ethanporcaro/eric-fulltext-meta huggingface dataset:
Structural Equation Modeling towards Online Learning Readiness, Academic Motivations, and Perceived Learning
Author: Horzum, Mehmet Baris
Date: 2015-06-00
Type: Journal Articles
Subjects: Online Courses,Structural Equation Models,Academic Achievement,Learning Motivation,Sampling,Learning Readiness,Correlation,Prediction,Self Concept,Student Motivation,College Students,Measures (Individuals),Foreign Countries,Student Attitudes,Questionnaires

The relationship between online learning readiness, academic motivations, and perceived learning was investigated via structural equation modeling in the research. The population of the research consisted of 750 students who studied using the online learning programs of Sakarya University. 420 of the students who volunteered for the research and filled the scales via the convenience sampling method constituted the research sample. The correlational research model was used in the research. The scales of online learning readiness, academic motivation, and perceived learning were applied to the participants. The relationship among the variables of the research and the research hypotheses for the model were tested via structural equation modeling. It was revealed as a result of the research that the online-learning readiness levels of students predicted their academic motivations directly and their perceived learning indirectly. It was also found that student academic motivations predicted their perceived learning directly. The proposed model was verified in accordance with the data obtained from the research. It was determined as a result of the model obtained from the research that academic motivation is effective in increasing perceived learning in online learning, and increasing readiness is an effective way to increase academic motivation.
The Effect of Organizational Trust on the Culture of Teacher Leadership in Primary Schools
Author: Demir, Kamile
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Leadership,Elementary School Teachers,Elementary Schools,School Culture,Trust (Psychology),Measures (Individuals),Rating Scales,Teacher Collaboration,School Administration,Work Environment,Computer Software,Structural Equation Models,Maximum Likelihood Statistics,Correlation,Teacher Attitudes,Positive Attitudes,Organizational Culture,Reliability,Construct Validity,Predictor Variables,Factor Analysis

The purpose of this research is to examine the effect of the level of trust of primary school teachers towards their organization in relation to their perceptions of the school having a culture of teacher leadership. Participants of the study consisted of 378 teachers working in Burdur public primary schools. The data collection tool used two scales, the Teacher Leadership Culture Scale (TLCS) and Comprehensive Trust Scale (CTS). The TLCS consists of three dimensions including teacher collaboration, managerial support, and supportive work environment. The CTS has three sub-dimensions including trust in principals, trust in colleagues, and trust in clients. The data obtained from the participants was analyzed using the LISREL 8.5 program via structural equation modeling techniques such as the Maximum Likelihood Approach. The research results find the trust levels of teachers towards their organization in primary schools in Burdur to be positive and significant for the culture of teacher leadership in school. In addition, the trust level of teachers towards the organization are shown to explain 76% of the variability in the level of teacher leadership culture in their school. It was found that trust in principals has the highest correlation with managerial trust. Trust in colleagues also is found to have the highest correlations with teacher collaboration and supportive work environment.
Development of the STEM College-Going Expectancy Scale for High School Students
Author: Oh, Youn Joo
Date: 2013-00-00
Type: Journal Articles
Subjects: High School Students,Measures (Individuals),STEM Education,Factor Analysis,Validity,Reliability,College Attendance,Expectation,Student Attitudes,High Schools,Urban Schools,Questionnaires,Student Surveys,Online Surveys,Suburban Schools,Rural Schools,Academic Achievement,Student Motivation,Focus Groups,Goodness of Fit

The STEM College-Going Expectancy Scale (STEM CGES) was developed and validated in two studies conducted during 2010 and 2011. The STEM CGES is a self-report instrument measuring college-going expectancy, specifically for science, technology, engineering, and mathematics (STEM) domains. In Study 1, 95 students in an urban high school completed an 11-item online questionnaire to measure college-going expectancy in STEM domains. Exploratory factor analysis (EFA) retained 6 out of the 11 items for inclusion. In Study 2, Confirmatory Factor Analysis (CFA) used data collected from 658 students in 31 urban, suburban, and rural high schools. The results provide strong evidence that the STEM CGES is a valid and reliable instrument for measuring college-going expectancy for STEM domains.
Views of Teachers, Parents, and Counselors toward the Preschool Version of First Step to Success Early Intervention Program (FSS-PSV) in Preventing Antisocial Behaviors
Author: Çolak, Aysun
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Antisocial Behavior,Prevention,Intervention,Teacher Attitudes,Parent Attitudes,Counselor Attitudes,Nursery Schools,Preschool Children,Preschool Teachers,Parents,Counselors,Semi Structured Interviews,Interpersonal Competence,Aggression,Positive Attitudes,Feedback (Response),Qualitative Research,Reliability,Child Behavior

This study aims to describe the views of teachers, parents, and FSS-PSV counselors on the Preschool Version of First Step to Success Early Intervention Program (FSS-PSV) in preventing antisocial behaviors; in addition, the implementation process and contributions from the program will also be outlined. The study was conducted in six different preschools in Eskisehir, Turkey. Participants of the study were 11 preschool teachers, 11 parents, and six FSS-PSV counselors. Data were collected through semi-structured interviews. Descriptive analysis was used in analyzing the data. As a result, children who were identified as target students of the FSS-PSV program revealed having antisocial/problem behaviors. These behaviors particularly involved physical aggression and incompetency in social skills. The majority of teachers and parents stated that those behaviors stemmed from family-related reasons. To cope with antisocial/problem behaviors, the teachers preferred to talk to a student about his/her behavior, use the in- and out-of-class break technique, and reward positive behaviors. Parents preferred talking to the child or punishing them. Qualitative findings of this study support the findings of studies on the effectiveness of FSS-PSV through quantitative methods in literature. Similarly, most of the participants in this study provided positive feedback on FSS-PSV, and changes were observed concerning the antisocial/problem behaviors of the children.
Launching of an American Medical College in the Middle East: &quot;Educational Challenges in a Multicultural Environment&quot;
Author: Hajjar, David P.
Date: 2013-00-00
Type: Journal Articles
Subjects: Medical Schools,Educational Objectives,Medical School Faculty,Faculty Recruitment,Educational Quality,Foreign Countries,International Schools,Program Development,Institutional Mission,Excellence in Education,Teacher Persistence,Universities,Science Programs,Medical Education

The graduation of the first class of medical students in May 2008 from the Weill Cornell Medical College in Qatar (WCMC-Q), Cornell University's branch campus in the Middle East, was the first time that an M.D. degree from an American university was awarded abroad. It marked a milestone in American higher education. The establishment of WCMC-Q is part of a larger strategy to promote education and develop science policies in Qatar and other areas of the Gulf Arab States. Development of WCMC-Q has proceeded according to our institution's tripartite mission of fostering excellence in medical education, research, and clinical care. The focus of this article is the development of the educational program in Qatar since its inception, and it reviews critical success factors, the policies aimed at achieving our tripartite mission, and the challenges facing the promotion of medical education in the Gulf region. Critical factors in the success of this project include clearly defined educational objectives, a focus on academic quality and guaranteed academic freedom. Challenges include: 1) faculty recruitment and retention, 2) the integration of local high school students into a competitive science program, 3) the distance separating WCMC-Q from New York City where Weill Cornell Medical College-NY (WCMC) resides. As WCMC-Q continues to grow and expand its long-term mission, it may serve as a model for American universities seeking to establish branch campuses abroad for educational and medical training purposes.
Content Analysis of the Studies in Turkey on the Ability of Critical Thinking
Author: Polat, Seyat
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Content Analysis,Critical Thinking,Predictor Variables,Databases,Qualitative Research,Computer Software,Rating Scales,Thinking Skills,Validity,Reliability,Gender Differences,Measures (Individuals),Pretests Posttests,Retention (Psychology),Control Groups,Experimental Groups,Attitudes

Critical thinking, along with other skills, is included as a basic skill in the constructive education program that has been in use in Turkey since 2005. Therefore, a large increase has been observed in studies on critical thinking skills since 2005. In this frame, the present study was conducted in order to systematically examine research papers on critical thinking skills in terms of several variables published between the years 2005 and 2014 in national journals which are indexed by SSCI and the ULAKBIM social sciences database. In this context, a total of 93 articles from 29 different journals were analyzed using the NVivo 10, SPSS 18, and Microsoft Excel programs and performing content analysis which is widely used in qualitative studies. According to the findings, a large number of the studies were from 2011 and 2013, and they were carried out by female researchers on prospective teachers using quantitative methods and descriptive research design; they used scales as data collection tools. However, it was found that only one study was made at the primary school level and there have not been any researches performed in kindergartens, English or Math classes, or for improving a model.
Examination of the Psychometric Properties of the Children's Loneliness Scale for Students with and without Special Needs in Inclusive Classrooms
Author: Tekinarslan, Ilknur Cifci
Date: 2015-06-00
Type: Journal Articles
Subjects: Psychometrics,Psychological Patterns,Social Isolation,Measures (Individuals),Questionnaires,Special Needs Students,Inclusion,Early Intervention,Foreign Countries,Intermediate Grades,Grade 4,Grade 5,Factor Analysis,Construct Validity,Reliability,Scores,Componential Analysis,Statistical Analysis

Early detection of loneliness in children, especially children with special needs who are at greater risk for loneliness, is crucial for planning appropriate interventions. A review of studies regarding the assessment of loneliness in children reveals the Children's Loneliness Scale (CLS) is commonly used in other cultures whereas information about the use of CLS in Turkish culture, especially on children with special needs, is very limited. This study investigates the psychometric properties of CLS on a group of 4th and 5th graders with and without special needs in inclusive classrooms. The study group consists of 554 typically developing students and 151 students with special needs, a total of 705 students whose ages range from 9 to 13. Exploratory factor analysis (EFA) was conducted to examine the construct validity of the CLS and revealed that the scale has a unidimensional structure. The validity of this unidimensional construct was confirmed using confirmatory factor analysis (CFA). Discriminant validity of the CLS was examined using the criterion group method and a significant difference was found between the loneliness scores of students with special needs and those without special needs. Internal consistency and test-retest reliability analyses were conducted in order to determine the reliability of the CLS. Results showed that the CLS has high internal reliability and provides stability in measurements. In general, the findings of this study indicated that the CLS is a valid and reliable instrument for assessing the loneliness levels of students with and without special needs attending 4th and 5th grade inclusive classrooms.
The Moderating Role of Positive and Negative Affect on the Relationship between Perceived Social Support and Stress in College Students
Author: Çivitci, Asim
Date: 2015-06-00
Type: Journal Articles
Subjects: Stress Variables,Social Support Groups,Role,Emotional Adjustment,Undergraduate Students,State Universities,Measures (Individuals),Coping,Multiple Regression Analysis,Models,Correlation,Student Adjustment,Foreign Countries,Statistical Analysis

During college years, which are known as a stressful time, students may often face stress personally, socially, academically, economically, and so forth in various areas of life. One of the important sources that students use to cope with stress is social support. Students can cope with stress easier via the support they receive from their friends or family. While social support is seen as a protective mechanism against stress, some psychological factors may have increasing or decreasing effects on this support. Positive and negative affects, two opposing indicators of individual psychological adjustment, may function differently in this context. In the current study, the moderator roles of positive and negative affect on the relationship between perceived social support and stress in college students was investigated. The sample consisted of 479 undergraduate students from the faculty of education in a public university. Data was collected using the Multidimensional Scale of Perceived Social Support, the Perceived Stress Scale, and the Positive and Negative Affect Scale. In data analysis, hierarchical multiple regression analysis based on the steps of Baron and Kenny's (1986) moderating model was used. The research findings indicate that negative affect has a moderator role in the relationship between perceived social support and stress, whereas positive affect does not have a similar function. Accordingly, as negative affect increases, the positive effect of social support on perceived stress decreases.
Effectiveness of Instruction Performed through Computer-Assisted Activity Schedules on On-Schedule and Role-Play Skills of Children with Autism Spectrum Disorder
Author: Ulke-Kurkcuoglu, Burcu
Date: 2015-06-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Computer Uses in Education,Scheduling,Role Playing,Skill Development,Children,Maintenance,Generalization,Teacher Attitudes,Parent Attitudes,Foreign Countries,Males,Reinforcement,Prompting,Responses,Observation

This study aims to investigate the effectiveness of the instruction process provided through computer-assisted activity schedules in the instruction of on-schedule and role-play skills to children with autism spectrum disorder. Herein, a multiple probe design with probe conditions across participants among single subject designs was used. Four children aged between four and ten participated in the study. The findings of the study showed that the instruction process provided through computer-assisted activity schedules has an effect upon the acquisition, maintenance, and generalization of the on-schedule and role-play skills of the children participating in the study. With respect to the social validity findings of the study, families and teachers gave positive opinions about the instruction process. In this paper, the findings obtained from the study are discussed and suggestions are made regarding implications and future research.
Investigation into How 8th Grade Students Define Fractals
Author: Karakus, Fatih
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 8,Geometry,Geometric Concepts,Questionnaires,Content Analysis,Statistical Analysis,Schemata (Cognition),Mathematics Education,Measures (Individuals),Definitions,Misconceptions,Freehand Drawing,Childrens Art

The analysis of 8th grade students' concept definitions and concept images can provide information about their mental schema of fractals. There is limited research on students' understanding and definitions of fractals. Therefore, this study aimed to investigate the elementary students' definitions of fractals based on concept image and concept definition. The descriptive method was used in this study. The sample under investigation comprised 70 elementary school students in grade 8 from three different regions: the Black Sea, and Central Anatolia and Aegean regions in Turkey. Data were collected by an open-ended questionnaire with two parts. The first part was an examination of the students' written explanations of fractals and the second part was an analysis of the students' fractal drawings. The questionnaire was developed by the researcher based on previous studies in the areas of teaching and learning fractals. Data was categorized by semantic content analysis and analyzed using descriptive and inferential statistical methods. The findings showed that students had problems both in personal concept definitions and the formal definition of fractals. Moreover, students' fractal drawings were more successful than their formal definitions.
Attribution and Motivation: Gender, Ethnicity, and Religion Differences among Indonesian University Students
Author: Sutantoputri, Novita W.
Date: 2013-00-00
Type: Journal Articles
Subjects: College Students,State Universities,Private Colleges,Gender Differences,Religion,Foreign Countries,Ethnicity,Religious Cultural Groups,Asians,Locus of Control,Self Efficacy,Intelligence,Self Concept,Academic Achievement,Christianity,Religious Factors,Student Behavior,Student Attitudes,Scores,Tests,Muslims,Student Motivation,Personality Traits,Multivariate Analysis

The study explores the possibilities of gender, ethnicity, and religion differences on attributions (locus of control, stability, personal and external control), motivational goals (learning, performance approach, performance avoidance, and work avoidance), self-efficacy, intelligence beliefs, religiosity, racial/ethnic identity, and academic performance (mid-term test, final test, and GPA scores) within the Indonesian university settings. Racial/ethnic identity had three dimensions: private regard, ethnic importance, and social embeddedness; whilst religiosity had two dimensions: religious behaviour and intrinsic religiosity. 1,006 students (73.8% Native Indonesians and 24.8% Chinese Indonesians) from three public and two private universities participated. Males were significantly higher on work avoidance goals. Ethnic and religion differences were found on religiosity: Native Indonesians and Hindus reported higher intrinsic religiosity; Christians reported greater behavioural religiousity. Gender and religion interactions revealed lower locus of control among male Chinese, and lower final test score among male Muslim. Explanations for these differences are advanced and directions for further research outlined.
Learning Style Differences between Nursing and Teaching Students in Sweden: A Comparative Study
Author: Boström, Lena
Date: 2013-00-00
Type: Journal Articles
Subjects: Cognitive Style,Nursing Education,Productivity,Foreign Countries,Educational Quality,Teacher Education Programs,Educational Change,Student Attitudes,Surveys,Statistical Analysis,Student Motivation,Academic Persistence,Teaching Methods,Learning Strategies,Student Characteristics,Comparative Education

The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods. Teacher education, as well as nursing education, is currently undergoing reforms in Sweden. At the university where the research was conducted, teaching and nursing programs are two priority educational programs and maybe knowledge of learning styles can improve the quality of these programs. The purpose of this research was to examine the learning style preferences for two student groups, teachers and nurses, to analyze their differences in light of international research on learning styles. The study involved 78 teaching students and 78 nursing students. Twenty subscales of the Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn, &amp; Price, 1984; 1991; 2000) were used to identify the participants' learning style preferences. The results showed statistically significant differences between the two student groups. In comparison to teaching students, more nursing students were highly motivated, kinesthetic, and preferred authorities. More teaching students were highly persistent. The findings suggest the need for widely diverse teaching approaches and conscious didactic action skills in higher education, as well as implementation of learning strategies for students.
Kindergarten Children and Language Learning: Missing Pillars for Language Acquisition
Author: Al-Darwish, Salwa
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Kindergarten,English (Second Language),Second Language Learning,Preschool Teachers,Teacher Attitudes,Second Language Instruction,Observation,Interviews,Learning Processes,Native Language,Semitic Languages,Communication Skills,Instructional Innovation,Teaching Methods,Curriculum,Qualitative Research

This study examines the perceptions of the Kuwaiti kindergarten school teachers and parents as well as the English curriculum in an attempt to identify areas that need to be improved in the kindergarten teachers' program at the CBE (College of Basic Education). In addition, the paper looks closely into the delivery of information and sequence of interaction in relation to the learning process of English as a foreign language in kindergarten stage in Kuwait. The participants were 12 kindergarten teachers who speak Arabic as their first language and have no experience or knowledge in teaching or speaking the target language, English. The data was collected through the school year 2010/2011 by using observation, interviews and artifacts. The present study implication is that the kindergarten teacher who is teaching the English language without any educational training needs to know English language curriculum, real communication skills and innovation in the classroom, and be competent in teaching English language to kindergarten students.