language Learning,Student Experience,Vocabulary Development,Reading Skills,Student Attitudes,Cognitive Style

Despite the much recent research on the flipped classroom model, it is still underexplored in English language teaching in Saudi Arabia. This study investigated how using the flipped classroom model with Saudi female EFL university students could influence their language performance and learning experiences. Therefore, the study attempted to answer the following three research questions: a) to what extent does the use of the flipped classroom in an English reading course influence a group of Saudi female EFL university students' perceived linguistic gains?, b) to what extent does the use of the flipped classroom in an English reading course contribute to fostering these students' language learning experiences?, and c) how do the students evaluate the flipped learning experiences they had?. An entire class of female students who were attending an English reading course at a Saudi university had flipped learning classrooms for four weeks. After having these classrooms, the author interviewed 12 of the students in this class about their flipped learning experiences. The analysis of the interview data showed that the flipped learning experiences the students had improved their performance in English language communication and vocabulary. These experiences also contributed to meeting the students' different language learning styles, helping them understand how to learn independently, and motivating them in their language learning. The study also revealed that collaborative activities, the teachers' support, and the availability of a reliable technological application were the three main factors that played an essential role in improving the students' linguistic gains and enriching their language learning experiences. The study provided some practice recommendations and research suggestions.
Saudi Female EFL Teachers&apos; Cognition and Practices Regarding Online Corrective Feedback in Speaking Class
Author: Aloud, Reem Essa
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Females,English (Second Language),Language Teachers,Second Language Instruction,Cognitive Processes,Teaching Methods,Computer Mediated Communication,Error Correction,Feedback (Response),Speech,Teacher Attitudes,Preservice Teachers

The study of teachers' cognition and classroom practices about online corrective feedback in English language teaching is a recent trend in research. However, there is a paucity of studies on teachers' practices and cognition of online corrective feedback in speaking class. Therefore, this study attempts to bridge this research gap by investigating Saudi female English language teachers' cognition and practices related to corrective feedback in an online speaking setting. The main question of this study is What are Saudi female EFL teachers' practices and tacit beliefs about online corrective feedback? The participants of the study were five Saudi female teachers. This study applied a qualitative case study approach dealing with in-depth data collection instruments, including online class observations followed by face-to-face semi-structured and stimulated recall interviews, which interacted with each other through a practical argument process. The results revealed how the teachers' online corrective feedback beliefs shaped their practices. The observational data revealed that all five teachers corrected most of their students' errors using various online corrective feedback strategies. The observational data revealed that most teachers used output-prompting strategies more commonly than input-providing strategies, reflecting teachers' interest in prompting self-correction discovery and reducing the students' need for assistance. This study thus provides a deeper insight into the complexity of teachers' cognitions and practices regarding online corrective feedback. Implications of the findings of this study in teacher education are highlighted, and recommendations for further research are suggested.