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2. Improving Military Veteran Students' Academic Progress towards Earning a College Degree by Using the MGIB Education Benefits -- A White Paper
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Baskas, Richard S.
- Abstract
Most military veterans who reside in a central U.S. city have not entirely used their Montgomery G.I. Bill (MGIB) education benefits to advance their careers. There is limited research on veterans' views of the effect of certain barriers, identified from prior research, on academic persistence. The problem of the lack of specific information about the barriers that prevent military veterans residing in a central U.S. city, from fully using the benefits of the MGIB, was addressed in this study. Clark and Caffarella's transition theory was used in this case study to explore the perceptions of eight military veterans on reason they dropped out of college or never used the MGIB to attend college. The research questions focused on military veterans' views of strengths and weaknesses of the G.I. Bill while they were in active duty, at the time they made the decision to not use it or respectively how the U.S. Department of Veterans Affairs processed their eligibility. Thematic analysis findings from the data collected with face-to-face semi-structured interviews revealed five themes that described military veterans' views of the barriers they faced during their duty from their supervisors, perceptions of the MGIB during active duty, applying for college, having a family prevented the use of the benefits, expired MGIB benefits, and having a job that prevented the use of the MGIB. The resulting project consisted of a white paper that proposed recommendations of how military veterans could successfully improve their academic progress towards earning a college degree. The project contributes to positive social change by informing future military recruits, active-duty military personnel, military veterans, and military veteran organizations of potential strategies to help military veterans effectively use the MGIB benefits to earn a college degree.
- Published
- 2021
3. Pre-Service Elementary Mathematics Teachers' Views on Geometric Constructions: Building on the Paper or Interactive Whiteboard?
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Aktas, Meral Cansiz and Mumcu, Hayal Yavuz
- Abstract
This study examined pre-service teachers' views and experiences of building geometric constructions on paper and with the interactive whiteboard. The study group consisted of 26 pre-service elementary teachers in a state university in the Black Sea region of Turkey who took the Geometry Teaching course. The data were obtained from an opinion form consisting of open-ended questions and field notes. Findings revealed that almost all of the teachers had no experience with geometric constructions in their previous education and the majority of pre-service teachers' opinions about geometric construction activities are positive. They experienced more problems when building geometric constructions on the interactive whiteboard so their opinions about building geometric constructions on paper are more positive than building on the interactive whiteboard. Moreover, it was determined that pre-service teachers' views imply that building geometric constructions on the interactive whiteboard makes sense in the affective learning domain, whereas building on paper contributes more to the cognitive learning domain. [This study was presented as a verbal presentation at the 1st International Congress on Social Sciences Humanities and Education held in Istanbul, Turkey on 22-32 December, 2017.]
- Published
- 2019
4. A Systematic Review of Research on Reading in English on Screen and on Paper
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Çetin, Kenan and Kiliçkaya, Ferit
- Abstract
The introduction and wide use of devices, especially mobile ones, has changed the way learners read and do research for a variety of reasons, and this trend has attracted a number of studies conducted regarding reading on screen and on paper in addition to those dealing with the students' behavior in using online resources to print ones. This paper aims at identifying the major findings and trends in reading research by describing the current state of knowledge and practice in the studies comparing reading on screen and on paper and to provide guidance for practitioners by analyzing and summarizing the existing research. The current review adopted a systematic review as the research methodology as well as the article selection and screening process. The articles published between 2009 and 2017 were reviewed, and 37 articles were included in the analysis. The review revealed that the research on onscreen and paper-based reading focused on comparing the learners' performances in reading activities in both contexts and sharing preliminary findings and students' views. However, the findings are inconclusive as mixed findings were produced as to the effects of reading on screen and on paper. Moreover, the review also indicates that practitioners are also interested in examining the factors and affordances in reading on screen. As a result, there is still further research needed to establish the factors affecting reading and comprehension while reading on screen and on paper.
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- 2019
5. Spanish Students and Teachers' Preferences towards Computer-Based and Paper-and-Pencil Tests at Universities
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De-Siqueira, Jose Macario, Peris-Fajarnes, Guillermo, Gimenez, Fernando, and Magal-Royo, Teresa
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This study was conducted to identify and analyze some significant features that influence students and teachers about computer-based tests (CBT) and paper-and-pencil tests (P&P) at the context of the PAULEX Project. In order to do that, a large experiment has been developed at the Universidad Politecnica de Valencia (Polytechnic University of Valencia), Spain, in which several students and professors have answered a validated questionnaire about their usage of technology, feelings and experiences. They also compared their preferences after doing two similar basic tests, CBT and P&P.
- Published
- 2009
6. Proceedings of International Conference on Research in Education and Science (Antalya, Turkey, April 1-4, 2021). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Shelley, Mack, Chiang, I-Tsun, and Ozturk, O. Tayfur
- Abstract
"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings.
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- 2021
7. Students' Views on the Usefulness of Peer Review Conducted at Two Grade Levels
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Fiona Kwai-peng Siu
- Abstract
Peer review is generally regarded as a useful learning tool for students, providing them with opportunities to interact with their peers when engaging in the process of critical reading and critical thinking, thus possibly raising students' motivation to learn. For peer review to be a manageable task for students, appropriate scaffolding is believed to be pivotal. The present study mainly aims to investigate: 1) how students at two levels of English proficiency will perceive the usefulness of the peer review exercise completed; and 2) whether the scaffolding provided to them is viewed as useful and the reasons behind. The participants involved 76 university students taking two academic writing courses at a university in Hong Kong. Quantitative and qualitative data were analyzed collectively for the responses to an online anonymous questionnaire. Both groups showed favourable responses to the peer review exercise, including the preference for the retention of the peer review exercise. Several findings, however, differentiated the two groups, e.g., significantly a greater number of higher-ability participants than did the lower-ability students agreed to the benefit of peer review with respect to: a) writing a thesis statement; b) using hedges; c) using in-text citation; and d) building friendship. [This paper was published in "English Language Teaching and Linguistics Studies" v5 n4 p180-205 2023. The paper was presented at The 11th European Conference on Arts & Humanities (ECAH2023), Iafor (17 July 2023), University of London, London. Hybrid mode.]
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- 2023
8. Cross-Border Higher Education for Labor Market Needs: Mobility of Public-Funded Malaysian Students to Japan over Years. JICA-RI Working Paper. No. 29
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Koda, Yoshiko, Yuki, Takako, and Hong, Yeeyoung
- Abstract
As globalization and the knowledge economy spreads, the demand for highly skilled workers has increased and developing countries are engaged in cross-border higher education to develop high level human resources for their nations. Using data on a cross-border higher education program between Malaysia and Japan, namely the Higher Education Loan Project (HELP1 and HELP2), this paper explores whether publicly funded cross-border higher education programs have yielded their expected outcomes (i.e., employment immediately after graduation) over the last ten years in the context of the rapidly changing Malaysian economic and higher education landscape. Our findings indicate that the program has met its intended outcomes, that is, the graduates have been absorbed in the industries they intended to work in or have continued with further studies, which are both conducive to Malaysian national development. However, our findings on the rates of graduates staying after completing their degrees imply that factors such as the host country's immigration policies may influence the decision by graduates on where to work. (Contains 10 tables, 7 figures, 10 annexes, and 23 footnotes.) [This report was produced by the JICA (Japan International Cooperation Agency) Research Institute. It has been prepared as a part of a research project of the Japanese International Cooperation Agency Research Institute (JICA-RI) entitled "Cross-Border Higher Education for Regional Integration and Labor Markets," co-led by Kazuo Kuroda and Takako Yuki.]
- Published
- 2011
9. Teaching of Psychology: Ideas and Innovations. Proceedings and Papers of the Annual Conference on Undergraduate Teaching of Psychology (22nd, White Plains, New York, March 7-8, 2008)
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Oswald, Patricia A., Zaromatidis, Katherine, Levine, Judith R., and Indenbaum, Gene
- Abstract
The ND Annual Conference--Teaching of Psychology: Ideas and Innovations was held on March 7-8, 2008 at the Crowne Plaza in White Plains, New York. The conference was sponsored by the Psychology Department of Farmingdale State College. The conference featured Dr. Douglas Bernstein from the University of South Florida, Tampa as the keynote speaker. Participants also had a number of presentations from which to choose, publishers' displays to visit, and many colleagues with whom to network. Thirty abstracts and nine complete papers are included in these proceedings. Presenters covered topics such as teaching psychology through storytelling, using visual displays of data, the benefits of using Excel-based homework assignments, and incorporating multiculturalism in the psychology curriculum. The following complete papers are included in the proceedings: (1) Use of Electronic Discussion Boards to Enhance Classroom Learning (Richard J. DioGuardi); (2) Innovations in Mentoring: Interdisciplinary Perspectives (Joseph Maiorca, Daniel Benkendorf, Praveen Chaudhry, Ernest Poole, and Christine Pomeranz); (3) Child's Play: Creating Observational Research Experiences for 21st Century Undergraduates (Joan F. Kuchner); (4) A Student Perspective on Traditional, Hybrid, and Distance Learning Courses (Patricia A. Oswald and Katherine Zaromatidis); (5) Teach Them What They Need to Know for Life (Gretchen Wehrle); (6) The Perils of PowerPoint: Students' Perceptions of Classroom Technology (Judith Krauss, Lori Murphy, and Marybeth Ruscica); (7) The Values and Habits of the 21st Century College Student (Mary Streit); (8) Technology in the Classroom: Three Useful Interventions (James Regan and Daniel Lackaye); and (9) A 21st Century Statistics Course for the 21st Century Student (Karen Y. Holmes and Darlene G. Colson). (Individual papers contain references.) [Abstract modified to meet ERIC Guidelines. For the 2007 proceedings, see ED499916.]
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- 2008
10. University Students' Perceptions of Web-Based vs. Paper-Based Homework in a General Physics Course
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Demirci, Neset
- Abstract
The main aim of this study was to determine students' perceptions toward web-based versus paper-based homework and identify any differences based on homework performance score and grade point average. A 21-item perception of online vs. paper-based homework survey was administered to 103 students (54 were male and 49 were female) in general physics-1 classes. Results of the study indicated that there was not a statistically significant difference in physics grade point average scores; however, there was a statistically significant difference in homework performance (average) scores based on assigned homework groups. Overall, students' perception of web-based homework testing was positive. Finally, some tentative recommendations are posed. (Contains 3 tables.)
- Published
- 2007
11. Fostering Opportunities to Learn at an Accelerated Pace: Why Do Girls Benefit Enormously? Working Paper
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United Nations Children's Fund and Ramachandran, Vimala
- Abstract
One of the challenges that we currently face in achieving universal education is how do we ensure that girls, who have missed the school bus or simply got off the bus too early, can still realise their right to quality basic education? This paper reviews several key education initiatives implemented in the last decade to reach out to the out-of-school children and young women in particularly difficult circumstances through condensed or short-term residential education programmes--also known as "accelerated learning" (AL) programmes. The review indicates that evidence on the ground regarding the impact of the interventions is rather mixed and fragmented. AL programs have provided a much-needed opportunity to learn in a congenial environment characterised by child-centred learning and a multi-dimensional teacher-pupil relationship. Discussions with young women and girls who participated in condensed programmes across the country are revealing--in one voice they all said the experience was valuable and it was their only window into the world of education. However, at the same time programmes are often unable to sustain their achievements through forging of effective multiple linkages with the formal education system to ensure continuous learning. The paper asserts that since the demand for such interventions is increasing, the limitations as well as the potential of AL as a strategy needs to be critically engaged within our quest for achieving universal elementary education. (Contains 8 boxes, 5 tables, and 3 footnotes.)
- Published
- 2004
12. Students' Perception in the Implementation of the IMRaD Structure Approach and Its Implications on the Research Writing Process
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Tabuena, Almighty C.
- Abstract
The primary objective of this study is to examine the perceptions of the students regarding the implementation of the IMRaD (Introduction, Methodology, Results, and Discussion) structure approach and its implications on the research writing process. This study used the sequential mixed method design in examining the implementation of the IMRaD format and its implications among Grade 12 senior high school students of the Humanities and Social Sciences strand, conducted at Espiritu Santo Parochial School of Manila, Inc. school year 2019-2020. The developed instrument was reliable using Cronbach's alpha at 0.926. The data were analyzed by applying descriptive and inferential statistics such as the frequency, weighted mean, average, standard deviation, and independent-sample t-test. The results showed that the students strongly agree in which the approach helped them in terms of the teaching and learning approach, learning tasks, research format writing process, and course outcomes, and interpreted the approach as very effective. The result also showed that there is a significant difference in the grades of students in research courses during the implementation of the IMRaD structure approach. There are implications in terms of the advantages and disadvantages ranging from learning approach, learning process and tasks, content and format, and course outcomes. In general, the IMRaD structure approach will help the students to the vast nature of the research writing process as it is more convenient than the traditional Germanic format research writing method.
- Published
- 2020
13. Creativity in High School through Drawing with Polynomials
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Rudy Baez, Henry Sanchez, and Duli Pllana
- Abstract
High school math projects center on solving real-world examples in a wide variety of situations that require a creative skill set. Creativity in high school mathematics takes place in a subtle form. In contrast, creativity presents itself conspicuously in art. Therefore, this paper will explore the utilization of polynomial equations in drawing various figures as part of algebra class projects. Additionally, these projects incorporate integrated digital tools in mathematics. The paper will analyze three algebraic projects: the first project involves drawing a bird, the second project focuses on drawing a butterfly, and the third project entails drawing a bat using polynomial equations with the technological tool Desmos. All three projects are products of student work that encompass figures requiring up to forty polynomial equations. The students' impressive work demonstrates the power of mathematics in pushing the boundaries of other subjects. As digital technology becomes increasingly integral, mathematical tools are positioned as universal tools for the future and are poised to rival artists in producing visual art. This raises the intriguing question: can a mathematician create better art with mathematical equations through digital technology than an artist?
- Published
- 2024
14. Studies in Teaching: 2016 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, Jun 30, 2016)
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McCoy, Leah P.
- Abstract
This document presents the proceedings of the 21st Annual Research Forum held June 30, 2016, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 11 action research papers: The Use of Mexican Folk Art to Develop Oral and Written Language Ability and Cultural Awareness in the Secondary Spanish Classroom (Antonio Alanis), The Effect of Writing on Achievement and Attitudes in Mathematics (Andrew Boudon), History Teaches Us to Hope: Integrating Hope Theory into Secondary Social Studies (Joshua T. Campbell), Teaching the 2016 Presidential Election through News Media Literacy and the Liberating Education Model (Ali Chohan), Using Social Justice Education to Develop Literacy and Global Awareness in the Secondary French Classroom (Kate McCrea), Integrating Francophone Cinema into the High School French Class (Jordan Rowell), The Effect of Intelligent Tutoring Systems on Student Attitudes and Achievement (Sarah A. Smith), Instructional Strategies to Build Higher-Order Thinking Skills and Develop Language Ability in the Secondary Spanish Classroom (Sarah Henion Smith), Multimedia and Historical Empathy in the Social Studies Classroom (Matthew Stran), Impact of Narrative Readings on Student Achievement and Interest in U.S. History Classrooms (Jake Thornton), Exploring the Effect of Social Studies Simulations on Student Engagement in the Secondary Classroom (Stacey Walker). [Individual papers contain references, tables, and figures. For the 2015 Research Digest, see ED559718. ]
- Published
- 2016
15. Investigating the Use of Lesson Study with Preservice Science Teachers
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Fulden Güler Nalbantoglu, Jale Çakiroglu, and Özgül Yilmaz Tüzün
- Abstract
The study aimed to explore the integration of lesson study into science teacher education programs to enhance preservice science teachers' pedagogical content knowledge (PCK) for STEM. The lesson study cycle encompassed planning, teaching, reflecting, re-teaching, and re-reflecting phases, and the participants' experiences regarding PCK for STEM in these phases were investigated. Lesson study was incorporated into the Practice in a Science Teaching course within the science teacher education program, and four lesson study cycles were completed. Participants designed four research lessons in the format of content representation focusing on different science units and implemented them in middle school classrooms. A case study was employed, and the four preservice science teachers in their final year participated in the study. In-depth data were collected through various sources, including interviews, content representation, and observation protocols, and descriptive analysis was used to analyze the data. The main findings of the study revealed that the phases of lesson study were influential in improving preservice science teachers' PCK for STEM. The collaborative nature of lesson study allowed preservice science teachers to construct knowledge collectively, teach in real classroom environments, observe their peers, and reflect on the lessons. These activities enhanced their understanding of the curriculum, learners, instructional strategies, and assessment in the context of STEM education at the end of the study. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 148-162.]
- Published
- 2023
16. Future Science Teachers' STEM Experiences: Challenges and Implications for STEM Teacher Preparation
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Ayse Büber
- Abstract
STEM (Science, Technology, Engineering, and Mathematics) education is an interdisciplinary approach aimed at enhancing students' understanding of these disciplines and fostering critical thinking and problem-solving skills. This study investigates the experiences and perceptions of 20 third-year pre-service science teachers (PSSTs) participating in STEM practices at a Turkish public university. The research addresses three key questions: (1) What are the opinions of STEM teacher candidates? (2) What benefits and challenges did they encounter during STEM practices? (3) How do they perceive STEM education and its implications for students and teachers? A qualitative case study methodology was employed to gather in-depth insights from PSSTs. The sample was selected using criterion sampling to ensure relevance to the study's focus. Over a four-week period, PSSTs engaged in STEM activities designed to align with the science education curriculum. Data collection involved a "Views on STEM Education Questionnaire" developed by the researcher and reviewed by two experts in STEM education. Content analysis was used to analyze the collected data, ensuring reliability through inter-coder agreement assessment. The results indicated that STEM education encompasses not only the four core disciplines but also interdisciplinary interactions. Participants recognized its positive impact on cognitive and psychomotor skills, creative thinking, problem-solving abilities, and its real-world relevance. However, limitations in time, resources, and pedagogical technological content knowledge were noted as potential challenges. Effective STEM instructors were described as possessing strong communication skills, creativity, innovation, and a passion for research. The findings of this study contribute to a deeper understanding of STEM teacher candidates' perspectives, shedding light on the importance of interdisciplinary approaches and the qualities required for successful STEM educators. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 554-569.]
- Published
- 2023
17. Forest Education Experiences of Vocational High School Students
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Esra Çakirlar Altuntas and Nurel Bozkurt Barut
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This study examined the effects of forest education on the environmental awareness and environmental attitudes of vocational high school students and their self-evaluations toward forest education. The study, in which the mixed research method was adopted, was designed with an explanatory design. Forest education was given within the scope of the experimental study carried out at the quantitative level. The importance of the education was emphasized and forest ecology, eco-social functions of forests, forest products were discussed with an interdisciplinary approach. The study group consists of 32 vocational high school students studying at vocational high schools in different provinces from the Thrace region. Data collection tools are the sustainable environmental awareness scale and environmental attitude scale at the quantitative level and structured interviews at the qualitative level. Related samples t-test was used for quantitative data and content analysis was performed for qualitative data. The results of the study show a permanent increase in environmental awareness and attitude of vocational high school students thanks to forest education. According to the self-evaluations of vocational high school students, it can be said that forest education provides positive environmental and academic contributions to them. Based on the results obtained, it can be suggested that forest education should be given importance to direct qualified intermediate staff candidates who can have a say in human-environment interaction to sustainable pro-environmental behaviors. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 463-475.]
- Published
- 2023
18. Examination of Primary School Students' Cognitive Structures Regarding Rules
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Tugba Dönmez
- Abstract
Rules are often created based on the needs and values of society. Social rules, on the other hand, are guidelines that state whether we should or should not do certain behaviors. In addition to educational activities, schools also include activities aimed at teaching social rules. The concept of rule, its formation, implementation, classification and diversity, its changing borders, its importance for human education, order, and life has a structure that is highly questioned among people. It is important to know the perspectives of primary school children regarding the rules, one of the ages where this questioning is made deeply, in order to plan educational activities. The aim of this research is to reveal the cognitive structures of primary school students regarding the rules through the Word Association Test (WAT). In this study, descriptive survey model, one of the quantitative research methods, was used. The study group of the research consists of 185 primary school second, third and fourth grade students studying in a Turkish province in the 2022-2023 academic year. The study group was selected according to easily accessible case sampling, one of the purposive sampling strategies. While primary school 2nd grade students associated the concept of rule with 52 different words, third grade students associated 56 different words and fourth grade students associated 75 different words. When the words with a cut-off point of 25 and above were examined, it was seen that school and traffic answers were given at every grade level. When the words at each grade level were examined, it was seen that the students generally did not write the concepts with close meaning and similar meanings related to the concept in which they explained the rules with examples. However, it has been determined that the written words are mostly associated with social and school rules. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 225-240.]
- Published
- 2023
19. Evaluation of the Use of MIDEP Card in Physical Programming Teaching
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Murat Adnan Tamer and Nesrin Özdener
- Abstract
Physical programming (PP) is defined as the design of interactive physical systems between the real and virtual worlds using a combination of software and hardware. A physical programming platform (PPP) defines a structure that includes hardware and software where such applications can be made. The aim of this study is to introduce the MIDEP computer card, which can be used at all levels of education, does not require a computer and can be used as a computer, and to evaluate its usability in physical programming training. In the study, which was designed with a one-group pretest-posttest experimental model, the evaluation process was carried out in two stages with two different study groups. The study group of the application consisted of teacher candidates in the first stage and K12 level students in the second stage. In data collection, academic achievement tests prepared separately for pre-service teachers and K12 level students and focus group interviews with students were utilised. The findings show that the training given by using MIDEP card and MIDEP workbook increased the academic achievement of the students in physical programming at a statistically significant level. In addition, as a result of the findings, it can be said that the projects and activities included in the training exhibited a balanced distribution in terms of the gains related to the sub-dimensions of hardware, software and Internet of Things, and that the tools and materials used allowed students without any experience to learn gradually from easy to difficult. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 570-590.]
- Published
- 2023
20. Opinions of Teachers and Pre-Service Teachers on the Development of Number Sense
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Elif Sözer, Kübra Gül Çiftci, Mesture Kayhan Altay, Çigdem Alkas Ulusoy, Ayse Özer, and Aysun Umay
- Abstract
The aim of this research study was to examine the opinions and experiences of teachers and pre-service teachers about number sense and its development. The participants of this research were 25 teachers and pre-service teachers studying at undergraduate or graduate level in different regions and different departments of Turkey, who participated in the number sense training project prepared within the scope of teacher training. Research data were collected through open-ended questions and activities developed by the participants. Open-ended questions developed by the researchers consisted of questions about the development and application of the number sense. The data were analyzed through content analysis. Results showed that most of the participants generally emphasized the use of materials such as number cards and ten frame cards for the development of number sense in the classroom environment and the development of number sense components such as having number talk. However, the number sense activities developed by the participants as a group at the end of the training reveal that they need to have more experience in number sense. In addition, the participants see teacher competence and the content and intensity of the objectives in the mathematics curriculum as the biggest obstacle to the use of number sense in the math classroom. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 131-147.]
- Published
- 2023
21. Opinions of Sports School Students on the Secondary Education Physical Education and Sports Program
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Yeliz Çelen, Ismail Yolcu, and Mehmet Yonal
- Abstract
Some studies state that teachers do not have sufficient knowledge for the implementation of the program, do not find the teaching and evaluation activities applicable, and have difficulty in implementing the program due to the lack of materials-tools and equipment. In this context, this research aims to determine the opinions of pre-service teachers about the Physical Education and Sports Education Program (5-8). In line with this purpose, we tried to find answers to the following questions: What are the teacher candidates' opinions in relation to their teaching programs gains, its content, learning-teaching processes, and measurement and evaluation practices. This research was carried out by utilizing the scanning model. In the study, quantitative research methods were used, and a questionnaire prepared by the researchers was used in order to determine the views of teacher candidates on the Physical Education and Sports Education Program. The universe of the research consists of 100 students studying at the Faculty of Sports Sciences of Bayburt University. When the research findings were examined, it was seen that the evaluations of the novice teachers toward the objectives of the education program were generally positive. On the other hand, it is seen that the novice teachers concentrate on the expression "I am undecided" about whether there are scientific errors in the outcome statements. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 634-644.]
- Published
- 2023
22. Investigation of Students' Perceptions of Out-of-School Learning Environments through Drawing Pictures
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Hatice Mertoglu and Zübeyde Burçin Gürbey Usta
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In recent years, out-of-school learning has become more and more important, thus creating new learning environments for students. Out-of-school learning enables students to discover new information both by having fun and by experiencing. The purpose of this research study was to investigate the perceptions of secondary school students about out-of-school learning environments through the pictures they drew. The research design was carried out as an art-based phenomenological approach. The study group of the research consisted of 22 eighth grade students. The data of the research were obtained simultaneously with two open-ended questions for the phenomenological design side and with the pictures drawn by the students for the art-based research side. The data were analyzed by utilizing a content analysis method. Results indicated that students mostly expressed their out-of-school learning environments as courses, home, and internet. When drawing out-of-school learning environments, students drew more "course, study room, internet, television and home" figures. Students stated their favorite learning environments as home, internet, and course. Students stated the reasons for their favorite learning environments as they are more peaceful at home, the first learning begins in the family, they can access everything more easily with the internet, and the course helps the school. It is noteworthy that students do not give examples of museums, science centers and planetariums as learning. According to the results of the research, it was determined that the students generally gave examples from their own environment as an out-of-school environment, and it was determined that they did not experience environments such as museums, planetariums zoos, or science centers. Since students' perceptions of out-of-school learning environments were very low, it can be suggested to teachers to plan activities and activities for them to teach in out-of-school learning environments. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 38-58.]
- Published
- 2023
23. The Effect of Growth-Mindset Strategies on 8th Grade Students' Self-Efficacy, Self-Regulation, Academic Achievement and Mind Development
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Ozgul Mutluer and Sertel Altun
- Abstract
The aim of the study was to examine the effect of the educational practice including growth-mindset strategies on the self-efficacy, self-regulation, academic achievement and mind development scores of 8th grade students who are continuing their secondary education in Turkey. In order to examine the effect of the use of growth-mindset strategies on the self-efficacy, self-regulation, academic achievement and mindset scores of the 8th grade students, the results obtained as a result of the four-week pilot application carried out with the participation of 42 eighth grade students (experimental group: 21, control group: 21). In this study, which was designed in accordance with the nested mixed pattern, data were obtained through Mindset Scale, Self-Efficacy Scale, and Metacognitive Skills Scale before and after the application. In the qualitative aspect of the research, the data obtained from the interviews with the students, reflection reports filled by the students, self-evaluation forms, peer assessment forms and course observations were subjected to content analysis. The categories and codes that emerged as a result of the analysis were structured under three themes that also constituted the interview questions. Within the scope of the research, semi-structured one-to-one interviews were conducted with 4 students in the experimental group, and after the application, self-assessment, peer assessment forms and reflection reports were filled by the students. Before the application, no significant difference was observed between the experimental and control groups in terms of the average scores showing academic success in mathematics, metacognitive skills and self-efficacy skills. A significant difference was observed only between the average scores of mind development among the posttest scores performed after the mind development training. A positive change was observed between the mindset scores of the experimental group students before and after the application. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 383-401.]
- Published
- 2023
24. Investigation of 6th-Grade Gifted Students' Perceptions and Anticipations of Four Assessment Methods
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Zeynep Tuncer, Berna Inci, and Mine Isiksal-Bostan
- Abstract
Gifted students are future leaders in society. In order to support and encourage them, it's important to have a thorough understanding of the nature of giftedness and the perceptions, and anticipations of gifted students. Therefore, the purpose of this study is to investigate the perceptions and anticipations of 6th-grade gifted students about four commonly used assessment methods, namely, exams, homework, project and performance assessments, and in-class assessments in mathematics classes. The present study is a case study, which is a type of qualitative methodology. The participants of this study consisted of three 6th-grade gifted students who attended Science and Art Centers (BILSEM) in Ankara. To collect the data, semi-structured interviews were conducted, and data were analyzed through content analysis. The findings indicated that although their perceptions and anticipations varied, three gifted students mostly like project and performance assessments out of these four methods, prefer group assessment to individual assessment, and do not like exams and excessive amounts of homework. In addition, the reflections of gifted students' perceptions can be seen in their anticipations. The findings of this study would be helpful to provide teachers and researchers insight into the perceptions and anticipations of gifted students regarding the assessment to diversify assessment, which would contribute to revealing and enhancing gifted students' potential. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 675-685.]
- Published
- 2023
25. Studies in Teaching: 2015 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 25, 2015)
- Author
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Wake Forest University, Department of Education and McCoy, Leah P.
- Abstract
This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High School French Class (Virginia Browne); (3) Fostering Public Speaking through Pecha Kucha in the High School English Classroom (Robert Ciarrocca); (4) Choosing to Read: Scaffolding Pre-Choice, Choice, and Post-Choice Reading of Student-Selected Texts (Quentin Collie); (5) Supporting Students to Ask Scientific Questions in a Biology Project-Based Learning Unit (Alexandria Packard Dell'Aringa); (6) Using Hispanic Music in the Secondary Spanish Classroom (Sarah DeMatte); (7) American Girl Rising: The Effects of Incorporating Inspirational Video into the Secondary Mathematics Classroom (Thomas Flood); (8) History as a Pathway to Social Justice Engagement (Brandon Hubbard-Heitz); (9) Constructing Explanations: How Teachers Can Support Students in Extracting Scientific Evidence from Documentaries (Rachel Key); (10) The Long and Short of It: The Effects of Sudden Fiction in the Secondary English Classroom (Rachel Koval); (11) Reflecting on Revision: Student Reflection and Metacognitive Awareness in the Writing Process (Stephen Langford); (12) Culturally Relevant Pedagogy in a Public Secondary Social Studies Class (Jacob D. Leonard); (13) Solving with Reflection: The Use of Writing in a Secondary Mathematics Course (Austin J. Love, III); (14) Problem Posing in the High School Mathematics Classroom (Jennifer Mastin); (15) Oral Presentations and the Writing Process: Improving Students' Confidence through Sharing Writing (Julia Means); (16) Exploring the Relationship between Student Filmmaking Projects and Motivation Levels in a History Classroom (Cody Puckett); (17) The Influence of Student Constructed Historical Fiction Narratives on Student Engagement and Understanding of History (John A. Reynolds, II); (18) Use of Pre-Reading Strategies in Facilitating Reading Comprehension of Authentic Texts in the Secondary Spanish Classroom (Dara Rosenkrantz); (19) The Effects of Introversion and Extroversion on Whole-Class Discussion (Lindsay Schneider); (20) Use of Authentic Film in a Secondary Spanish Classroom to Develop Language Ability and Cultural Knowledge (Spencer A. Willis); and (21) Inquiry before Instruction: How the Use of Mathematical Questioning before Presenting Methodology Affects Student Attitude and Performance (Kalyn A. Wyckoff). (Individual papers contain references, tables, and figures.) [For the 2014 Research Digest, see ED545622.]
- Published
- 2015
26. Intercultural Education: The Position of Roma in Education=Obrazovanje za interkulturalizam: Položaj Roma u odgoju i obrazovanju
- Author
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Josip Juraj Strossmayer University of Osijek (Croatia), Faculty of Education, Mlinarevic, Vesnica, Brust Nemet, Maja, and Bushati, Jozef
- Abstract
Faculty of Educational Sciences has recognized the importance of education for interculturalism, and it organizes the conference entitled "Education for interculturalism" every five years, so that all participants could gain new insights about interculturalism and strengthen their intercultural competencies. Modern interculturalism, as a modern and current topic in scientific and public educational policy, appears in the 20th century in the United States as an expression of pragmatic interest for international convergence of majority and minority ethnic groups. Education must be directed to the full development of the humans and strengthen respect for human rights and fundamental freedoms. It must promote understanding, tolerance and friendship among all nations, racial or religious groups, and further support the United Nations work on the maintenance of peace. Pedagogy as a scientific discipline has an important role in the development of intercultural society. It cannot take full responsibility for suppressing racism and promoting intercultural competencies, but it is important in facilitating the development of students' intercultural competencies, skills, attitudes, values and knowledge. Education which is aimed at only one culture is more and more undesirable and unfamiliar to today's students. It is important that the transformation of the education system, in addition to a series of plural democratic demands, pays much more attention precisely to cultural sensitivity that will meet the educational needs of every individual, and as an educational effect among young people, develop respect, appreciation and a positive attitude towards differences, education for diversity. The immediate implications of the new approaches to pedagogy are also reflected in the implementation level, national curriculum and the implementation in (school) practice: encouraging team work in the classrooms (cooperative approach), adopting European values, education for solidarity, empowering the personality and self-esteem of students, developing motivation for learning (changes in the way of work), (co)construction of the school curriculum, and towards the intercultural school community. The need for changes in traditional schools stems from the creation of a new paradigm: towards viewing life and the world from multiple directions and philosophical views, where the educational way of thinking changes as well as the structure of the school, from (pre)enhanced cognitive, towards social relations, democratic participation, the acquisition of competences, collaborative learning and solidarity. School can significantly influence, through intercultural curriculum, the formation of intercultural attitudes and preparation of students for mutual and equal relations. Therefore, the importance of indirect impacts hidden curriculum which is reflected in the organization, the social structure of students, school culture, relations between teachers and students, teaching methods, extracurricular activities of students is unquestionable. It is meetings of researchers and teachers from different backgrounds and countries, and in these conferences in the field of interculturalism that allow the exchange of educational experiences in learning and understanding of intercultural relations in different countries and have a significant, not only informative, but also educational value. The conference was very fruitful and stimulating with the conclusion that with such small steps we actually made a decisive step towards improving the position of Roma in education. Generally, investment in human capital is one of the most important foundations of the sustainable development of human beings, and their individual growth and development as well as investment in human society as a whole. Therefore, the sustaining of diversity and global exchange of goods represents one of the greatest challenges that humanity faces today, the solution of which depends largely on the principles governing the relationships between individuals in a society--what was promoted within the framework of all activities of the Project RO-ufos-luna-MI and presented in the context of scientific and professional papers of the conference. The Faculty of Education in Osijek, together with its partner, the Association of Roma Friendship Luna from Beli Manastir, has launched a project titled "The Improvement of the Position of Roma Children in Education in Baranja Region" (RO-ufos-luna-MI) in order to contribute to raising awareness of the importance of creating an intercultural atmosphere in the community. The associates on the project are the Osijek Branch Office of the Teacher Training Agency, the Dr Franjo Tudman primary school, and Cvrcak nursery school from Beli Manastir. The contracting authority is the Agency for Vocational Education and Training and Adult Education. The project is cofinanced by the European Union. Papers included in this document include: (1) Intercultural Approach to Education of Members of the Roma Minority (Vesna Bedekovic); (2) Dialogue--a Tool for Overcoming Segregation (Christiane Seehausen); (3) The Possibilities of Improving the Position of Roma Children in Education (Josip Ivanovic); (4) Education for Dialogue and Coexistence in Pluralism (Antun Šundalic); (5) Opportunities for the Development of Teachers' Competences for Working with Roma Children (Vesnica Mlinarevic and Maja Brust Nemet); (6) Roma Parents and Children on Education--a Sociological Analysis "They have to finish school because the rules are strongly changing with us, too." (Željko Boneta, Melita Pergar, and Željka Ivkovic); (7) The Connection of the Tradition of Roma Family with the Inclusion in Life and Work of Educational Institutions (Maja Brust Nemet and Duško Kostic); (8) Attitudes of Teachers on the Roma in Education (Vesnica Mlinarevic, Ana Kurtovic, and Nikolina Svalina); (9) The Vicious Circle of the Roma Educational Progress (Svjetlana Maric, Željko Popovic, and Irella Bogut); (10) The Bayashi Language and Identity--Commodification and Objectification Practices in Education: a Case Study (Klara Bilic Meštric); (11) Analysis of the Attitudes of Teachers and their Impact on Intercultural Education (Ivana Šustek); (12) The Textbook--a Resource for Teaching and Learning about Differences (Lidija Bakota, Andelka Peko, and Rahaela Varga); (13) The Roma Genocide, Appendix to the Civic Education Class (Hrvoje Volner); (14) The Enrichment of Future Teachers' Pre-service School Practice through Volunteer Work in the Educational System (Željko Racki, Ranka Jindra, Matea Mikulic, and Marija Sablic); (15) Roma Music in Teaching Music Education (Amir Begic); (16) Intercultural Education of Music in the First Four Years of Grade School (Jasna Šulentic Begic); (17) A Practical Example--the Implementation of the Pilot Project of Roma Education in the Primary School "Dr. Franjo Tudman" (Melita Lesic); (18) School is oh-so-Good (Vladimir Popovic); (19) The Importance of the Half-Day Stay in Upbringing and Education of Roma (Dajana Babli); (20) Band Playing Music as a Means of Integration of Roma Nationality (Sanja Nuhanovic); and (21) Music as a Means of Education for Roma Children (Ana Popovic). [This document is presented in both English and Croatian. Individual papers contain references.]
- Published
- 2015
27. Universal Design for Learning at University: Technologies, Blended Learning and Teaching Methods
- Author
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Federica Baroni and Marco Lazzari
- Abstract
The paper reports the first results of an experience of university teaching innovation in progress. It is based on multiple means of "Engagement", "Representation", and "Action & Expression" in the framework of the Universal Design for Learning (UDL) approach. The action repeats, with some improvements, a previous university experience of Flipped Classroom in distance learning, and it has been proposed in dual mode to second year students enrolled in a course on "Teaching and Learning" of the bachelor's degree program in Education of the University of Bergamo, in Italy. The paper investigates the students' perception about: 1) the attractiveness of the proposal compared to more traditional approaches; 2) their own learning paths; 3) their motivation. A quantitative and qualitative survey detected the students' perception of the teaching methods for this course, with main focus on the use of active teaching aimed at breaking down learning barriers, in the UDL perspective. [This paper was published in: "Transforming our World through Universal Design for Human Development: Proceedings of the Sixth International Conference on Universal Design (UD2022). Studies in Health Technology and Informatics," edited by Ilaria Garofolo et al., IOS Press, 2022, pp. 541-48.]
- Published
- 2022
28. A Confluence of Voices Negotiating Identity: An East Coast-West Coast Exchange of Ideas on Writing, Culture, and Self
- Author
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Rankin-Brown, Maria and Fitzpatrick, Carrie
- Abstract
Background: This study involved a bicoastal project between four composition classes, two in California and two in Pennsylvania. The focus was on how students read, write, and converse about ethnic and spiritual distinctiveness and the role of writing in identity development. Purpose: The researchers exercised a variety of methods (diverse readings, classroom/online discussions, and writing projects) to help students see how their multiple cultures are enacted, shaped, and strengthened in their own lives. This knowledge was used as a tool to strengthen students' literacy skills and to attempt in creating cultural awareness and connection beyond the English classroom. Research Design: Descriptive; Narrative Synthesis; Qualitative. Data Collection and Analysis: Research Questions RQ1: Can reading, writing, and conversing about ethnic and spiritual distinctiveness enhance multicultural understanding and interest among our composition class students? RQ2: Can reading, writing, and conversing about ethnic and spiritual distinctiveness help in student identity development? RQ3: How does the act of writing enhance one's identity development? Data Collection Tools: Questionnaires (open and closed questions); Shared multicultural readings by published authors ("Many Voices: A Multicultural Reader"); Web discussions; Peer feedback paper assignments (literacy autobiographies and culture-related research papers). Step I: the reading and rereading stage, important ideas and key words, phrases, and sentences were highlighted within the raw data. Step II: drew connections and distinctions, the data from step one was coded into categories to assist in establishing connections and distinctions between and among the responses. Step III: identified and interpreted emergent themes. The themes that "emerged" from the raw data necessitated the creation of a chart. Step IV: we stepped back from the data, physically and chronemically (took time away from data), to reassess the findings and recapture a broad perspective. By creating brief "distance," we could look at the findings and the data instrument with "fresh eyes" and more accurately assess contextual variables that may have influenced the research. Findings: Findings are available in chart format in the full length paper. As the results indicate, the process of discussing, reading, and writing about multicultural issues can (eliminate students' ideas or reduce students' perceptions) that the academic writing process is meaningless, distant and remote. By changing how literacy is viewed and taught, students are better equipped to personally understand the role of culture and literacy in their lives and the world. Engaging in such activities can broaden students' and teachers' worlds beyond their own sometimes isolated campuses (especially with parochial schools!). Students can realize that it is possible for learning to take place in spaces and places other than when on their own campus and with the people they see on a daily basis. Conclusion: For educators, addressing ethnic multiplicity, spiritual diversity, and identity development can be risky. Ignorance and stereotypes still exist, and some discussions and assignments have the potential to get heated and thorny. This does not mean that educators should shy away from these issues because discourse allows for "ways of being in the world, or forms of life which integrate words, acts, values, beliefs, attitudes, and social identities, as well as gestures, glances, body positions, and clothes, [...] [creating] opportunities for people to be and recognize certain kinds of people" (Gee 127-128). We found that through investigations such as this one, writing courses can be a dynamic tool for exploring community, and ethnicity, so that teachers can create within students a unique and sustained interest in culture and classroom learning, which students can use to explore and to empower their own and others' cultural identity and traditions. This deeper understanding enlivens literacy for them and creates "emergent moments." These emergent moments are "point[s] at which the personal, the critical, and the rhetorical intersect in a text, a point at which the student can hold multiple perspectives simultaneously and reflexively" (Harris 403). Teachers are not excluded from contributing to and examining their identity, culture and literacy in this process. Teachers can benefit from multicultural readings and discussions by evaluating their own cultural experiences to gain added insight into their own identities and motivations. These insights may help educators develop new and interesting teaching strategies and projects to make classrooms more diverse and inclusive for students.
- Published
- 2007
29. Studies in Teaching: 2023 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 29, 2023)
- Author
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Wake Forest University, Department of Education and McCoy, Leah P.
- Abstract
This document presents the proceedings of the 27th Annual Research Forum held June 29, 2023, at Wake Forest University in Winston-Salem, North Carolina. Included are the following fifteen action research papers: (1) The Effects of Real-World Mathematics Activities on High School Students' Attitudes (Alexa Altizer); (2) An Investigation of the Effect of Explicit Spatial Reasoning Instruction on Student Self-Efficacy in High School Chemistry (Emma Armstrong); (3) The Influence of Goal Setting on Student Motivation for English Learners (Anna Bush); (4) Having Fun & Learning Deeply: Constructivist Assessments in a Social Studies Classroom (Molly Dwyer); (5) "Why Is There a Cage in Central Park?": The Impact of Political Art on Engagement and Understanding in Civics (Elena Ecelbarger); (6) The Privilege of Wonder (Courtney C. Fadley); (7) Have You Heard?: The Impact of Auditory Sources on Student Engagement and Achievement in Secondary Social Studies (Connor Flaherty); (8) Influence of Creative Portfolios on Students' Engagement with Grammar (Bailey Inama); (9) Arts Integration in the Elementary Math Classroom (Ashlyn John); (10) The Influence of the CRAAP Test and the SIFT Method on University Students' Understanding of Credibility of Information Online (Amanda Kaufman); (11) The Effect of Music Integration on Student Engagement with Novels (Caroline Pope); (12) Dedicated Social Studies Instruction in Elementary Schools: A Case Study (Kathleen Rainey); (13) The Impact of Reflection Activities on High School Student's Math Identity (Allie Rice); (14) The Influence of Humor on Student Engagement with Nonfiction Texts (Lily Richards); and (15) The Influence of Authentic Letter Writing on Students' Attitudes toward Writing in the Secondary English Classroom (Luke Tatum). Individual papers contain references, tables, and figures. [For the 2022 Research Digest, see ED621431.]
- Published
- 2023
30. Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (21st, Kerhonkson, New York, March 28-30, 2007)
- Author
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Zaromatidis, Katherine, Oswald, Patricia A., Levine, Judith R., and Indenbaum, Gene
- Abstract
The 21st Annual Conference on Undergraduate Teaching of Psychology was held on March 28-30, 2007 at Hudson Valley Resort and Day Spa in Kerhonkson, New York. The conference was sponsored by the Psychology Department of Farmingdale State College. The conference included twenty five presentations and ten of these are included in these proceedings. Presentation topics included among others course management systems, the benefits of revisions to student learning, distance learning courses, and the use of sitcoms to enhance student learning. Papers include: (1) Counselors as Teachers, Teachers as Counselors: The Process of Parallels (John A. Malacos); (2) Course Management Systems, Past, Present and Future (James Regan, Hugh Knickerbocker, and Jodi Allen); (3) The Hybrid Course: Comparison to Traditional and Distance Learning Courses (Katherine Zaromatidis and Patricia Oswald); (4) The Specifics of Group Discussions within On-line Psychology Classes (Anna Toom); (5) The Integration of A Tangential Reading Into Psychology Courses (Edward J. Murray and Carol A. Puthoff Murray); (6) Do Revisions Help Student Learning? (Brandi Scruggs and Emily Soltano); (7) SITCOMS: TRASH OR TREASURE? Using Situation Comedies to Enhance Learning (Dean M. Amadio and Supriya Poonati); (8) Student Excuses & Motivation (Grant Leitma); (9) Horney Goes Hollywood: Using Films to Teach Personality Theory (Dante Mancini and Herman Huber); and (10) Testing Elaboration Learning in Varied Contexts (Robert A. Dushay). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
- Published
- 2007
31. Attributed Reasons and Suggested Remedies for Academic Failure: An Initial Exploration among Young Adults in Malappuram District
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K., Munshida and Gafoor K., Abdul
- Abstract
Higher education equips people to inculcate the knowledge and skills they need to succeed in today's world. In India, National Education Policy (NEP) 2020 focuses on key reforms in higher education that make ready the next generation to flourish and succeed in the new digital age. So the higher education system should ensure the quality meets the same. In this regard, the system needs to instill in students the hope for their success. Despite this, some students are lacking it because of the prevailing educational practices. The pass percentage of undergraduate students is not so high. This means that higher education is lacking something. The present paper reports on a qualitative exploration study using sequential semi-structured interviews on the perceptions and attributions of academically failed undergraduate students from the Malappuram District of Kerala (N=10). Reasons for their academic failure attributed to the Teacher, Curricular, Transactional, Learner and Institutional related practices in their undergraduate programme were identified and suggestions there for improvement of higher education practices were derived. The recommendations by the young learners can be implemented to make the higher education system more learner-friendly and the findings here will help to enhance the curricular reforms and improve the excellence of higher education.
- Published
- 2022
32. A Longitudinal Study of Language Learning Strategy Use by Prep Year EFL Students
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Ates, DIlek and Yayli, Demet
- Abstract
This research attempts to add to the existing literature of language learning strategy uses by advancing our understanding of what language learning strategies (LLS) are preferred by learners who were given a one-year English education at two state universities and to find out whether strategy uses were directly related to being successful in language learning. A total of 286 students filled out a questionnaire called Strategy Inventory for Language Learning (SILL), participated in the study. For deeper information 6 students from each university were asked to answer interview questions. It also aimed at discovering what strategies the students mostly preferred and whether there were any changes in strategy choices at the end of the learning program. The results of the study showed that there is a significant relationship between students' language learning strategy use and language learning levels. In addition, in the pre-test post-test comparison applied to see the possible effect of the preparatory education, it was observed that there was a positive increase in the use of language learning strategies by the students at the end of the preparatory education. Based on the results, the study is expected to contribute to the theory behind language teaching and learning in Turkey. Keywords: Language proficiency, Learning strategies, Preparatory education, University students, Turkish learners. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 89-102.]
- Published
- 2022
33. An Investigation of Perceptions of Gifted Students toward the Concept of Digital Citizenship
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Yildirim, Fatma
- Abstract
Digital citizenship is an indispensable part of the new world shaped by digital developments and technology, so this study aimed to determine gifted and talented students' perceptions of digital citizenship as a leading key to the path to world citizenship. For this purpose, the qualitative analysis was used through semi-structured interview questions carried out with 40 gifted and talented high school students attending 9, 10, 11, and 12th grades in Science and Art Centers participated in Erzurum province. In addition, content analysis was used in phenomenology to analyze the conclusions of the research. As a result, the first findings, gifted and talented high school students answered the first question are accessed, security, and citizenship; the second findings are socialist, diverse source, rights, education, and virtuality in positive aspect; security, time, diversion, healthy, and belief in the negative aspect. The last findings are new laws and security measurements in supporting ways. Given the given categories, there is a need to create security measures, informational applications, and activities based on digital citizenship by means of new education program. Future studies could look at digital literacy, data management, and data security, which influence positive or negative perspectives of gifted and talented students on digital citizenship. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 116-129.]
- Published
- 2022
34. Investigation of Science Achievement on Transition to High School System (THS) in Terms of Some Variables
- Author
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Alkan, Muhammet Fatih and Günseli, Gülten
- Abstract
THS is applied to Science High Schools, Social Sciences High Schools, Anatolian Technical Programs of Vocational and Technical Anatolian High Schools and Project schools for student selection. With THS, approximately 10 percent of more than one million students are placed in a secondary education institution based on their preferences. The purpose of this study was to examine the relationship between the success of the THS Science test of the students who have just graduated from middle school and who took the THS exam and their middle school science course scores, gender, and socio-economic level. In this ex post facto research, a total of 101 students were involved in the sample. Majority of the students were male (n=54, 53.5%). Pearson correlation analysis revealed that THS science score of participants were significantly and positively correlated with their 6th, 7th, and 8th grade science scores. The results of independent samples t-test demonstrated that there was no significant difference in THS science scores for male and female participants. Finally, the results of one-way ANOVA indicated that there were significant differences in THS science scores by participants' socio-economic levels. Accordingly, students with high socio-economic level had higher scores from THS science test than students with moderate and low socio-economic levels. Based on this particular finding, policy makers are recommended to reconsider their efforts to provide equality of opportunity in education. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 225-231.]
- Published
- 2022
35. Investigation of Secondary School Students' Attitudes towards Refugee Students
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Cayak, Semih and Karsantik, Ismail
- Abstract
The purpose of the present research is to examine secondary school students' attitudes towards refugee students in terms of some variables. The population of the research, which was designed in a single survey model, consisted of 40791 secondary school students studying in public schools in Pendik district of Istanbul in the second semester of the 2021-2022 academic year. The sample of the study consisted of 355 students selected by simple random sampling method. A personal information form and the Attitude Scale Towards Refugee Students were used to identify the attitudes of students towards refugee students studying at their schools in collecting the research data. The scale consisted of 24 items with 3-point Likert type nand one dimension. As a result of the analysis, it was found that secondary school students' attitudes towards refugee students were at a "high" level. In addition, their attitudes towards refugee students did not differentiate significantly according to the gender of the students, the number of classes they study and whether there are refugee students in their classes, but according to the variable of the class studied, the attitudes of the 5th and 7th grade students towards refugee students were higher than that of the 6th and 8th grade students, and this difference was found to be statistically significant. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 185-197.]
- Published
- 2022
36. Preservice Teachers' Attitudes towards Distance Education
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Takir, Aygil
- Abstract
The effective implementation of distance education (DE) depends upon users having a positive attitude towards it. Preservice teachers have been unprepared for unexpected change because of the pandemic, bringing increased involvement of various types of DE. This study examines the level and predictors of attitudes towards DE among 103 preservice teachers enrolled in various departments of a private university in Northern Cyprus. Determining the attitudes of preservice teachers towards DE is important regarding they can transfer their skills and competencies on DE to their students in the future. Using an online survey, consisting of the demography and Distance Education Attitude Scale (DEAS), as a data collection instrument, the study shows that preservice teachers possessed a low-level positive attitude towards DE. They believed that the importance of DE has been increasing day by day, but it is a luxury for their countries. Results show that preservice teachers had neutral attitudes through DE about increasing one's learning capacity and productivity and improving the quality of the education. T-test and ANOVA analyses indicated that the independent variables had no significant effect on preservice teachers' attitudes towards DE. It can be supposed that preservice teachers share a common ground in their attitudes towards DE. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 1-14.]
- Published
- 2022
37. Bullying Behaviors and School Climate through the Perspective of Primary-School Students
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Özbek, Özlem Yesim and Taneri, Pervin Oya
- Abstract
Bullying, which is a global public health problem, has serious effects on children and adolescents. If peer-bullying behaviors among primary-school children with various effects ranging from low academic achievement, anxiety and depression to suicide and substance abuse are not detected and intervened in a timely manner, they have the risk of continuing to increase in frequency. School climate is one of the most important factors in the emergence and elimination of bullying behaviors. Therefore, it is important to examine the frequency and types of bullying behaviors among primary-school children and the views of children about school climate, to reveal the in-school factors affecting peer-bullying and to create effective intervention programs. In this study, it was aimed to determine the frequency and type of bullying behaviors experienced at primary-school level in Çankiri Province and to examine students' opinions about school climate. The sample of the research consists of 590 primary-school students selected through cluster sampling from Çankiri Province. The data of the study were collected using the Colorado School Climate Survey. Descriptive analyzes were done on the data with the help of SPSS program. The research showed that physical and relational bullying is the most common type of bullying among primary-school students, and in case of bullying, the victims most often get help from their family or an adult at school. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 264-279.]
- Published
- 2022
38. Reactions to Thinking: Turkish Pre-Service Teachers' Experiences
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Ozturk, Nesrin
- Abstract
Thinking skills are instruments for meaningful learning and academic achievement and in relation, they are indispensable components of 21st century competencies. However, current Turkish policies do not define what thinking is and some inconsistencies regarding forms of thinking exist in different documents. Also, while teachers might not feel competent with teaching thinking skills, teacher education programs do not offer much to practice thinking skills. The analysis of coursebooks and curriculum also presents limited opportunities for thinking as well as Turkish sociocultural practices may reflect thinking as a negative or problematic concept. Regarding these problems, this study aims to explore pre-service teachers' experiences when they say, "I am thinking" via a phenomenological methodology. Participants (N=42) were recruited via convenience sampling methodology. Data were collected via focus group interviews (N=7) that included 5 to 7 participants. In each interview, participants described (1) thinking, (2) talked about the reactions to their thinking, and (3) named the proverbs that pertain to thinking. Data were analyzed via phenomenological reduction and horizons and structural themes were developed after bracketing was employed. Findings revealed that definitions of thinking highlight individualistic and universal characteristics, and functions of thinking pertain to skills. 80% of reactions to thinking were negative.Also, half of the proverbs highlighted negative connotations. This study suggest that thinking might not be initiated and shared safely as educational practices and cultural reminisces might not promote such intellectual actions. In this sense, curriculum and materials need revisions regarding sociocultural characteristics of Turkish society and pedagogies of thinking. [This paper was published in: "EJERCongress 2022 Conference Proceedings," Ani Publishing, 2022, pp. 252-263.]
- Published
- 2022
39. The Effect of Foreign Language Learning on the Use of Mother Tongue
- Author
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Kana, Fatih, Kaynak, Ufuk Sezer, and Yilmaz, Ceren
- Abstract
The aim of this study is to reveal the effect of foreign language learning on mother tongue use. Case study design, one of the qualitative research designs, was used in the study. In order to keep the sample large, 70 pre-service teachers were selected using simple random sampling method among the 4th year undergraduate students studying in three different foreign language education departments in 2016-2017. The research data were analysed using deductive analysis method. As a result of the research, the pre-service teachers who participated in the research think that language learning is a necessity and that individuals learn languages out of necessity. The pre-service teachers state that interest in the target language is an important condition for language learning, that if there is no interest, the language cannot be learnt, and that belonging to a common language family increases interest in the language and facilitates language learning. The desire to communicate with other individuals in the world, to improve oneself, to learn the culture of the target language and to live abroad are among the reasons for learning a foreign language. Learning the education system and sound harmony of the target language and economic concerns are among the reasons for language learning. The pre-service teachers who participated in the study stated that they had the most difficulty in learning basic language skills in foreign language learning and that they made comparisons with their mother tongue while learning a foreign language. The pre-service teachers who participated in the research stated that they pay attention to the use of the mother tongue while learning a foreign language; they pay attention to the use of the mother tongue while learning a foreign language because they benefit from the love of the mother tongue and translations. [This research was presented as a summary paper at the RESSCONGRESS International Educational Sciences Social Sciences Symposium held in Bandirma.]
- Published
- 2023
40. Analysis of Perceptions and Insights of E-Learning Implementation in Educational Institutions by Educators, Students, and Parents
- Author
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Ibrahim Bani Bakkar and Azidah Abu Ziden
- Abstract
In a groundbreaking journey through the digital education revolution, this paper delves into the transformative world of e-learning, capturing the nuanced perspectives of educators, students, and parents. The study spans a decade of research, identifying the scope, advantages, challenges, and knowledge gaps in e-learning. The scope particularly addresses the digital transformation of learning environments, exploring both far-reaching implications and potential limitations. Methodologically, a comprehensive thematic analysis of existing literature is employed, revealing that e-learning enhances individualized learning experiences but poses challenges in social interaction and technology accessibility. The findings highlight benefits such as flexibility and accessibility, alongside challenges like the digital divide and lack of interpersonal interaction. This paper identifies crucial gaps in research, notably in long term e-learning outcomes and its impact across different demographics. It concludes with recommendations for future research and policy adaptations, emphasizing the need for technological advancements to optimize e-learning in educational settings.
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- 2023
41. Investigation of Digital Story Activity for Bilingual Primary School Students' Basic Language Skills
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Tayfun Okur
- Abstract
In this research, activity of digital story were investigated by examining for the basic Turkish language skills of bilingual third grade primary school students. Volunteer teachers and their students were included in the study from the urban and rural schools of Sanliurfa in the southeastern region of Türkiye. Two primary teachers from urban schools and four primary teachers from rural schools in Sanliurfa and their third grade students were included in the study. During the study, 20 digital stories created and shared by teachers and students together. At the end of the digital story activities for basic language skills, interviews were conducted with teachers and students. Data was analysed from one-to-one interviews with teachers, focus group interviews with students and digital story documents. On the basis of data, it was concluded that making digital stories in class is a practice that increases the participation of bilingual third grade primary school students in the lesson by using their basic language skills effectively. It can be suggested that the activity of digital stories should be used for a longer period of time in all lessons in primary school and should be used to develop basic language skills in younger age groups such as kindergarten, first and second grade.
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- 2023
42. Exploring Undergraduate Student Perceptions of Generative AI in College Writing: An Experience Report
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Sai Gattupalli
- Abstract
In a landscape where Generative AI is becoming increasingly influential across various sectors, its role and impact in educational settings, particularly from the viewpoint of undergraduate students, becomes essential to explore. This paper delves into the perceptions of students regarding the integration of GenAI tools like Claude AI in a college writing course. The aim is to utilize AI to enhance the processes of drafting and revising written work. This study examines how students perceive the utility and educational implications of AI in writing. Their feedback indicates a positive engagement with AI, providing critical insights into its potential and limitations and highlighting its role in enhancing the quality of writing and equipping students for an AI-driven future.
- Published
- 2024
43. Blended Learning in EFL Classrooms at a Vietnamese University from Students' Perspectives
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Tran Thi My Linh
- Abstract
The utilization of blended learning in the field of English language instruction has shown a notable rise in recent times. Blended learning has the ability to provide an optimal setting for language education, enabling a transition from conventional instructional approaches to more progressive ways through the integration of technology. Nevertheless, several unresolved issues remain in relation to this methodology. This paper examines the perceptions of students regarding the potential benefits and obstacles associated with the implementation of blended learning in English language courses at a university in Vietnam. Additionally, the study proposes many solutions with the objective of enhancing the current situation and establishing a solid foundation for the future growth of blended learning. The study involved a sample of 165 first-year students, with online surveys and interviews being utilized as the primary methods of data collection The results of the study indicate that contemporary students can be classified as digital natives. While they demonstrate proficiency in various technical skills, have easy access to technology, and exhibit a propensity for self-directed learning, their inclination towards traditional classroom environments is evident when it comes to their attitudes regarding online engagement with instructors and peers in English courses.
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- 2024
44. Psychological Applications and Trends 2024
- Author
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Clara Pracana, Michael Wang, Clara Pracana, and Michael Wang
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2024, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2024, held in Porto, Portugal, from 20 to 22 of April 2024. This conference serves as a platform for scholars, researchers, practitioners, and students to come together and share their latest findings, ideas, and insights in the field of psychology. InPACT 2024 received 526 submissions, from more than 43 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 189 submissions (overall, 36% acceptance rate) were accepted for presentation at the conference.
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- 2024
45. Using Flipped Classroom Strategy to Improve EFL Student Teachers' Acquisition of CALL Technological Terms
- Author
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Mahmoud M. S. Abdallah and Rasha A. A. Alshaye
- Abstract
This study investigates the effectiveness of implementing a flipped classroom strategy/model in teaching a Computer-Assisted Language Learning (CALL) course to senior EFL student teachers. Characterized by pre-class online content delivery and in-person interactive activities, the flipped classroom strategy was explored in terms of its impact on students' acquisition and application of technological terms in language teaching/learning contexts. Using a quasi-experimental design, two randomly selected groups of senior EFL student teachers studying a CALL course at Assiut University underwent pre and post-tests to assess the influence of the flipped classroom on technological terms proficiency. The 100 participants were randomly assigned to an experimental group (n = 50) exposed to the flipped classroom model and a control group (n = 50) following traditional methods. Post-test results indicated superior performance in the experimental group, highlighting the positive influence of the flipped classroom. A questionnaire revealed favourable perceptions in the experimental group, emphasising its efficacy in enhancing engagement, motivation, autonomy, collaboration, and content comprehension within the CALL course. Additionally, semi-structured interviews with a subset of the experimental group (n = 15) identified specific benefits, including deeper engagement with CALL content, facilitated collaborative learning, and increased motivation and confidence in using technological terms. This study concludes that the flipped classroom is a promising strategy for senior EFL student teachers in the CALL course, offering practical implications and recommendations for its successful integration. [This paper was published in "Journal of Faculty of Education - Assiut University" v40 n2 p1-60 2024.]
- Published
- 2024
46. A Needs Analysis on the First Year Undergraduates' Academic Literacy Course in the Faculty of Science, University of Kelaniya
- Author
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H. B. Hirushika Pravini
- Abstract
This paper presents a comprehensive analysis of the Academic Literacy (ACLT) course at the University of Kelaniya, aiming to identify areas for improvement and provide evidence-based recommendations. The study employs a mixed-method approach, utilizing questionnaires and semi-structured interviews to gather data from both undergraduate students and ACLT course lecturers. The results reveal that while students generally express satisfaction with the ACLT course in enhancing their academic literacy skills, there are significant challenges and discrepancies in aligning course materials with diverse disciplines within the science faculty. The study highlights the need for tailored course materials, discipline-specific writing instruction, and more practical activities aligned with students' degree programs. Additionally, students express a preference for engaging lecture materials, shorter lecture durations, bilingual instruction when necessary, and diverse assessment methods to increase their engagement and participation. Implications of the study include recommendations to enhance the ACLT curriculum by diversifying instructional strategies, revising assessments, and promoting interactive learning experiences. These recommendations aim to address the diverse needs and expectations of students within the science faculty, ensuring the ACLT course remains relevant and effective in preparing students for academic success and future professional endeavors. Regular evaluations and adaptations based on emerging academic requirements are emphasized to maintain a supportive and dynamic learning environment. This study contributes to the broader research field by providing insights into the challenges and best practices associated with academic literacy instruction in higher education, particularly within science faculties. By identifying areas for improvement and offering evidence-based recommendations, this research not only informs curriculum development and instructional practices at the University of Kelaniya but also offers valuable insights and guidance for similar institutions worldwide seeking to enhance their academic literacy programs. The following are appended: Need Analysis for Undergraduates, Interview Questions for Undergraduates, and Interview Questions for Lecturers, along with references, tables, graphs, and exhibits to provide comprehensive insights into the ACLT course at the University of Kelaniya.
- Published
- 2024
47. A Phenomenological Research on Preparatory Physical Exercises in Music Education
- Author
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Sakarya, Gül, Girgin, Figen, Zahal, Onur, and Musaoglu, Osman
- Abstract
Musicians who play instruments may suffer from some musculoskeletal disorders due to intense and long working processes, wrong posture-holding, insufficient bodily awareness. Preparatory physical exercises can be used to prevent or alleviate these disorders. These are aimed at warming up, opening-stretching, strengthening the joints and muscles and maintaining the correct posture in order to prepare the body for playing. In this study, it was aimed to reveal the pre-service music teacher candidates' physical exercises for instrument practice. A qualitative method was used in the research; a semi-structured interview form was applied to the study group. In the analysis of the data, the thematic analysis technique was used. As a result of the analysis, 4 main themes including "exercise experience", "breath awareness", "physical pains" and "effects of exercise" and 9 sub themes and 49 codes depending on these themes were revealed. As a result of the research, it was concluded that music teacher candidates did not do regular exercise work for instrument study, they experienced physical pain due to instrument study, their breath awareness was not at a sufficient level, and exercise had physical and psychological effects on instrument performance. In addition to medical treatments for musician injuries related to instrument playing, physical awareness and exercise training that prevent these disorders play an extremely important role. In instrument education, besides technical and musical concepts, it is necessary to research and apply ways to bring physical awareness to students. [Paper presented at the International Conference on New Horizons in Education (INTE) (July 28-29, 2022).]
- Published
- 2022
48. Analysis of Nepalese Post Graduate Students' Errors in Writing Research Proposals
- Author
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Paudel, Pitambar
- Abstract
With the change in socio-political and educational contexts in global academia, the trend of writing academic papers has arisen among Nepali students and educators in higher education. However, many of them are still unfamiliar with the basic standard to be incorporated in an academic paper. In this context, this study examined the post-graduate students' errors in writing research proposals. A textual analysis method was employed, where quantitative phase of analysis was followed by qualitative, and the data were collected from 24 purposively selected research proposals and from the interview with 10 students. The quantitative data were gathered from content analysis of the research proposals and qualitative data were collected from the unstructured interview. The collected proposals were studied, erroneous expressions were listed and categorized in to four parameters like grammatical errors, lexical semantic errors, mechanic errors and syntactic errors. The information from the interview was recorded, noted and analyzed. The results exhibited that (1) article and preposition usages were more persistent grammatical errors; (2) run-ons and fragmentation were more reiterated syntactic errors; and (3) uses of single lexical items were more common lexical-semantic errors and punctuation was the more regular mechanical errors. These findings reveal that students have insufficient knowledge and skills for academic writing. Therefore, they need academic writing courses, training, or workshops from the early level of their schooling. The findings of this study are useful for curriculum designers, policymakers, instructors, and students because it provides significant information on the building blocks experienced by English language learners in writing research paper.
- Published
- 2022
49. Obtaining and Interpreting Students' Attitudes -- Some Methodological Considerations and a Case Study
- Author
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Sabolic, Dubravko, Beran Samuelson, Melissa, and Magzan, Masha
- Abstract
Obtaining students' attitudes, opinions, feedback, etc., plays an essential role in the higher educational process because it makes it more bidirectional and engaging for the students. Including larger populations in surveys often calls for informational structuring/standardization for subsequent statistical post-processing. Moreover, it brings along some well-known methodological issues (e.g., the central tendency in Likert scale-based surveys). Here we build upon a relatively large student survey case previously presented more extensively in [1]. That survey was devoted to various aspects of economics and business-related education offered on an elective basis to electrical engineering and computer science students. Here we focus on the interference between the intrinsic information (that is, the "true type" student responses) and the processing method that, if not designed carefully, can increase incentives for students to conceal their true type and recourse to the neutral ("central") answers. We also discuss our new practical approach currently tested in a similar population.
- Published
- 2022
50. Studies in Teaching: 2022 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 30, 2022)
- Author
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Wake Forest University, Department of Education and McCoy, Leah P.
- Abstract
This document presents the proceedings of the 26th Annual Research Forum held June 30, 2022, at Wake Forest University in Winston-Salem, North Carolina. Included are the following ten action research papers: (1) Historical Empathy, Primary Sources, and Subjectivity in History (Camron Alten-Dunkle); (2) Cultivating Classroom Science Outdoors (Sophia Dorsey); (3) "A Good Debate Is One Where I Win": Utilizing Debate as an Instructional Strategy in Secondary Social Studies (Jennifer Griffin); (4) Can Current Events Influence Student Interest in a High School Social Studies Classroom? (Sam Hudson); (5) Art History used in Standard History Courses (Alexis King); (6) Hip-hop Meets Mathematics: The Effects of Teaching Upper Elementary Mathematics Concepts Through the Lens of Hip-hop on Student Engagement, Attitude, and Achievement (Jessica Logan); (7) Impact of Specials on Elementary School Student Engagement (Yuval Solomon); (8) Educational Digital Games (Molly Sugarman); (9) The Influence of Sentence-Combining on Students' Attitude toward Writing (Jenna Whitener); and (10) The Effect of Reflective Practice on Student Mathematics Learning Attitude (Yiming Zhang). Individual papers contain references, tables, and figures. [For the 2021 Research Digest, see ED615309.]
- Published
- 2022
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