ethanporcaro/eric-fulltext-meta huggingface dataset:
Demographic Correlates of Acculturation and Sociocultural Adaptation: Comparing International and Domestic Students
Author: Güzel, Hande
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Comparative Analysis,Acculturation,Student Adjustment,Foreign Students,Student Attitudes,College Students,Cultural Background,Gender Differences,Marital Status,Power Structure,Student Characteristics,Social Adjustment,Role,Counselor Teacher Cooperation,Coping,Student Needs,Cultural Differences

This study examined the relationship between international and domestic students' demographic factors on acculturation and sociocultural adaptation. It also examined the extent to which cultural values, uncertainty avoidance (UA) and power distance (PD), might explain two types of sociocultural adaptation: social interaction and localizing. A sample of 207 international and 173 domestic students from a northern California university completed a self-report survey. As expected, international students had higher sociocultural adaptation than U.S. students, but this difference did not vary by marital status or length of stay. Also, women who came from high UA and large PD countries (vs. low UA and high PD countries) had greater social interaction adaptation. These findings demonstrate that students' cultural backgrounds play an important role in their adaptation. This is an important finding as it signals that counselors in higher education institutes might need to collaborate with academic staff to help international students adjust. Female students from high UA and large PD countries may be especially in need of assistance to cope with sociocultural adaptation. Additional implications and future research needs are discussed.
Defining Preliminary Research for Digital Game-Based Learning Evaluation: Best Practices
Author: Pauline-Graf, Denise
Date: 2019-00-00
Type: Journal Articles
Subjects: Game Based Learning,Computer Games,Best Practices,Intervention,Educational Research,Pilot Projects,Feasibility Studies,Field Tests,Evaluation Methods

The surge of learners being immersed in computer game contexts for learning has instigated dialogue about the contextually appropriate collection of reliable and valid data to inform education-based decisions. The purpose of this article is to develop educational practitioners' understanding of preliminary research work, and to inform educational researchers about design and reporting of preliminary research work, in the context of reported preliminary studies on Digital Game-Based Learning Interventions (DGBLIs). First a checklist of processes for the reporting of preliminary studies is provided. Second, a summary is offered of the characteristics of each type of preliminary study including the description, objectives, and methodology. Third, an example from peer-reviewed literature is identified of each type of preliminary study relevant to DGBLIs and conducted within the past five years. Evident from the examples selected, educational researchers and practitioners are best advised to recognize the characteristics of preliminary studies -- pilot work, feasibility study, pilot study, pilot trial, and field test -- to better inform DGBLIs before embarking on a full-scale study, and to meet the need of educational practitioners for concrete evidence about DGBLIs.
The Teaching Profession According to Communication Styles While Solving Conflict Situations
Author: Kolenova, Zuzana
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Secondary School Teachers,Interpersonal Communication,Conflict Resolution,Problem Solving,Teacher Student Relationship,Peer Relationship,Age Differences

An essential qualification requirement of the teachers' profession is to handle the conflict situations effectively focusing on cultivation healthy kinds of relationship with other participants of the educational process, keeping discipline, communicative and good teaching atmosphere. In this contribution, we compare styles used in solving the conflict situations insight teaching profession objectively. Slovak elementary school teachers (N = 22) and secondary grammar school teachers (N = 42) were ask to complete a questionnaire consisting of 25 questions with 5 types of solving the conflict situations at school (avoiding, fighting, compromising, accommodating, collaborating). The occurrence and the use of different teachers' approaches to solving the conflict situation were compared and analyzed. The Likert scaling and the method verified by professor Northouse were used for data evaluation. It is of high importance to pay attention to the dominant style (or the absent one) of solving the conflict situations in the teacher-student, teacher-teacher or teacher-superior interactions and to explore the differences of applying them.
Investigating the Validity and Reliability of Survey Attitude towards Statistics Instrument among Rural Secondary School Students
Author: Saidi, Siti Shahirah
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Attitude Measures,Likert Scales,Surveys,Student Attitudes,Rural Schools,Secondary School Students,Construct Validity,Test Reliability,Factor Analysis,Statistics,Grade 10,Science Education

Positive attitude towards statistics is a desirable aspect in developing statistical thinking and understanding statistical concept. The attitude towards statistics instrument in previous study on rural school students lacked evidence in the validity analysis. Therefore, there is a need to provide a valid instrument that can assess rural secondary school students' attitude toward statistics. For this purpose, this study was carried out to investigate the validity and reliability analysis of the Survey Attitude towards Statistics (SATS-36) instrument from a sample of rural secondary school students. The SATS-36 is a 7-point Likert type scale questionnaire, used to measure students' attitude towards statistics. The SATS-36 instrument was distributed to 217 Tenth grade science stream students from a rural district in Sabah, Malaysia, which comprised of 66 (30.4%) boys and 151 (69.6%) girls. A second order Confirmatory Factor Analysis (CFA) was carried out to analyze the validity of the SATS-36 instrument as well as to confirm the 6-factor model of SATS-36. The reliability of SATS-36 instrument was assessed through the Cronbach's Alpha value. Overall, the analysis showed that the SATS-36 instrument shows favorable indices for both its validity and reliability. Thus, it can be concluded that the SATS-36 was a valid and reliable instrument for measuring students' attitude towards statistics among rural science stream secondary school students.
Analysis of the Problems Posed by Pre-Service Primary School Teachers in Terms of Type, Cognitive Structure and Content Knowledge
Author: Serin, Mehmet Koray
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Student Attitudes,Preferences,Problem Solving,Cognitive Structures,Mathematics Skills,Pedagogical Content Knowledge,Foreign Countries

In the current study, the problems posed by pre-service primary school teachers within the context of semi-structured problem formation were analyzed according to their type, cognitive structure, and content knowledge. A total of 134 pre-service primary school teachers attending a state university in Turkey participated in the current study designed in line with the case study design. The pre-service teachers were presented with a table and they were asked to establish a problem suitable for the elementary level using the data given in the table. The data were collected through the established problem statements and written explanations of the participants. The collected data were analyzed by using both content and descriptive analyses. The findings have revealed that the pre-service teachers less preferred real-life problems than routine type of problems and the problems at the level of reasoning than the problems at the levels of knowing and applying. Moreover, nearly half of the pre-service teachers erroneously expressed the grade level for which they established their problem. The results have shown that the pre-service teachers do not adequately use real-life problems and problems at the level of reasoning and that there are deficiencies in their mathematical content knowledge depending on their knowledge of the curriculum.
A Natural History of Repetition
Author: Jones, Anne E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Behavior,Repetition,Play,Child Care,Child Care Centers,Child Behavior,Physical Activities,Child Development,Foreign Countries,Preschool Children,Age Differences,Psychomotor Skills,Skill Development

The purpose of this study was to understand typically developing children's repetitive behavior in a freeplay, daycare setting. By studying repetition in a non-Montessori setting, we tested the assumption that repetition is a characteristic behavior of all young children and not limited to the Montessori environment. Although Maria Montessori identified repetition during her observations, there is little empirical evidence to support her claim: most research has considered repetition in terms of psychopathology. We collected naturalistic observational data on 31 3- to 6-year-old children for a total of 101 hours to investigate the frequency, contexts, and structure of repetitive bouts. Multilevel model results suggest the ubiquity of repetition, as all children in the study engaged in motor repetition. Furthermore, repetition occurred throughout all free-play activities (construction, animation, fantasy play, rough-and-tumble play, and undirected activity), although repetition was not equally distributed across activities. Motor repetition was not equal across ages either; younger children engaged in more motor repetition than did older children. To understand the structure of repetition, our study also looked at the length of repetition bouts, which ranged from 2 to 19 repetitions and averaged 2.86 repetitions per bout. This natural history of repetition is an influential starting point for understanding the role of repetition in development and is informative to both Montessori and non-Montessori early childhood educators.
The Montessori Model and Creativity
Author: Fleming, David J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Montessori Method,Creativity,Grade 3,Elementary School Students,Montessori Schools,Graphic Arts,Student Characteristics,Correlation

Prior research has demonstrated that the characteristics of school environments can impact the development of creativity in children. Thus, we explored the construct of creativity in the context of a Montessori environment. We used the Evaluation of Potential Creativity to measure creativity in children during one academic year. The study sample comprised 77 third-grade students at a Montessori public school in the southeastern United States and 71 demographically similar students at a traditional public school. Results show that Montessori students performed somewhat better on the Evaluation of Potential Creativity assessment than similar non-Montessori students did. Subgroup analyses indicate that male Montessori students demonstrated higher creativity than did male non-Montessori students. The findings of this study augment the body of research supporting creative development in Montessori children and suggest that researchers should continue to focus on the measurement of creativity in studies related to the efficacy of the Montessori model.
Pre-Service Primary School and Pre-School Teachers&apos; Perception of Individual Entrepreneurship and Opinions about Their Creative Thinking Tendency
Author: Tican, Canses
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Preschool Teachers,Student Attitudes,Opinions,Entrepreneurship,Creative Thinking,Creativity Tests,Undergraduate Students,Gender Differences,Seminars,Preservice Teacher Education,Economics Education

The purpose of the current study is to determine pre-service teachers' perception of individual entrepreneurship and opinions about their critical thinking tendency. As the data collection tools, the Individual Entrepreneurship Perception Scale and the Marmara Creative Thinking Tendencies Scale were used in the current study. The participants of the study are 469 freshman, sophomore, junior and senior students attending the Departments of Pre-school Teacher Education and Primary School Teacher Education. In the analysis of the collected data, frequencies, percentages, independent samples t-test, Mann Whitney U test and correlation analysis were employed. The findings obtained from the analyses have revealed that the pre-service teachers' individual entrepreneurship perceptions and creative thinking tendencies vary significantly depending on the variables of gender and whether they took a course/seminar on entrepreneurship. The pre-service teachers' individual entrepreneurship perceptions and creative thinking tendencies were found to be not varying significantly depending on the department attended. The pre-service teachers' personal entrepreneurship perceptions and creative thinking tendencies were found to be above medium. A highly positive and significant correlation was found between the pre-service teachers' individual entrepreneurship perception and creative thinking tendency total scores. The pre-service teachers can be encouraged to take the course &quot;Economics and Entrepreneurship&quot; and to participate in certificate programs on entrepreneurship.
Taiwanese University Students&apos; Ideal L2 Selves and Autonomy: Does High School Program Make a Difference?
Author: Lu, Yichen
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Second Language Learning,Learning Motivation,Correlation,Student Attitudes,Independent Study,High Schools,Vocational High Schools,Educational Background,Foreign Countries,English (Second Language),Second Language Instruction,Majors (Students),Institutional Characteristics,Private Colleges,Measures (Individuals),Cultural Awareness,Ethnocentrism,Family Influence,Factor Analysis,Metacognition

There has been an increased interest in L2 learners' motivation and autonomy over the past several decades, and both variables are recognized as characteristics of successful language learners. The L2 motivational self system (L2MSS) is a recent approach to L2 motivation research that sheds light on many aspects of a language learners' self. Additionally, autonomy is known to promote long-term foreign language learning success. Understanding these measures and what variables influence them can help educators determine how to best help their students achieve success in language learning. This study examines Taiwanese university students' ideal L2 selves and autonomy as measured on questionnaires. This study seeks to examine whether any differences exist between Taiwanese students who attended normal, comprehensive, or vocational high school programs in Taiwan. The results show that while differences exist and several of the L2MSS and autonomy variables are strongly correlated, there are no significant differences between students in these three groups. The results suggest that there may be other variables not measured in this study which do have an impact on a learners' L2MSS and/or autonomy.
The Impact of Academic, Personal, and Professional Attributes on the Occupational Identity of School Counselors in Israel
Author: Heled, Einat
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Identity,School Counselors,Counselor Characteristics,Counselor Role,Student Welfare,Self Efficacy,Job Satisfaction,Masters Programs,Work Environment,Counselor Training

This article focuses on the influence of academic training, job issues, personality and demographic characteristics of school counselors on their professional identity construction, which is developed in a theoretical model based on educational-psychological theories. Most of the training in Master's degree studies in school counseling is incompatible with actual job demands; consequently, when beginning work, school counselors lack suitable training and relevant professional tools. Moreover, in Israel and elsewhere, the definition of school counseling is unclear and inconclusive, and this affects the counselors' professional identity and the quality of their work. The proposed model of the variables that affect school counselors' professional identity may enhance the relationship between academia and the field, with the aim of promoting academic excellence and a well-formulated professional identity for the profession of school counseling, as well as improving the employment terms of school counselors, in light of the challenges facing higher education systems in the 21st century.
The Relationship between Resilience and Distress Tolerance in College Students: The Mediator Role of Cognitive Flexibility and Difficulties in Emotion Regulation
Author: Arici-Ozcan, Neslihan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Resilience (Psychology),Stress Management,Cognitive Processes,Self Control,Emotional Response,Coping

The purpose of this study is to examine the mediator role of cognitive flexibility and difficulties in emotion regulation in the relationship between resilience and distress tolerance amongst college students. The sample of the study involved 1114 students (771 females, 343 males) from various universities in Turkey. The mean age of the sample was 20.65 (Sd=2.77). The Resilience Scale, Distress Tolerance Scale, Cognitive Flexibility Scale, and Difficulties in Emotion Regulation Scale (DERS) had been used to collect data. In this study, a Serial Multiple Mediation Model was used, as proposed by Hayes. The findings showed that people with a higher level of distress tolerance possess higher degrees of cognitive flexibility and that cognitively more flexible individuals experience less difficulty in emotion regulation, and thus, lower levels of difficulty in emotion regulation were associated with an increase in resilience. Furthermore, the model in its entirety had proven to be statistically significant, accounting for 42% of the total variance.
Policy on Teacher Employment Model in Turkey: Contracted Teachers
Author: Topsakal, Cem
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Employment,Contracts,Teacher Rights,Teacher Attitudes,Professional Recognition,Equal Opportunities (Jobs),Teacher Motivation,Elementary School Teachers,Masters Degrees,Disadvantaged,Geographic Regions,Faculty Mobility,Goal Orientation

The aim this qualitative study is to determine current situation of policy on teacher employment model in Turkey from the perspectives of contracted teachers. The sample of the study consisted of 24 forms and branch teachers who were determined with the method of convenience sampling. The inclusion criterion for the sample was being contracted teachers who were employed in the provinces of Erzurum and Sanliurfa in Turkey in the academic year of 2017-2018. The data of the study was collected by using a semi-structured interview form consisting of open-ended questions. The data was analyzed by using the qualitative research method of content analysis. The findings of the study were discussed under the themes of the objective of contracted teaching, its negative aspects, and the future of the practice and solution recommendations. According to the results of the study, the vast majority of the participants were aware of the objectives of the practice of contracted teaching. The participants thought that the practice provided continuity in instruction-teaching and teachers at the schools they were appointed to. The vast majority of the participants were of the opinion that the practice of contracted teaching led to status discrimination as tenured-contracted teachers, and this reduced their motivations and organizational commitment. They stated that this practice carried negative aspects in terms of postgraduate education and being prospective teachers.
Portuguese Institutions&apos; Strategies and Challenges to Attract International Students: External Makeover or Internal Transformation?
Author: Sin, Cristina
Date: 2019-00-00
Type: Journal Articles
Subjects: Portuguese,Student Recruitment,College Admission,State Universities,Competition,Foreign Countries,Foreign Students,Strategic Planning,Marketing,International Education,Administrator Attitudes,College Administration,Educational Change,Change Strategies,Language of Instruction,Second Language Learning

Public institutions in Portugal have not invested in strategies to attract international students until recently, when the adoption of new legislation and a national strategy for internationalization created more appealing conditions for it. This article aims to study the strategies institutions employ to recruit international students in a country less attractive than the major receiving countries and the main challenges they encounter. The study draws on interviews with top and middle managers in two public universities. The findings identify three types of strategies: institutional branding, revision of admission procedures, and curricular adjustments. The main challenges are the creation of institutional structures with an exclusive remit for international students and the choice of teaching language, despite a prevailing opinion that the Portuguese language should be maintained as a competitive advantage.
Embedding Motor Activities into Inclusive Preschools
Author: Yang, Hsiu-Wen
Date: 2019-12-00
Type: Journal Articles
Subjects: Psychomotor Skills,Motor Development,Inclusion,Preschool Education,Preschool Children,Physical Activities,Exercise,Access to Education,Students with Disabilities,Literacy,Numeracy,Developmental Disabilities,Individualized Instruction,Science Activities,Interdisciplinary Approach

Through play and physical activities (PAs), children have many opportunities to develop gross motor skills that require the use of large muscles for movement and control. Young children use gross motor skills as they engage in daily tasks such as sitting upright, maintaining control and balance while seated, walking down the hallway, moving forward and backward using a variety of locomotion strategies (i.e., tiptoe, gallop, and march), and manipulating objects (i.e., playing with balls, and carrying books and backpacks). The National Association for Sport and Physical Education (NASPE; 2002, 2010) recommends that preschoolers engage in at least 120 min of structured and unstructured PAs each day, recognizing that motor development occurs when children are provided with multiple opportunities for PA. Given the impact of motor skills on other areas of development, and the need to ensure that young children engage in high levels of PA, it is critical that teachers consider ways to intentionally embed opportunities to engage in and practice motor skills into the preschool day for all young children and particularly for those who may be experiencing delays. The purpose of this article is to provide early education practitioners with strategies for creating more opportunities for children to engage in gross motor activities within their already busy preschool day. Strategies for creating brief gross motor opportunities by inserting physical activity breaks throughout the day and enhancing the gross motor opportunities inherent in regularly occurring transitions are described. [For the corresponding grantee submission, see ED595406.]