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Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Yaratici Drama Dergisi is the property of Yaratici Drama Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aims to evaluate how distance social studies courses were conducted during the pandemic, in line with teachers' experiences. The semi-structured interviews were conducted with 14 social studies teachers working in various provinces of Turkey in this study, which was carried out with interpretative phenomenology design, one of the qualitative research methods. The data were evaluated by the content analysis method. The results show that social studies teachers perceive distance education as a system that allows using different materials and tools, maintaining education, learning technology, and eliminating the need for time and place. On the other hand, teachers expressed some limitations of distance education arising from the lack of internet and technological tools. In addition, the results indicated teachers mostly used direct instruction and question-answer methods for teaching during the distance education period, EBA, Zoom, and some Web 2.0 tools as educational technologies, and tests and question-answer methods for measurement and evaluation. Finally, many problems, gathered under the titles of "technological-systemic", "communication-coordination", "student", "family, and "other" in the distance education process were emphasized. When examining the experiences, all problems are seen to be related to the internet connection, access to technological tools, and how families play a role in their children's education. In this context, compared with other studies in the literature, it is possible to say that teachers working in different branches also experienced similar problems during the distance education period. Therefore, innovative applications that can be developed will be beneficial for all branches. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sakarya University Journal of Education is the property of Sakarya University, Institute of Education Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the Institute of Educational Research / Zbornik Instituta za Pedagoška Istrazivanja is the property of National Library of Serbia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In today’s information society, digital competence is an essential tool in teaching and learning processes. The aim of this comparative study was to identify differences in initial and in-service ICT (Information and Communication Technology) training and in the use of these tools in the classroom between teachers in Spain and in France. Data from the OECD’s Teaching and Learning International Survey- TALIS 2018, which collects information on different aspects of teacher training, were used for the analysis. After merging the databases, a final sample of 19,088 primary (ISCED 1) and lower secondary (ISCED 2) teachers was used. The results of this study showed parity in the level of initial training among primary school teachers and a lower level of initial training among Spanish secondary school teachers compared to their French counterparts. In-service training and application of digital resources and tools in classroom were significantly higher in the case of Spanish teachers. No significant variations were found according to years of teaching experience. It is concluded that there is a need to strengthen ICT training at the initial stage and modify in-service training in Spain so that it can lead to increased application of these tools in teaching and learning processes. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Croatian Journal of Education / Hrvatski Časopis za Odgoj i Obrazovanje is the property of Uciteljski Fakultet u Zagrebu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Technological developments are efficient for the entrance of new learning approaches into our lives. Flipped learning model is also one that has been frequently applied recently. This study aims to examine the perspective of mathematics instructors who have applied the flipped learning model in their mathematics lessons. Within this context, eight math instructors who have applied the flipped learning model in their mathematics lessons participated in this study. The method of this study designed qualitatively is case study. The sampling of it was determined as the criterion sample among the purposeful sampling methods. As a result of the study, it was determined that the concepts of taking learning out of the classroom and technological learning stand out in the definitions of flipped learning model of mathematics instructors. Mathematics instructors stated that the flipped learning model is usable in mathematics lessons, but may not be suitable for every subject. In addition, the study gives information about the positive sides of using the flipped learning model in mathematics lessons and the difficulties that can be encountered during the process. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine how often middle school mathematics teachers use math textbooks in face-to-face and online classes. Teachers' views on the usefulness of math textbooks in online classes were also examined within the scope of the study. The mix method design was used in the study and the participants were 215 middle school mathematics teachers who participated in the study through the multilayer sampling technique. The data were obtained from the evaluation form and analyzed through inferential-descriptive statistical techniques. The results showed that the use of textbooks in online classrooms decreased, and digital resources were more preferred in these classes. A statistically significant difference was found between the usefulness scores of the mathematics textbooks in face-to-face and online classes, which were evaluated based on the participants' views in terms of the "In-class practices" dimension. In order to ensure the current mathematics textbooks more useful in online classes, the participants suggested designing the textbooks as econtents and increasing the qualification of examples. The other results were discussed in terms of teaching practices and student needs in future classrooms. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the changing and developing society, innovations are being experienced in education day by day. Class management is also affected by these changes. One of the important problems encountered in the learning-teaching process is the behavior dimension in classroom management. The aim of this research is to determine the opinions of classroom teachers regarding behavioral regulation processes in classroom management. The study employed the case study design, one of the qualitative research methods. The study group consisted of 23 teachers who were available by using the easily accessible sampling method. In the research, a structured form consisting of 6 open-ended questions was used as a data collection tool. The analysis of the data was done using content analysis. According to the analysis of the data obtained, 6 different themes were determined. According to the results of the research; In the category of 'interest and attention to the lesson', teachers enter the course using the most curiosity, storytelling, association with daily life and material. In the category of 'behaviors to comply with class rules', teachers exhibit the most 'warning, class rule making, explaining and rewarding' behaviors to ensure compliance with class rules. In the category of 'Improving positive behavior in students by teachers', teachers use the most 'symbolic and social reinforcements' to improve positive behavior in students. According to teachers in the category of 'unwanted student behavior in the classroom', it is most commonly 'students fighting and saying bad things and insulting in the classroom'. In the category of 'measures taken for unwanted student behavior in the classroom', the measures taken by teachers are most commonly to 'warn, meet and explain' with the parent. The sixth category is 'creating an effective classroom climate', and teachers stated that it is necessary to 'give a voice, make eye contact with the student, listen to them when they communicate and perform group activities'. Teachers can make the lesson more fun, enjoyable and student-centric, reducing the incidence of unwanted behavior. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Faculty of Theology / Kilis 7 Aralik Universitesi Ilahiyat Fakultesi Dergisi is the property of Kilis 7 Aralik Universitesi Ilahiyat Fakultesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Austral Comunicacion is the property of Austral Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Austral Comunicacion is the property of Austral Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos.info is the property of Pontificia Universidad Catolica de Chile, Facultad de Comunicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Croatian Journal of Education / Hrvatski Časopis za Odgoj i Obrazovanje is the property of Uciteljski Fakultet u Zagrebu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research analyzes the classroom practices of diversity care specialists in early childhood and primary education schools of Andalusia. A cross-sectional qualitative design was used to obtain data from two main sources: a semi-structured interview designed ad hoc and direct and non-participant observation with a sample of 142 participants. The results reveal the development of inclusive practices regarding the use of didactic strategies and active methodologies, the importance of plural and functional resources, the implementation of coordinated or collaborative pedagogical support, and flexibility in the dynamics and organization of the classroom. Opportunities, difficulties, and limitations are also identified. The conclusions indicate that the practices being developed by these specialists aim to contribute to improving schools in relation to attention to diversity, with collaborative support for the educational community being the main function for the promotion of an inclusive school that attends to all students. [ABSTRACT FROM AUTHOR]

Based on interest of constructing significant academic experiences that favor relationships with the pedagogical, didactic and mathematical knowledge of the future mathematics teacher, this article exhibits features of the mathematical activity involved in the task of drawing graphs of functions in a non-usual representation system, in which the axes are two parallel lines. This task encourages future teachers to reflect about the teaching-learning processes of school mathematics, the construction of didactic knowledge of mathematical content, and the study of mathematical knowledge to be taught. This activity is intended to: generate a new learning environment, which emulates some conditions that occur in basic or secondary education around the study of first-grade polynomial functions and their representation in the Cartesian plane, without ignoring the knowledge of the nature didactic and mathematical that are already part of the professional knowledge of future teachers. In addition, position the future teacher in the role of student in order to be aware of the importance of recognizing the learning processes and the student agent, for the design of teaching processes, to finally promote a discussion in the academic community of teacher educators on the mathematics that should be taught, in response to the demands of education sector, which will be the field of action of future teachers. [ABSTRACT FROM AUTHOR]

Technological advances stimulate an increasingly globalized and virtually interconnected society, making the exploitation of technology resources in the area of education no longer the object of discussion, but of reflection. Several software with interactive proposals are developed daily, arousing the curiosity of students in digital interaction. Obtaining good results using these tools is an object of concern for teachers and the school community. Thus, in order to understand how mathematical experiments occur with the use of dynamic geometry software, especially GeoGebra, in basic education, we present in this article a bibliographic survey of works on this theme. Most of the studies analyzed focused on geometry content. Among the results, the following stand out: the good reflection provoked by the activities, the formulation of hypothesis and conjectures, in addition to arousing the arguments in students. These notes are important, as they demonstrate that these experimental activities using the GeoGebra software underpin and drive the learning of Mathematics in a dynamic way and meet the contemporary demands of modern society, training the student in the field of technologies. [ABSTRACT FROM AUTHOR]

The central purpose of this article was to promote argumentative processes based on the explanatory models that exist on the concept of electrical circuits, identifying the relationships that can be established between argumentative processes, understood from the levels of argumentation, and the explanatory models of this concept in 11th grade students. The research is descriptive-comprehensive, carried out in three moments: at moment 1 of Location or diagnosis, the initial explanatory models of the students who were part of this study were identified and their level of argumentation was determined; at moment 2, dislocation or intervention, a didactic unit designed to intervene the argumentative levels and explanatory models of the students' concept of electrical circuits is applied; finally at moment 3 of refocusing or closure, the analysis of the changes in the models explanatory and argumentative levels used to explain the concept of electrical circuits after the application of the didactic unit. It is concluded that promoting argumentative practices in the science classroom entails recognizing that argumentation, in addition to being a social activity, can qualify the processes of learning concepts. [ABSTRACT FROM AUTHOR]

This article presents the results of a qualitative research whose objective was to analyze the influence of the use of Contextual Cognition Tables (cbt) as a subsidy in botany classes (theme of the biology curricular component) with an intercultural perspective. Data were obtained from the application of a teaching sequence with farmer and not farmer students from a public school in the Coração de Maria Municipality, state of Bahia, Brazil, when they were asked to construct two cbt supported by textbooks, scientific texts and teacher mediation. Content analysis was made on those tables and results indicates that students were able to signal dialogic relationships of similarities and differences between their prior knowledge and scientific knowledge form Botany, that have important implications to botany learning, basically about classification, structures, characteristics, functions and plant ecological relationships. We consider that cbt act as a resource for research and mediation of cultural knowledge that can bring dynamism to intercultural dialogue in biology classrooms. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Institute of Educational Research / Zbornik Instituta za Pedagoška Istrazivanja is the property of National Library of Serbia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Russkaa Starina is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ozel Egitim Dergisi is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The provocative question in the title, evoked from a classroom experience, is the starting and ending point of the reading presented on curriculum policies in a post-foundational perspective, based on recent texts by Lopes and Macedo. We argue that thinking about answers to this question is important for the context in which we live in denialism and dispute of truths. Without defending a truth, we want to think of the classroom as a space to privilege processes of subjectification resulting from practices of meaning inhabited by undecidability. Trying to answer the question of the title, we present deconstructionist readings in defense of the school space and the classroom as contexts that enable the creation of the subject that has not yet been invented, and, even so, constantly assume the constituent contingency of the world and that explain all action as a failed practice of attributing meanings, because it consists of difference and supplementation of meanings, which have no origin or possibility of closure, but which demand responses and hyper-politicize educational processes. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Pedagogical & Educational Matters / Školski Vjesnik is the property of Hrvatski Pedagosko-Knjizevni Zbor, Ogranak Split and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Croatian Journal of Education / Hrvatski Časopis za Odgoj i Obrazovanje is the property of Uciteljski Fakultet u Zagrebu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sakarya University Journal of Education is the property of Sakarya University, Institute of Education Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Online Journal of Educational Sciences is the property of International Online Journal of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)