Search

Among the many options for a learning management system (LMS), Office 365 is one of the most popular among colleges and universities in the Philippines and abroad. While there are substantial studies conducted on the use of LMS for online communication in general, action research conducted to a specific higher education institution is still needed to produce immediate evidence that are readily applicable to a particular academic milieu. This study aims to generate a substantive grounded theory that can be immediately applied to the research writing courses in St. Jude College of Dasmariñas, Cavite (SJCDC). Twenty-two private conversations in Microsoft Teams were selected and analyzed using a grounded theory approach. The results revealed that "routes of online communication," "functions of online communication," "the role of the research instructor," and "student feedback" constitute the dynamics of students-instructor online communication in Microsoft Teams. Therefore, consideration of the multiple aspects presented in the R2F2 model for online communication is necessary to achieve greater understanding of the dynamics of students-to-instructor online communication in research. As such, continuous use of Microsoft Teams, faculty training emphasis on effective online communication using Office 365, and verificatory studies for other courses beside research are recommended for SJCDC.

In recent years, increasing attention has been paid to the effects of cultural factors on cultural identity in the field of teaching Chinese as a foreign language. The central issues include the kind of knowledge structure and value orientations involved in Chinese teaching and Chinese textbooks, the responsibility teachers take when educating people, and ways of further optimizing and improving the quality of education. This paper reports a study exploring the cultural factors in a course of intercultural communication offered to Chinese language majors at a university in Beijing. The researchers followed the students in this course for four months, from September to December of 2021. The researchers analyzed the value orientations of the course textbook "Boya Chinese" and the ways of using the textbook in classroom teaching. The purpose was to identify the basic characteristics and existing problems of the textbook and its relationship with language teaching. Through data analysis, four dimensions of cultural identity were identified. It is suggested that through strengthening the blended mode of online and offline teaching, teachers can help students understand and appreciate the Chinese culture and language so as to build a community with a shared future for mankind. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Transactive discussion during collaborative learning is crucial for building on each other's reasoning and developing problem solving strategies. In a tabletop collaborative learning activity, student actions on the interface can drive their thinking and be used to ground discussions, thus affecting their problem-solving performance and learning. However, it is not clear how the interplay of actions and discussions, for instance, how students performing actions or pausing actions while discussing, is related to their learning. In this paper, we seek to understand how the transactivity of actions and discussions is associated with learning. Specifically, we ask what is the relationship between discussion and actions, and how it is different between those who learn (gainers) and those who do not (non-gainers). We present a combined differential sequence mining and content analysis approach to examine this relationship, which we applied on the data from 32 teams collaborating on a problem designed to help them learn concepts of minimum spanning trees. We found that discussion and action occur concurrently more frequently among gainers than non-gainers. Further we find that gainers tend to do more reflective actions along with discussion, such as looking at their previous solutions, than non-gainers. Finally, gainers discussion consists more of goal clarification, reflection on past solutions and agreement on future actions than non-gainers, who do not share their ideas and cannot agree on next steps. Thus this approach helps us identify how the interplay of actions and discussion could lead to learning, and the findings offer guidelines to teachers and instructional designers regarding indicators of productive collaborative learning, and when and how, they should intervene to improve learning. Concretely, the results suggest that teachers should support elaborative, reflective and planning discussions along with reflective actions. [For the complete proceedings, see ED630829.]

Supporting learners in many different areas such as pedagogical, administrative and technical areas in e-learning environments is important for maintaining attendance rates, success and satisfaction. The standards published by accreditation organizations are guiding in determining the scope of support to be provided to students in order to provide quality e-learning. This study aimed to examine the learner support criteria for e-learning environments in the context of quality standards from a sustainability perspective. The qualitative research method was used in the study and the data collected by document analysis were analyzed by manifest content analysis. In the first stage of the research, accreditation organizations publishing quality standards for educational programs and distance learning environments were researched and 15 accreditation organizations were selected according to the accessibility of the standards on the internet. In the second stage, the quality standard documents were scanned, and the sections related to learner support were separated and subjected to content analysis. As a result, ten dimensions of learner support emerged. These are technical training and orientation, socialization and interaction, evaluation and feedback, content and teaching material, research and consultancy, accessibility and ease of use, technical support, administrative support, security support, physical resource and financial support. In this context, suggestions have been made to make e-learning environments more qualified in terms of learner support. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 493-510.]

Regarding children's books' influences on a variety of social and individual components, this study aims to analyze educational components and philosophies in Pippi Longstocking. While there are a few studies which examined Pippi's feelings, thinking, reasoning, and developmental characteristics, there is a lack of research describing why and/or how those characteristics might emerge so. In this sense, this interpretative analysis aims to detect dominant educational philosophies in Pippi Longstocking; thereby, an understanding of the overarching phenomenon of education could be developed. Data, collected via document analysis methodology, included three classic books of Pippi Longstocking written by Astrid Lindgren, and those books were analyzed via interpretive content analysis method where the context and language investigated to make sense of participants' world via their experiences. While main educational philosophies set the themes, categories developed deductively regarding the components of education. Findings revealed that of 55 educational instances, ways of learning, functions of school, and decision making were the dominant categories. Also, there was a clash between the main character and the other social agents regarding their educational philosophies. While Pippi represented contemporary (Pragmatism, Reconstructionism, and Existentialism) educational philosophies via her reactions, behaviors, and responses, other agents including Tommy, Annika, the teacher, the policeman, and Rosenblom represented an Essentialist understanding of education. This piece of the world's literature may hold potential for teacher education. Instead of their studying educational philosophies as abstract concepts, Pippi Longstocking may provide pre-service teachers with an opportunity to practice (e.g., analyze, role play, counteract, create new characters, or change scenarios) educational philosophies, experientially. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 366-382.]

The aim of the study is to examine informational children's picture books prepared for preschool children in terms of scientific process skills. The study was conducted using the document review method, one of the qualitative research methods, and descriptive analysis method was used in the analysis of the data. Within the scope of the research, 18 books in the "Science Solves It" series prepared for preschool children by TUBITAK publications were first analyzed in terms of scientific content, and then analyzed according to 17 scientific process skills under the headings of basic process, causal process, and experimental process skills as a result of the scans in the field literature. As a result of the research, it was found that informational children's picture books in the Science Solves It series from TUBITAK publications were mostly prepared for the field of life science within the framework of science standards, and they were insufficient in terms of providing a scientist image to preschool children and presenting historical knowledge of science. In terms of scientific process skills, it was found that basic process skills were used more. Among the basic process skills, it was found that the communication skill and observation skill were included the most, while the measurement skill and the use of number/space relationships skill were included the least. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 432-448.]

Doctoral students and researchers commonly practice reflexivity in the research processes. Covert autoethnography was autoethnography which was denied by claims of reflexivity and statements of being unbiased, neutral, and objective. In the research, 15 educational leadership dissertations using qualitative research from 15 universities in the United States of America were examined using thematic analysis. There were three key findings: theory of purification, act of symbolic verification, and theory legitimation. A discussion ensues, with the recommendation researchers need to develop biases within all facets of research. [This paper was published in: "2023 International Symposium on Autoethnography and Narrative," edited by T. E. Adams, 2023.]

Evolution is a central concept that unifies all areas of life sciences. Despite longstanding scientific efforts in science education, the public's scientific awareness of evolution still needs to improve. Furthermore, teaching evolution is subject to recurring controversy. This study aimed to investigate the gap between public understanding of evolution seen through online spaces and contents in a school curriculum and explore its reasons. A content analysis was conducted using data mining on a major online portal in Korea. It examined the characteristics of creating and consuming content on evolution through the online portal service based on analyzing the number of posts related to biological evolution and active participants. It also discussed the feasibility of automatic document classification to distinguish between scientific understanding and nonscientific beliefs on the evolution and related online circulating contents. The results show that there are tactics for public exposure and dissemination of creationism through online discussions. [For the full proceedings, see ED629086.]

Environmental problems are faced all over the world. The quality of the environment has a tendency to deteriorate, so environmental education becomes one of the essential conditions for continued existence. In order to improve the situation, it is necessary to raise public awareness and encourage behaviour change. It is obvious that environmental education is needed, which would raise people's level of awareness, and encourage them to change their behaviour, accordingly, changes would take place in the field of production and industry, consumption habits, and the relationship with the environment itself. Environmental education is especially important in primary school. In forming children's environmental awareness, a great responsibility falls on the primary school teacher, therefore his preparation in the field of environmental education must be adequate. Empirical qualitative research aimed to reveal how future primary school teachers understand the meaning of environmental education, the topic, and what kind of realisation vision they have. 136 students from two Lithuanian universities, future teachers of preschool and primary education participated in the study. Verbal research data were analysed using the quantitative content analysis method. The research results allow us to state that environmental education is treated as significant, the themes of environmental education cover various areas that can and should be studied in primary school. Future teachers' environmental education implementation vision at school includes both cognitive and practical-behavioural components. [For the full proceedings, see ED629086.]

The study describes how the common representations are coordinated. I analyzed a popular geometry textbook using semiotics and a pragmatic approach to capture the variety of representations into categories and to use descriptive statistics to narrow the focus to the most common representations and coordinations. The major findings are: (1) exposing which representations are most often coordinated like written language; (2) some of the mechanisms in coordination use numbers, point names, and textbook gestures, which include color, arrows, font changes, etc. [For the complete proceedings, see ED658295.]

This project aims to gain a new understanding of redlining and the nature of how human beings occupy their time. Redlining was/is government sanctioned discriminatory race-based exclusionary tactics in real estate. Occupational science and adult learning tenets support the idea that how we occupy our time matters; Black Americans could not buy houses or participate in community activities of their choice. Our literature review leads us to postulate that historical redlining harms residents' ability to participate in formal occupations. Conceptualizing redlining through an occupational and educational lens is a novel approach and helps reveal the history of everyday living under redlining policies. [For the full proceedings, see ED648717.]

Introducing national and universal values via works of Turkish and international culture and art is one of the goals of teaching Turkish. Texts from different cultures are used in mother tongue education to compare students to works of art and culture that are universally recognized. People learn about national and universal ideals in this way by consuming works of international culture and art. Knowing the best pieces of international literature would not only broaden one's horizons but also enable one to comprehend and assess the sociology of many countries. By reviewing the content of postgraduate theses on international literature authored in our country, this study seeks to understand the literature and future research on the subject. In this study, fourteen master's and doctoral theses with the subject "world literature" were analyzed. Access to the database of the National Thesis Center of the Council of Higher Education was granted for this investigation. The university from which the postgraduate theses were created, the department, the year of publishing, the type of publication, the institute, and the method were all examined. Utilizing the document review technique, data were gathered. The content analysis technique was used to interpret the data that was obtained. The investigation revealed that Osman Gazi University was the site of the majority of studies. The majority of the research was done at the graduate level and in a social sciences institute. It has been determined that the Comparative Literature Department produced graduate theses. The majority of studies in the area of international literature were completed between 2022 and 2019. Eleven studies did not specify their approach, however, it was determined that the other three studies used a qualitative research paradigm. [For the full proceedings, see ED656038.]

The aim of this study is the postgraduate thesis studies in the field of social studies education in Turkey between 2015 and 2021; to examine according to descriptive, methodological and subject distributions. Document analysis technique, which is one of the qualitative research designs, was used in the research. The main data source of the research is postgraduate theses. These theses were obtained by scanning in YÖK Thesis Center, and a total of 785 postgraduate theses, of which 659 are master's and 126 are doctoral theses, were examined. In the research, "Thesis Classification Table" and "Methodical Classification Table" were used as data collection tools. Content analysis technique, which is one of the analysis techniques used for qualitative research, was used in the research. According to the descriptive distribution results of the research; When the thesis type distributions were examined, it was observed that the master's theses were much more than the doctoral theses and the universities where the most studies were conducted were Gazi and Marmara universities. When the research type distributions of the theses were examined, it was observed that the most qualitative research type was used, and the scanning design was mostly used as a design. When the sample distributions of the theses were examined, it was observed that they mostly worked with secondary school students. According to the subject distribution results of the research; It was observed that subjects belonging to the categories of attitude/opinion/concern/belief and teaching method/technique/strategy/approach were studied. Another result is; It is the result of the theses made in the field of social studies education that there are some methodological deficiencies. It has been observed that some of the theses examined do not have a method section, and some theses have a method section, but are very incomplete and faulty in content. [For the full proceedings, see ED630948.]

The Self-Improvement School Project was funded by The Equitable Education Fund (EEF), Thailand. The purpose program was to improve the quality of 636 schools. Choafa Ubonratana School is one of the project schools for this case study. The research used mixed method research. Key informants were 30 school stakeholders and 3 school coaches. Data collection included quantitative data and qualitative data collection from field studies. The content analysis is used as well as the statistics used. It found that Choafa Ubonrat School is a charitable private school located in Chiang Mai Province, Northern Thailand. They provide educational services to people of 28 villages from kindergarten level to secondary level with 28 teachers and 332 students. All are from various hill tribes along the borderline. Their parents are poor. They have trouble speaking and writing in Thai. Communication with teachers requires an interpreter. The development has caused all 13 hill tribe students to be able to read and write in Thai. Students has developed skills in the 21st century especially on a better and improved living and professional skills to raise additional income for their families. They have a better quality of life. All of these occurred from the determination and quadrilateral focus on the work and sacrifice of the teachers, academic leadership, and change of school administrators. As a result, the school has been developed all of administrator, teachers, students as well as parents especially core learning outcomes of students with knowledge, skills, attitude and values at the National Educational Average. [For the full proceedings, see ED630948.]

This research examines the postgraduate theses on the concept of information literacy from various perspectives. In this study, which was conducted within the framework of a qualitative research approach, document analysis was used for data collection. Within the scope of the study, "information literacy" was written as a keyword in the database of the Council of Higher Education (YÖK) National Thesis Center and scanned electronically and (f=33) postgraduate theses published in Turkey with "information literacy" in their titles were reached. In the study, theses were analyzed by content analysis in terms of type, year, language, university, affiliated institute, department, research method/approach, study group/participants, and thesis advisor titles. Because of the research, it has been determined that there are more master's theses than doctoral theses and that master's theses are mostly done in state universities. It has been determined that the number of postgraduate theses in 2019 is higher than in other years, the most common title for faculty members who are thesis managers is "professor doctor," according to gender, women have prepared (f=21) theses, and men have prepared (f=12) theses. It has been determined that most of the "survey method" studies are conducted in postgraduate studies, most studies are conducted with "students" and most studies are conducted in "Hacettepe University." Additionally, it has been determined that since 2018, the number of postgraduate theses using the concept of "information literacy" has increased, most of the research is done in the "institutes of educational sciences" of universities, and most of the postgraduate theses are prepared in the "Information and Document Management Department." It has been determined that the language of the theses is Turkish except for 1 (one) study. According to the results of the research, it was determined that the "survey method/quantitative studies" method was used the most. [For the full proceedings, see ED630948.]

This study aims to examine the postgraduate theses in the field of verbal communication skills, which have an important place in the individual's cognitively healthy, effective, and positive communication. In line with this purpose of the research, 24 full-text postgraduate theses in the National Thesis Database of the Council of Higher Education were examined and a content analysis was made by scanning the literature for researchers. The data of the research were collected through document analysis. The obtained data were analyzed by content analysis. Examined theses were examined and categorized according to the gender of the author, year of publication, distribution by the university, Institute and department, research method, sample of the research, type of the thesis, and advisor. The number of female authors was significantly higher than male authors in 1 medical specialty, 18 masters and 6 doctoral theses, in which the concept of "verbal communication" was included in the research title. It has been determined that these studies are generally carried out within the Institute of Educational Sciences. The target audience of the studies is mostly university students, the least participating academics, and administrators. At the same time, the studies are mostly in the field of English Language Education, the least studies are prepared in the departments of Linguistics, Communication Management, and Public Relations, and the advisors of the theses are mostly Ph. D. It has been determined that it consists of faculty members with the title of Lecturer and Associate Professor. [For the full proceedings, see ED630948.]

In this study, it is aimed to examine the text-based questions in the secondary school Turkish textbooks according to the revised Bloom's Taxonomy and to evaluate these questions according to the cognitive domain steps. In the research, the text-based questions in the Turkish textbooks approved by the Ministry of National Education were examined by document analysis method, and a separate analysis was made for each grade level. As a result of the study, it was seen that the text-based questions in Turkish textbooks concentrated on the steps of remembering and understanding. It is noteworthy that in the fifth, sixth and seventh grade Turkish textbooks, the questions that serve high-level thinking skills have lower rates than the questions of other skills. This situation differs only in the textbook for the eighth-grade level. The variation in the number of questions at all grade levels and in all themes at these levels reveals the unplannedness in the textbooks. The research reveals that it is necessary to develop high-level thinking skills of students at the secondary school level and to support this goal with textbooks, which are the most used teaching materials in education. [For the full proceedings, see ED630893.]

Metaphor is a tool that helps us perceive the world by expressing more than word art. Metaphors are used in certain areas of education. It appears in different ways in the fields of literature, philosophy, sociology, educational sciences, social studies. Teachers also tell concrete and abstract data through metaphors to make it easier to keep in mind and to make it more understandable. The purpose of this study is to perceive the metaphor perceptions of the concepts of "independence" and "struggle" that reveal the mental perceptions of classroom teachers. The method of this research is designed with one of the qualitative research methods, phenomenology. The research was conducted in the fall semester of the 2020-2021 academic year. The working group of the study 33 classroom teachers serving in various provinces and districts of Turkey (28 women, 5 man) was performed. "Independence is like ………; because ……" and "Struggle is like ………; because ………" questions were asked. The data were interpreted through content analysis. The metaphors obtained according to the content analysis were categorized according to their common features in terms of meaning, and tables were created and interpreted. The metaphors about the concept of "independence" are divided into 7 conceptual categories, and the metaphors about the concept of "struggle" are divided into 5 conceptual categories. According to the results obtained in this study, a metaphor has been explained mostly in the category of freedom with 57.4% about the concept of "independence". In this category, the metaphor of "bird" was formed at the most with 15.2%. With 45.2% regarding the concept of "struggle", it is mostly explained in the category of overcoming difficulties. In this category, the metaphor of "life" was formed at most with 12.1%. The metaphors created by the classroom teachers participating in the study reveal that they perceive them in a way that is equivalent to the definitions used in the Social Studies course. In the light of the findings, the research group can be changed, more different research can be done using qualitative and quantitative methods, and comparative studies with demographic information can be made. [For the full proceedings, see ED630893.]

This report is about how a group of U.S. teachers (N = 98) and researchers used a boundary object in a collective study of grades 6-8 mathematics instruction. The focus is the teachers' engagement with a framework for effective instructional practices. Using qualitative content analysis of teachers' responses to use of the framework, we assessed its implementability and usefulness while supporting shared understandings of effective mathematics instruction. We found the framework supported shared understanding and implementation across varied contexts and was viewed as useful for meeting teachers' instructional and professional goals. Constraints were related to ambiguity around understanding and use of instructional practices related to student struggle. These findings demonstrate how a brief researcher-designed framework can serve as a bridge between teachers and researchers, meeting the professional goals of both. [For the complete proceedings, see ED630210.]

This study aims to examine postgraduate studies on analytical thinking in Türkiye. Using the descriptive content analysis method, postgraduate studies on analytical thinking skills were examined and arranged, and general trends in the field were determined. The YÖK national database was searched using the keyword "analytical thinking." Studies on the subject were examined according to the year, publication language, study group, type of study, subject associated with analytical thinking skills, research method, measurement tool, and quantitative analysis techniques. According to the results obtained, it was observed that postgraduate research on analytical thinking skills started in 2009 and increased in 2021. It is understood that the studies are primarily carried out with secondary school and university students. One study was found with high school students and teachers. There are no studies conducted with pre-school and primary school students. Most of the studies are at the graduate level. Analytical thinking skills are discussed in topics such as Conceptual understanding, Context-based learning, Critical thinking, Life skills, Mathematical problem solving, Personnel factors, and STEM. It was understood that a large proportion of the studies examined were in the type of quantitative research. No study is only in the type of qualitative research. Studies need to investigate the relationship between analytical and higher-order thinking skills such as creative thinking, reasoning, and practical thinking. [For the full proceedings, see ED631133.]

This research is the reason for the research to contribute to the evaluation and solution of current problems related to social studies education from the eyes of social studies teachers, their opinions and solution suggestions, to guide today's problems. In this study, qualitative design was used as it is the ultimate goal to identify current and future problems. The study group consists of 50 social studies teachers who work in Mardin and are selected according to their accessibility. Discourse analysis and content analysis techniques from qualitative research approaches were used. While the general tendencies and ideas in the research were revealed with content analysis, a critical perspective was used by discussing the views in depth with discourse analysis. According to the results obtained; It is seen that the school affects the readiness and motivation of the student, the hereditary/mental state of the student, how the parents direct their child, the financial conditions directly affect the student, the situation of reaching the auxiliary source, the success of the environment. It has been concluded that parents' attitudes and socio-economic conditions are considered important, education awareness should be created in parents, parents should be in cooperation with the school, and parent visits should be continuous. It was concluded that exams do not measure success. In the light of the results obtained; School and curriculum should be in the same direction, schools should be physically improved, and the budget of schools should be increased. While creating a new education system, suggestions were made such as negotiating with all occupational groups and making arrangements in line with the needs. [For the full proceedings, see ED631133.]