Search

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University 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 Primary Education Research Journal is the property of International Primary Education Research Journal 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.)

Bu çalışmanın amacı, Türkçe öğretmenlerinin ana dili eğitiminde karşılıklı konuşma becerisine yönelik dil işlevleriyle ilgili görüşlerini incelemektir. Nitel araştırma yaklaşımının benimsendiği çalışmada görüşme yöntemi kullanılmıştır. Araştırmanın çalışma grubu, Türkiye’nin 7 bölgesindeki 18 farklı ilde görev yapan 30 Türkçe öğretmeninden oluşmaktadır. Öğretmenlerin görüşlerini alabilmek için araştırmacıların geliştirdiği açık uçlu yarı yapılandırılmış sorulardan oluşan “Ana Dili Eğitiminde Karşılıklı Konuşma Becerisine Yönelik Dil İşlevlerine İlişkin Öğretmen Görüşme Formu” kullanılmıştır. Ulaşılan veriler, içerik çözümlemesi kullanılarak analiz edilmiştir. Çalışmanın sonucunda ortaokullardaki konuşma becerisi eğitiminin günlük hayatla ilişkisinin zayıf olduğu ve konuşma becerisinde dil işlevlerine yönelik bir düzenlemeye gidilmesi ve öğretim programı, kazanımlar, ders kitapları, etkinlikler ile ölçme araç ve gereçlerinin dil işlevlerine yönelik hazırlanması gerektiği sonucuna ulaşılmıştır. Ayrıca dil işlevlerini Türkçe öğretmenlerine benimsetmek için çeşitli eğitimlerin verilmesi, etkinliklerin yapılmasına ihtiyaç olduğu bulgulanmıştır. Araştırma sonuçlarına dayalı olarak program geliştiriciler, ders kitabı yazarları, ölçme ve değerlendirme uzmanları ile öğretmenlere yönelik önerilerde bulunulmuştur.

Copyright of Educational Academic Research is the property of Ataturk University Coordinatorship of Scientific Journals 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 Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University 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 Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, 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 Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University 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 main purpose of the research is to determine teachers' views on the use of digital games in science education. In accordance with this purpose, the research was carried out with the phenomenology method which one of the qualitative research methods, was conducted with eight volunteer science teachers working in different public schools within the 2022-2023 academic year. The participants of the study were selected via the criterion sampling method, which is one of the purposeful sampling methods. A semi-structured interview form was used as a data collection tool in the research. The data collected taking this interview form into consideration was analyzed using the content analysis method. Through the interviews was concluded that digital games are a tool that helps students focus on their attention and learn permanently. Besides, teachers stated that digital games measure science achievements at the sub-cognitive level (knowledge and comprehension) of Bloom's taxonomy. Based on this, digital games ought to be designed to measure the meta-cognitive level of Bloom's taxonomy. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim 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 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 Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey 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.)

Teachers' views about information and communication technology are a key affordance or barrier to classroom technology adoption and use. However, in determining factors that impact these views, much research has relied on variable-centered approaches that bifurcated teachers' views into mere positive or negative groups. Such approaches oversimplify key information that could serve educational authorities attempting to address low technology integration in schools. Therefore, this large-scale study employed a latent profile analysis with multilevel logistic regression analysis that aimed to (1) identify profiles of teachers' views of information and communication technologies for teaching and learning and (2) explore effects from teacher- and school-level variables on these profiles. Utilizing nationally generalizable data from 2079 full-time eighth-grade teachers from 150 different schools across South Korea from the International Computer and Information literacy study 2018, the analysis revealed five profiles of teachers' views: Indifferent, Skeptical, Ambivalent, Moderate, and Enthusiastic, with Moderate being the largest, and Highly Ambivalent and Indifferent the smallest. The findings from multilevel logistic regression analysis indicated numerous effects from teacher- and school-level antecedents and processes that matched each profile, highlighting school leaders’ ICT views. Notably, there were no effects from regional differences. Implications for leaders and policymakers are discussed in the context of professional development and reform policies.

The main purpose of the study is to examine the views of classroom teachers on the teaching of critical thinking. It is a qualitative study wherein the data are collected through semi-structured interviews. Thirteen classroom teachers comprised the study group for the research. Descriptive and content analysis is also used in the analysis of the data. According to the findings, teachers believe that critical thinking is a teachable skill, and they know how important their roles are in teaching this skill. However, teachers emphasize that skill training would not be possible without family support.

Bu araştırmada Türkçe dersinde ödev algısının ne olduğu tüm yönleriyle ve derinlemesine ortaya konması amaçlanmıştır. Bu amaçla araştırma olgubilim yöntemine göre yapılmıştır. Buna göre amaçlı örnekleme yöntemlerinden uygun örneklemeye göre seçilmiş 25 Türkçe öğretmeni, 10 veli ve ölçüt örnekleme göre seçilmiş 24 öğrenci ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Araştırma sonucunda Türkçe dersinde öğretmenlerin öğrencilerin derse hazırbulunuşluklarını sağlamak, anlamlı ve kalıcı öğrenmelerini desteklemek için ödevler verdiği belirlenmiştir. Hem öğrenciler hem veliler akademik gelişim için ödevleri öğretimi destekleyici önemli bir unsur olarak görmektedir. Öğretmenlerin verdikleri ödevlerin yapısına baktığımızda bunlar; ders kitabı etkinlikleri, derse hazırlık çalışmaları, çoktan seçmeli soru çözme ve yazma çalışmalarıdır. Öğrenciler öğretmenlerin verdikleri bu ödevlerin kolay, basit ve öğretici nitelikte olduğunu belirtmişlerdir. Ödevlerin okul-öğrenci-veli arasında etkileşim sağlayan öğretim etkinliği olduğu söylenebilir.

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi 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 Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, 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.)

Musical activities foster children's social ability. However, the question remains whether professional music teachers consider musical training to have an influence on extra-musical abilities or only on the acquisition of musical skills. We conducted an online survey to collect open-ended responses regarding this question from over 2,000 music teachers in one of the biggest extracurricular fee-charging music school groups in Japan. Teachers' free descriptions were classified into non-cognitive skills, and frequently occurring words were extracted through text mining. The results showed that, although the primary goal of music teachers who provide fee-charging lessons may be to teach musical skills to their students, they were aware of the effects of music lessons on children's non-cognitive development. Our study's main findings include: (1) despite freedescriptions, 92% of teachers reported that children acquired extra-musical abilities, and 98% of these responses were categorized as non-cognitive skills, (2) the most common responses within non-cognitive skills were "collaboration," "task performance," and "engaging with others", and (3) there was a significant positive correlation between teaching experience and frequency of mentioning non-cognitive skills. Views on extra-musical abilities, which experienced music teachers especially had, may improve less-experienced teachers' perspectives on teaching as well as their social roles and occupational awareness. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim 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.)

The purpose of the present study was to identify current issues related to Greek Minority Education in Albania and its potential as considered from the part of the teachers' and principals' perspective. The current situation of Greek language education was recorded, problems encountered by the educational institutions and the teachers were highlighted and the prospects for teaching the Greek language in Albania were considered. 45 Teachers of Greek language and eight school principals participated in the study. For the purpose of the present study, a combination of qualitative and quantitative approach was employed. The data from the target groups were collected through two basic research instruments: (a) teacher questionnaires and (b) principal interviews. The findings raised a number of issues related to the Greek language education: the student language level, the need for providing systematic training to teachers who work in bilingual environments, as well as the deficiency of strong incentives for the teacher secondment from Greece to Albania. The data indicated the teachers' concern about the effectiveness of the existing curricula and language textbooks in accomplishing the goals of teaching the Greek language in bilingual contexts. [ABSTRACT FROM AUTHOR]

Being mainly a process of knowledge transmission, mathematics education evolves during time in accordance with the strong assumptions and beliefs which are considered as parts of the mathematics teaching profession. This suggests that explaining the problem-solving process, transmitting the clear and flawless information, and showing the problem-solving procedures, were parts of the role the mathematics teachers have. The main purpose of this study was to compare the mathematical teaching experiences based on the problem-solving approach among the Iranian and Iraq mathematics educators. Through survey method, views of secondary teachers of mathematics are studied. It is used of questionnaire that is proposed by Matlala's (2015). The validity and reliability has been proved by researcher using Cronbach's alpha method with a value more 0/89 This questionnaire was designed with the purpose of identifying challenges and opportunities that every individual encounter with in the way of using a problem-solving approach to facilitate mathematics learning. The statistical population of the study included all the secondary school math teachers in Iran and Iraq. Using the simple random sampling method, 16 secondary school math teachers from the Republic of Iraq (from its capital:Kurdistan) and 14 secondary school math teachers from the Islamic Republic of Iran (from its capital: Tehran) were selected. The use of an electronic questionnaire, was sent to in-service teachers during the school year 2018-2019. findings indicated that Iranian and Iraq teachers' view regard to the implementation of problem solving procedure were positive and they have applied problem solving procedure in their math classes.

This article focuses on the perspectives of primary school teachers on the current provision for students with dyslexia in the mainstream classroom. Five themes emerged from this research and these were (1) Diagnosis, (2) Inclusion, (3) Effective classroom practice, (4) Difficulties encountered in the classroom and (5) Teacher education. The focus of this article is on the theme of Inclusion. The data collected explores the perspectives of twelve primary teachers towards the in‐class versus withdrawal models to support children with dyslexia in the mainstream classroom. As the concept of inclusive education has evolved in recent years, the objective of this research was to identify the most effective means of addressing the needs of the dyslexic student in the mainstream classroom. The insights provided by the teachers signify the need for in‐class support, as much as possible, to support inclusion for students with dyslexia in the mainstream classroom. [ABSTRACT FROM AUTHOR]

Copyright of Iskolakultúra is the property of University of Szeged, Faculty of Arts & Social 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.)

We studied the views on the nature of science (NOS) in a group of 105 teachers in post-graduate training in two Master's programs in education in Colombia. The research proposed in our study used mixed methods: quantitative analyses made it possible to statistically formulate two epistemological profiles for the NOS views of the participating teachers; qualitative analyses allowed characterizing those views, which proved to be eclectic, in the framework of the proposed epistemological profiles. On the basis of the results obtained, which show that subjects under study hold views on what science is that are inadequate from the point of view of the current curriculum prescriptions, we argue in favor of introducing an explicit meta-scientific component from the very beginning of pre-service teacher education and we present ideas along this line. [ABSTRACT FROM AUTHOR]

This article draws on data from a British Council-funded project which aimed both to compare global early English language learning (EELL) pedagogic practices in 2020 with those in 2010 and to investigate current EELL teaching and learning in primary schools. The project had an explicit focus on classroom language practice, that is, the languages teachers (and learners) use to deliver and learn English content, a key pedagogic concern in the literature. This article first compares survey data on classroom language use in 2010 and 2020 before presenting a more in-depth consideration of the 2020 data from fourteen case studies to give an overview of current classroom language practices. [ABSTRACT FROM AUTHOR]

Being mainly a process of knowledge transmission, mathe-matics education evolves during time in accordance with the strong assumptions and beliefs which are considered as parts of the mathematics teaching profession. This suggests that explaining the problem-solving process, transmitting the clear and flawless information, and showing the problem-solving procedures, were parts of the role the mathematics teachers have. The main purpose of this study was to compare the mathematical teaching experiences based on the problem-solving approach among the Iranian and Iraq mathematics educators. Through survey method, views of secondary teachers of mathematics are studied. It is used of questionnaire that is proposed by Matlala’s (2015). The validity and reliability has been proved by researcher using Cronbach’s alpha method with a value more 0/89 This questionnaire was designed with the purpose of identifying challenges and opportunities that every individual encounter with in the way of using a problem-solving approach to facilitate mathematics learning. The statistical population of the study included all the secondary school math teachers in Iran and Iraq. Using the simple random sampling method, 16 secondary school math teachers from the Republic of Iraq (from its capital: Kurdistan) and 14 secondary school math teachers from the Islamic Republic of Iran (from its capital: Tehran) were selected. Through the use of an electronic questionnaire, was sent to the in-service teachers during the school year 2018-2019. The findings indicated that Iranian and Iraq teachers’ view regard to the implemen)tation of problem solving procedure were positive and they have applied problem solving procedure in their math classes. [ABSTRACT FROM AUTHOR]

Copyright of Trakya Journal of Education is the property of Trakya 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 Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi 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.)

The aim of this study is to reveal the views of teachers on distance education, which is carried out using various platforms due to the pandemic in Turkey. The case study design, one of the qualitative research methods, was used in the research. Convenience sampling method was used in the selection of the participants. The participants were selected on the criteria that they conducted live lessons through distance education platforms and worked at a public school during the pandemic. The data of the study were collected through an interview form prepared by the researchers. The data collection instrument consists of two parts. The first part consisted of questions related to demographic information of the participants. The second part of the form included questions to determine teachers' views on distance education. The data of the study were analyzed with a computerassisted qualitative data analysis program. The participants stated that distance education has the advantages in terms of communication, flexibility in time and place, high number of participants, and economy. On the other hand, they stated that distance education has limitations in terms of technological reasons, limited active learning, socio-economic reasons, receiving instant feedback, supervision and control, and disadvantaged groups' inability to benefit. Although it was concluded that the participants considered themselves sufficient to manage the distance education process effectively, it was determined that the teachers did not receive any in-service training in order to plan, implement and evaluate the distance education processes. In this context, the participants stated that they want to receive in-service training on the use of Web 2.0 tools, live lesson management, distance education planning training, infrastructure training, presentation techniques. The participants offered suggestions to teachers, students, parents, and other stakeholders about the solutions of the problems they experienced. [ABSTRACT FROM AUTHOR]

This research aims to examine the crisis management experiences of school principals and teachers during the COVID-19 outbreak. In this research, which was conducted using the qualitative research method, the case study pattern used in social sciences was used to investigate and explain events, situations and experiences. The study group of the research consists of school principals and teachers working in public schools in Gürsu, Yıldırım, Osmangazi and Nilüfer districts in Bursa. A total of 24 participants, 12 administrators and 12 teachers working in 12 schools, which were determined by using the maximum variety and criterion sampling from purposive sampling methods, constituted the study group of the research. Data were collected with demographic information form and interview questions. Semi-structured interview type, one of the interview techniques, was adopted to collect the data. In the analysis of the data, the thematic analysis approach was followed and the flexible coding method was used. The analysis of the data was carried out using the MAXQDA 2020 Pro program. The results of the research were evaluated under the headings of difficulties encountered in crisis management, solution proposals, status of stakeholders, hierarchy and opportunities. According to the results of the research, the participants experienced difficulties in academic, psychological, administrative, infrastructure, workload, economic, communication and technology use during the COVID-19 crisis. In the solution of the crisis, it was seen that the efforts to take precautions after the crisis emerged were intense. Distance education has an important place in the solution of the crisis. However, student participation was not at the desired level due to infrastructure problems and lack of technological tools. For this reason, academic success has also decreased. Managers and teachers were able to make decisions by going beyond the hierarchy in general during the crisis period. Stakeholders supported the schools during the school closures. Along with the crisis, opportunities have been identified in terms of teachers' technological development, distance education and institutional development. [ABSTRACT FROM AUTHOR]

The aim of this paper is to describe the views of mathematics teachers in Indonesia on the distance learning barriers during the early Covid-19 pandemic. Specifically, this paper investigates the barriers that teachers view as significant in distance learning and efforts taken to overcome the barriers during the early Covid-19 pandemic. This study employed a descriptive research design involving 415 mathematics teachers by snowball sampling to fill out an online questionnaire. This study shows that barriers related to pedagogical dimensions were perceived as significant in distance learning during the early Covid-19 pandemic. Moreover, this study reveals that most of the teachers did some efforts that can be done by the teachers themselves to overcome the barriers. Based on the findings, we argue that it is important to support teachers’ pedagogical competencies to conduct distance learning in order to face this current pandemic or any future crises that may potentially disrupt face-to-face learning.

In spring 2020, 916 elementary schools and 443 high schools were closed in Croatia due to the Covid-19 pandemic and remote teaching was introduced. This had an impact on physics teaching as an experimental subject. In addition to positive aspects concealed in new experiences and work perspectives, the sudden transition from conventional face-to-face teaching to a remote format had an undeniable negative impact on physics teaching in elementary and high schools. In order to mitigate the effects and provide a detailed insight into the problems that arose during this transition, we conducted a quantitative study among teachers of physics in elementary and high schools in Croatia, with the aim of identifying logistical and technical problems and challenges in physics teaching during the Covid-19 pandemic. An online questionnaire with five parts (general data, teaching physics during the Covid-19 pandemic, experiments, sociological component, exchange of experience) was completed by 178 Croatian teachers. The results irrefutably point to the flexibility and responsiveness of physics teachers, an increase in the teachers’ workload, a lack of the experimental work that forms an essential part of the subject of physics, and a lack of teacher knowledge (in ICT), skills and equipment for conducting distance teaching. However, it also emerged that online teaching, if carefully designed and individualised, can stimulate additional commitment and interest in the subject among students. The paper presents the research findings in detail, with the aim of helping physics teachers to plan further teaching more effectively as and if the pandemic progresses.

Aim: Due to the COVID-19 pandemic, educational systems all over the world faced the challenge of an abrupt switch from traditional to virtual classroom; undergraduate medical teaching has been one of the most affected area. There are some qualitative differences between teaching face-to-face and teaching online, and these are easily understandable to both the teacher and the learner. The current paper explores the views of teachers and bachelor of medicine and surgery (MBBS) students at a non-Government Medical College of Bangladesh, regarding their experience in online classes during the COVID-19 lockdown. Methods: All teachers and MBBS students of Chattagram International Medical College who were involved in online teaching-learning activities from June 2020 to November 2020 and gave informed written consent, were included in this study. It was a cross-sectional study, and a pre-tested questionnaire in Google form was used for data collection. This study was approved by the institutional review board of Chattagram International Medical College (CIMC/IRB/02/20-4 and CIMC/IRB/03/20-6). Results: Among all participants, 85% of teachers and 87% of students responded to the study. Among the students, 20% never felt interest in the online class. Remarkably, 58% of teachers and 74% of students never felt online class as a substitute for a face-to-face class. Conclusion: The current study found similarities with other studies in terms of a lack of appropriate interaction in the classroom, a lower effectiveness of online classes for clinical students, a lack of preparedness among teachers, and a refusal to accept online classes as a complete replacement for face-to-face classes.

Formative assessment has an important role in controlling the quality of teachers’ methodology in multicultural classes. Although many research studies have been conducted in the domain of formative assessment and the strategies used by English teachers, there is a dearth of research on teachers involved in Persian language instruction to non-Persian speakers. The present study aimed to recognize the most fruitful and invaluable formative assessment strategies used in the multicultural context of teaching Persian language classes and examine the relationship between the value and uses of formative assessment strategies and the teaching level of Persian language teachers. To this end, three Persian language teachers of the basic, intermediate, and advanced levels in the Persian language teaching center of Allameh Tabataba’i University were asked to answer the formative assessment strategies questionnaire (Jett, 2009). To gain more reliable results, other data collection methods based on class observation checklist (Jett, 2009; Stevens, 2012) and semi-structured interviews were used. To analyze the quantitative data, Pearson correlation (using SPSS version 25) was run. Descriptive statitics and content analysis were also applied for analyzing the interview data. Based on the results, self and peer assessment were found the mostly used strategy. The most invaluable strategy was also reported to be both self and peer assessment and involving language learners in their own learning. Although according to course observations the teachers’ practices were variant, there was a significant correlation between the teaching level and degree of use and value of formative assessment strategies. The findings of this study have implications for Persian language teachers and teacher educators in that they can raise their knowledge and awareness of classroom-based assessment through the use of effective formative assessment strategies in multicultural classes. [ABSTRACT FROM AUTHOR]

With the emergence of Covid-19 pandemic, guidance and counseling services at schools have been impeded. In line with this, teachers' experiences and views on counselling services have gained importance since they tried to reach the students via online teaching platforms in most cases. The main purpose of this study is to reveal challenges and opportunities encountered by the teacher counsellors in the implementation of guidance and counseling services remotely during the global pandemic. To achieve this overarching aim, two research questions (RQ) were addressed. This descriptive qualitative study employed both qualitative content analysis and thematic analysis for qualitative data analysis process. The participants of the study were 56 counselor teachers who accepted to participate in the study. Data collected through online google survey form. Findings illustrated that 18 subcategories were gathered under the challenges category. We extracted 13 subcategories with different frequencies under opportunities category. As for the thematic analyses results, we identified 4 themes and 21 subcategories under the school counselors' opinions about challenges encountered however, there were 2 themes and 10 subcategories under the school counselors' opinions about opportunities encountered. As a result, challenges included school counselors' quest for supportive, clear direction and job description in a virtual classroom setting. Opportunities included elimination of the time-space-distance restrictions, in-service training opportunities and ease of access to those services. [ABSTRACT FROM AUTHOR]

The main goal of modern second language (L2) pedagogy is to engender effective communication among its learners. Willingness to Communicate (WTC) has emerged as the most vibrant topic in L2 pedagogy, especially in the last two decades. A plethora of research on students' views about their WTC has been conducted in a variety of contexts. However, research on teachers' views about their students' WTC in English is still in its infancy. Thus, this study investigated ESL teachers' views about their undergraduates' WTC in English inside the classroom. The cluster sampling technique was used to collect data from 80 ESL teachers from eight universities in Khyber Pakhtunkhwa province of Pakistan. The results revealed that the teachers viewed the undergraduates' level of WTC as high in most classroom situations, such as during groups, during activities with the same and opposite gender, when given preparation time, seated in the middle of the class, and in front of the whole class. However, students showed a moderate level of WTC in situations such as sitting in front of the class and at the back of the class. A one-way ANOVA was performed to examine the differences between different classroom situations. The results showed significant differences in the teachers' views about their students' WTC in most classroom situations. Thus, the current study affirms that WTC is a dynamic variable that changes from situation to situation. [ABSTRACT FROM AUTHOR]

Copyright of Iskolakultúra is the property of University of Szeged, Faculty of Arts & Social 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.)

This study aims to identify teachers' views regarding the Universal Design for Learning (UDL) practices. Having a phenomenological design in accordance with qualitative research paradigm, the study hosted a total of 55 teachers working in the central districts and villages of Kahramanmaraş in Turkey during the academic year of 2021 and 2022. The research data were obtained using a semi-structured interview form, and descriptive and content analyzes were used during data analysis. Examining teachers' views on Universal Design for Learning (UDL), this study revealed that the majority of teachers reported positive views regarding Universal Design for Learning (UDL) practices. They also stated that UDL practices would contribute to support individual differences in education, high-level efficiency, equality of opportunities in education, addressing everyone, versatile learning, facilitating learning, ensuring permanence, facilitating access to information, increasing the quality of education, and improving self-expression skills. However, they were determined to lack the necessary knowledge and skills in this regard (teaching students with different disabilities, teaching students from different cultural backgrounds, etc.). They also concluded that their schools did not have the necessary infrastructure and equipment. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi 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 paper aims to give an overview of teachers' library use in northwestern Greece. A questionnaire was distributed and filled in by 221 teachers (117 of upper elementary education and 104 of secondary) and was reinforced by interviews with 35 teachers. Teachers of elementary and secondary education supported that a school library with a plethora of appealing books and other resources can contribute greatly to the promotion of a culture of reading in contemporary school. A significant difference was observed between high-school teachers and upper elementary teachers with respect to the function of their school library. Further, elementary school libraries in one prefecture of Greece (Kastoria), compared to another (Ioannina), were found to be more functional, indicating that teachers' interest for enriching their school library, as well as their enthusiasm, effort, and commitment in the school library can help children make more use of it. [ABSTRACT FROM AUTHOR]

This study examines mathematics teachers’ views on distance education and their beliefs about integrating computer technology in mathematics courses in terms of their gender, years of teaching experience and grade level taught. Moreover, this study investigates whether beliefs about integrating computer technology in mathematics courses can be a predictor of teachers’ views on distance education. Data were collected from the 133 middle school and secondary school mathematics teachers at the end of the fall term of the 2020-2021 academic year in Sivas, Turkey. Data collection tools were Distance Education Perceptions of Teachers Scale (DEPT) and Belief Scale towards Using Computer Technology in Mathematics Instruction (BSMI). Both descriptive and inferential statistics were used to analyze the data. The results showed that mathematics teachers' general DEPT scores were at a moderate level. And there was no significant difference in teachers’ DEPT scores regarding their gender, grade level taught and experience. The results also revealed that teachers' BSMI scores were mostly at a high level and there were no differences in their BSMI scores with respect to their gender, grade level taught and experience regarding. Moreover, these beliefs have been found to have an effect on their views on distance education; the BSMI variable explains 13% of teachers’ DEPT.

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]

This study investigated geography teachers' views of distance education. The study was conducted in the 2020-2021 academic year. The sample consisted of 12 geography teachers from public (n=6) and private (n=6) schools in the city center of Tokat, Turkey. The study adopted a qualitative case study design. Data were collected using a semi-structured interview questionnaire and analyzed using descriptive analysis. Participants did not consider the geography curriculum completely adequate for distance education. The class attendance rate was higher in private schools than in public schools. Participants who were more prepared for classes were more likely to use different materials. All participants believed that they provided supportive education. According to them, the main issue was whether students were engaged in learning. Participants from private schools stated that student engagement was limited. In other words, students in private schools asked fewer questions and raised their hands less often than those in public schools. According to participants, the eight most important problems regarding distance geography education were as follow: First, they had difficulty explaining complicated and abstract topics. Second, students had screen addiction. Third, classes were not long enough to cover all topics. Fourth, students had communication problems. Fifth, participants faced technical problems during lectures. Sixth, participants experienced Internet connection issues during lectures. Seventh, participants could not use measurement and evaluation tools effectively. Eighth, participants could not measure how well students achieved learning outcomes. We think that all stakeholders should collaborate to make the necessary adjustments to improve distance education in Turkey. [ABSTRACT FROM AUTHOR]

Teachers hold valuable knowledge and intimate understanding of the spaces where students learn. It is important to leverage their knowledge and allow their voices to be heard in planning new spaces. This article reports on mixed methods research undertaken at the School of Law, University College Cork, to assess teachers’ views on spaces, with particular focus on two rooms—a traditional lecture room and a discipline-specific Moot Court room. We present an inquiry-focused conceptual framework, the application of which has helped us investigate and make public the perspectives of teachers regarding engagement in spaces on campus. As this paper demonstrates, it is vital that the staff voice is captured to inform best practice and in the planning and usage of spaces. This idea may be obvious, but we argue it is often overlooked and not leveraged to its full potential. There is also transformative potential for staff as both researchers and research participants in investigating their teaching and the impact of space on practice. The goal of the study is to promote the value of the authentic participation of teachers in the development and use of university spaces from a teaching perspective. [ABSTRACT FROM AUTHOR]

The study investigated ten Korean secondary English teachers' views on to what extent core competencies were reflected in textbooks using 18 Likert-type statements. This study also examined their views on how well cultural contents and activities met curricular objectives of teaching culture through open-ended questions and interviews. Results showed that the three items on civic competence had lower means except for the one on ethical use of information collected in class. Teachers replied that tasks for each grade were deficient in helping students feel proud of their own culture and developing positive attitudes toward other cultures. They thought that current cultural contents lacked diversity despite positive improvements in including other cultures over the years and possibility of meeting curricular goals. Consequently, they made various efforts to offer appropriate culture teaching using additional materials and/or activities with diverse teaching strategies and techniques. Some implications are drawn from these results for better culture teaching. [ABSTRACT FROM AUTHOR]

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari 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.)

Language policies of countries have focused especially on the teaching and learning of English, the universal language of communication because of the increase in international exchange of information. In this context, one of the changes which were made in the field of foreign language teaching in recent years in Turkey is that the intensive foreign language education, put into practice in the 2017-2018 academic years, is implemented in the 5th grades of the determined pilot schools. The aim of the study is to evaluate the intensive English language teaching program for the 5th grade (IELTP) according to the teachers’ views. The research is conducted in the phenomenological pattern, one of the qualitative research methods. In the 2018-2019 academic years, the data were collected by interviewing 26 volunteer English teachers from seven different districts of İstanbul. Descriptive and content analysis methods were used to analyse the data. As a result, most of the teachers generally have expressed positive opinions about the intensive English language course for the 5th grade and its curriculum. The instructional activities, methods, and techniques; tools and materials; measurement tools, methods and activities used by the teachers in their lessons are in line with the ones suggested in the curriculum. However, some teachers have indicated that they face with some problems such as being the subjects in the curriculum intense, above the students’ level, and focusing on the grammar; abundance of the number of objectives; the lack of materials. [ABSTRACT FROM AUTHOR]