ethanporcaro/eric-fulltext-meta huggingface dataset:
Dilemmas of a Middle School Teacher
Author: Thomas, Shelley
Date: 2012-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Grade 8,Social Studies,High Stakes Tests,Student Needs,Standardized Tests,Culturally Relevant Education,Accountability,Middle School Students,Adolescents,Teacher Attitudes,Curriculum Development,Semi Structured Interviews,Journal Writing,Documentation,Content Analysis,Coding,Decision Making,Magnet Schools,Student Diversity

This study documented curriculum decisions made by an eighth grade social studies teacher as he prepared students for their high-stakes test. When considering how to best meet students' needs, the teacher described tensions between the pressures of standards and testing and his commitment to cultural responsiveness. Perceptions about these different demands affected instructional decisions and teaching behaviors. Decisions were more strongly influenced by the accountability demands than by the cultural or development needs of students. The discussion considers how middle level teaching might address these dilemmas and challenges the primacy of accountability as defined by standards and test results over the needs of adolescent learners.
Thinking Change Inclusively: Views of Educational Administrators on Inclusive Education as a Reform Initiative
Author: Sakiz, Halis
Date: 2016-05-00
Type: Journal Articles
Subjects: Educational Change,Inclusion,Foreign Countries,Administrator Attitudes,Role,Educational Improvement,Educational Principles,Barriers,Competition,Student Diversity,Semi Structured Interviews

This paper is an attempt to delve into the debate about educational change and evaluate this concept around the paradigms introduced by inclusive education. The paper embarks on views of 27 educational administrators working in different educational institutions in Turkey. Participants are asked to provide their views on educational change and the role which the movement of inclusive education in Turkey can play within this context. Several key themes emerged out of the interview survey: (a) participants had various conceptualizations of educational change; (b) inclusive education was conceived as an opportunity (though difficult to implement) to realize educational change towards educational improvement; and (c) the current competitive and centralized system left little space to utilize inclusive education to catalyze positive educational change. Findings are discussed in relation to relevant literature and suggest that future educational reforms oriented with principles of inclusive education can lead to constructive educational change.
Do Structural Equity Issues in Middle Schools Lead to Achievement Disparities?
Author: Wolf, Chyrese S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Middle Schools,Equal Education,Achievement Gap,Academic Achievement,Statistical Significance,Correlation,Academic Rank (Professional),School Effectiveness,Institutional Evaluation,Mixed Methods Research,Educational Environment,Leadership Styles,Teacher Education,Teacher Administrator Relationship,Principals

Striking statistically significant differences were noted across school ranking conditions in terms of professional teacher preparation, organizational health variables, school leadership characteristics, academic emphasis, and resource support. The general conclusion of this study is that a strong correlation exists between structural equity issues in middle schools and academic achievement. A large representative sample of middle schools was targeted for systematic study. The schools were categorized into three clusters (high, middle, and low performing schools). Participants were asked to complete an adapted version of the Hoy and Sabo (1998) OHI-RM (Organizational Health Inventory- Revised Middle) instrument. Statistically significant differences were documented across the three categories. The findings provide support for the view that structural instructional problems may create educational inequities that lead to academic achievement disparities.
A Study on Emotional Literacy Scale Development
Author: Akbag, Müge
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Emotional Development,Literacy,Theory of Mind,Test Construction,Likert Scales,Measurement Techniques,College Students,Factor Analysis,Pretests Posttests,Validity,Reliability,Item Analysis,Correlation,Structural Equation Models,Interpersonal Competence,Psychological Patterns,Self Efficacy,Emotional Intelligence,Social Development

Emotional literacy is described as being aware of our own feelings in order to improve our personal power and life quality as well as people's life quality around us. In this study, the aim is to develop a Likert scale which measures people's emotional literacy in order to be used both in descriptive and experimental researches. Related literature was reviewed in accordance with this aim. Composition study was conducted and assessed with a group of experts in the field of psychological counseling (n = 25) regarding emotional literacy. Initial form which consists of 52 items were administered to 272 university students who were receiving education from different faculties in a university located at the west of Turkey. Afterwards, the final form which contains 34 items was applied to 345 university students. According to the results of explanatory and confirmatory factor analysis, the scale has five dimensions with 34 items. The Cronbach Alpha Coefficient is 0.80; test-retest validity which was repeated twice in 15 days' time with 45 students has been calculated as 0.89. In conclusion, a reliable and valid scale which can be used to measure people's emotional literacy was developed.
Results of a Program Effectiveness Survey Used to Guide Curriculum Revision in a Middle Level Teacher Education Program
Author: Knorr, Ron
Date: 2013-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Program Effectiveness,Curriculum Development,Middle School Teachers,Teacher Effectiveness,Satisfaction,College Graduates,Masters Programs,Professionalism,Beginning Teachers,Classroom Techniques

Teacher education programs are under extreme scrutiny as the demands for effectiveness and efficiency increase in the current political and operational environment. Within the framework established by This We Believe (AMLE, 2010) and the Position Statement on the Professional Preparation of Middle Level Teachers (AMLE, 2011), middle level teacher educators need techniques to gauge program effectiveness and to respond to changes needed to insure that attribute. This study utilized a survey tool to measure self-reported teacher effectiveness and program satisfaction and then employed those survey results to make changes to the program. A second phase of the study was undertaken to assess the self-reported effectiveness of and satisfaction with these curricular changes in the professional practice of a subsequent cohort of program completers of a middle grades teacher education program.
Students' Perceived Quality of Library Facilities and Services in Nigerian Private Universities
Author: Oluwunmi, A. O.
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Private Colleges,College Libraries,Library Services,Library Facilities,Questionnaires,Educational Quality,Reliability,Quality Assurance,Empathy,Librarian Attitudes,Statistical Analysis,Likert Scales

In a highly competitive academic environment, students are becoming more selective and demanding in their choice of University. Hence, it is essential for educational institutions, particularly privately-owned institutions, to be interested in getting feedback on the quality of their facilities and services. With a focus on four private universities in Ogun State, Nigeria, this study examined students' perception of the quality of their library facilities and services. Using a modified SERVPERF questionnaire, seven hundred and forty-four (744) students were randomly selected and five hundred and eighteen (518) questionnaires were returned and analysed with SERVPERF dimensions (&quot;tangibility,&quot; &quot;responsiveness,&quot; &quot;reliability,&quot; &quot;assurance&quot; and &quot;empathy&quot;). Findings revealed that students' general perception of library services in the four (4) universities is above average, however, their perception of some facilities in the library like parking space and escape routes is very low. It is recommended that facility providers should ensure that university libraries facilities/services are given greater attention in budgeting, actual provision and quality improvement.
A Narrative Inquiry of Identity Formation of EFL University Teachers
Author: Cheng, Xiangli
Date: 2016-05-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Self Concept,Personal Narratives,College Faculty,Language Teachers,Semi Structured Interviews,Teacher Attitudes,Applied Linguistics,Researchers,Professional Identity,Foreign Countries,Qualitative Research

Drawing on narrative inquiry, the present study aims to investigate the trajectory of identity formation of EFL university teachers. Two types of data are collected. One type comes from life histories of Hyland (2014), Nunan (2011) and Widdowson (2009), and the other type comes from semi-structured interviews with three excellent university teachers. With the first group of data, a thematic analysis of narratives is conducted. With the second group of data, a narrative analysis is done. The trajectory of identity formation for the first group is linear, revealing the three renowned applied linguists transforming from inexperienced EFL teachers to PhD researchers, and ultimately to applied linguists specializing in a specific field. Sharing similarities to the first group in the first two stages, the trajectory of identity formation for the second group is more like a loop, which is characterized as both an EFL learner and an EFL teacher through the entire career.
The Effect of Mastery Learning Model with Reflective Thinking Activities on Medical Students' Academic Achievement: An Experimental Study
Author: Elaldi, Senel
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Mastery Learning,Models,Reflection,Thinking Skills,Medical Students,Academic Achievement,Educational Experiments,Experimental Groups,Control Groups,Mixed Methods Research,Pretests Posttests,Internship Programs,Communicable Diseases,Microbiology,Semi Structured Interviews,Scores,Comparative Analysis,Positive Attitudes,Phenomenology,Sample Size,Outcomes of Education

This study aimed to determine the effect of mastery learning model supported with reflective thinking activities on the fifth grade medical students' academic achievement. Mixed methods approach was applied in two samples (n = 64 and n = 6). Quantitative part of the study was based on a pre-test-post-test control group design with an experiment group (32 students) and a control group (32 students) selected among the fifth grade students starting their internship training in Infectious Diseases and Clinical Microbiology Department. Afterwards the qualitative data were collected through semi-structured interviews with six students, selected from the experimental group and the faculty member conducting the study. Findings from the quantitative part indicated that there was a significant difference between post-tests scores of the experiment and control groups favoring the experiment group [t(62)= -2,815; p=0.007]. Quantitative results revealed positive attitudes toward the applied model in terms of increasing achievement.
Values Education Research Trends in Turkey: A Content Analysis
Author: Beldag, Adem
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Research,Educational Trends,Trend Analysis,Values Education,Content Analysis,Masters Theses,Doctoral Dissertations,Incidence,Research Methodology,Data Analysis,Qualitative Research,Multivariate Analysis,Factor Analysis

The present study makes a situation analysis of graduate theses on values education published between 1999 and 2015 in Turkey. It has a qualitative research design, wherein data is collected through document analysis. The form developed for this purpose is comprised of nine sections, each of which focuses on a different aspect: universities, education levels, departments/programs, topics, research models, methodologies, sampling strategies, data collection instruments, and data analysis techniques. A total of 126 graduate theses were analyzed. The data was analyzed by means of content analysis. The study revealed that, of 126 theses, 106 were master's theses, and 20 were doctoral theses; the highest number of theses on values education were submitted in 2013, and the most frequently studied topic was students' values. It was also found that qualitative methods were the most common research methods, and survey was the most common research model. Finally, random sampling was found to be the most common sampling technique.
Developing a Scale on &quot;Factors Regarding Curriculum Alignment&quot;
Author: Bay, Erdal
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Curriculum Development,Alignment (Education),Test Construction,Likert Scales,National Curriculum,Validity,Reliability,Interviews,Literature Reviews,Sample Size,Correlation,Factor Analysis,Factor Structure,Statistical Significance,Educational Environment,Educational Practices

&quot;Curriculum alignment&quot; is the compatibility between a country's centralized curriculum determined by the ministry of education and what teachers do during the teaching process. However, it is observed that teachers do not exactly implement the curriculum. The purpose of this study is to develop a scale that will determine the factors that influence the curriculum alignment. Validity and reliability analyses were carried out to improve the scale. A draft of the scale consisting of 76 items at the end of interviews and literature review was conducted to 573 teachers working in primary and secondary schools. The first sample size was found suitable in terms of such analyses as correlation, anti-image values, linearity, normality and reliability. On a further phase, exploratory factor analysis was carried out for validity examination. After the analyses, a four-dimension-structure that explained 49.5% of the total variance was carried out. The ranges of the items varied from 0.35 to 0.62 and the factor loads varied from 0.450 to 0.767. At the a-end of the analysis, the four dimensions were called &quot;teacher,&quot; &quot;curriculum,&quot; &quot;education system,&quot; and &quot;school.&quot; A scientifically significant correlation was calculated among variables. The general reliability co-efficiency of the scale was calculated as 0.94. As a result, it can be said that this scale is efficiently valid and reliable enough to determine the factors that influence curriculum alignment.
Examination of Foreign Language Classroom Anxiety and Achievement in Foreign Language in Turkish University Students in Terms of Various Variables
Author: Dogan, Yunus
Date: 2016-05-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Surveys,Second Language Instruction,Anxiety,English (Second Language),Interpersonal Communication,Language Skills,College Students,Grades (Scholastic),Statistical Analysis,Academic Achievement,Measures (Individuals),Second Language Learning,Likert Scales,Communication (Thought Transfer),Gender Differences,Statistical Significance

This correlational survey study aimed to investigate whether the Turkish prep-class students' foreign language classroom anxiety levels and foreign language achievement significantly differ in terms of such variables as their gender, their experience abroad, perceived level of income and any third language (other than Turkish and English) they knew. Moreover, the study also tried to identify whether the sub-dimensions of the foreign language classroom anxiety scale-speaking anxiety in language class, interest towards language class and anxiety of talking with native speaker significantly differ in terms of the independent variables afore-mentioned. And the last aim of the study was to understand whether there is any significant correlation between the foreign language classroom anxiety and foreign language achievement. The participants of the study was consisted of 683 students who, having been registered to study at various engineering departments of Firat University, were receiving compulsory English preparatory education at the School of Foreign Languages during the academic year of 2013-2014. In order to measure the students' foreign language classroom anxiety, the scale developed by Horwitz, Horwitz &amp; Cope (1986) and adapted into Turkish by Gürsu (2011) was used. The grades of the students were taken from the School of Foreign Languages. For data analysis, such statistical tests as percentage, frequency, t-test, ANOVA, eta-squared and Pearson's Correlation were employed. As a result, it was understood that there is a negative correlation between foreign language classroom anxiety and foreign language achievement.
Smooth Sailing or Stormy Seas? Atlantic Canadian Physical Educators on the State and Future of Physical Education
Author: Robinson, Daniel B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Physical Education,Physical Education Teachers,Educational Change,Futures (of Society),Curriculum,Educational Trends,Surveys,Focus Groups,Interviews,Foreign Countries,Teacher Attitudes,Educational Practices,Guidelines,Professional Associations,Teacher Qualifications,Mixed Methods Research,Likert Scales

This article summarizes results from a recently completed study that focused upon the current state and possible future of physical education within Canada's four Atlantic provinces. Data from both large-scale surveys and eight follow-up focus group interviews are shared as they relate to the state and future of physical education, possible reforms in physical education, and two elements of NASPE's &quot;PE2020&quot; framework (physical education teacher education [PETE], curriculum). Results suggest physical educators within Atlantic Canada are largely satisfied with the state of physical education, with few (external) negative observations. Moreover, there is little-to-no perceived need for internal reform within the discipline. Physical educators also provided insightful information related to their beliefs and practices regarding PETE and curriculum. Results might be of particular interest to those similarly engaged in &quot;futures&quot; inquiry within physical education. More specifically, this research attends to the call for physical educator-informed reform efforts.
Examination of the Relation between Academic Procrastination and Time Management Skills of Undergraduate Students in Terms of Some Variables
Author: Ocak, Gürbüz
Date: 2016-05-00
Type: Journal Articles
Subjects: Correlation,Study Habits,Time Management,Gender Differences,College Housing,Undergraduate Students,Regression (Statistics),Prediction,Majors (Students),Measures (Individuals),Student Attitudes,Foreign Countries

Academic procrastination is seen to be quite common among undergraduates and time management is thought to be one of the possible reasons of it. Two surveys, academic procrastination and time management, were given to 332 undergraduate students in this correlational research. Students' academic procrastination is explained through frequencies and percentages and a correlation is questioned between academic procrastination and time management. Regression analysis is used to find out if time management predicts academic procrastination in a statistically significant way. Besides, students' level of time management (low, medium, high) is examined and covariance analysis has been carried out to see if time management level and gender, time management level and housing type (private or state dormitory or house), time management level and their major and time management level and where they live have a common effect on academic procrastination. Results indicate that students are generally indecisive about their behaviors of procrastination in academic tasks and are in middle level in terms of time management skills. There is a moderate level, negative sided and statistically significant correlation between academic procrastination and time management. Not a common effect of mentioned above variables is seen.
Language and Women
Author: Bozdemir, Orhan
Date: 2016-05-00
Type: Journal Articles
Subjects: Females,Language Usage,Gender Differences,German,Cultural Influences,Sociolinguistics,Identification (Psychology),Social Influences,Social Bias,Foreign Countries,Gender Bias

The course of life of women and men has been continuing differently in almost all societies and all fields for ages. The different functions, positions and perspectives of women and men have developed in the societies in which life style bases on male domination, and this situation paves the way for negative results for women. Considering the fact that it is not easy to change the woman perception in the developed and developing societies, we have put some emphasis on the improvements in which men and women will be equal in the field of language at least with small changes in this study. We limited our study with German language and the way of addressing in German. In the first section of the study, we have addressed the issues of language and culture, the relationship between thinking and identity and the humiliation for women in language. After that, we try to reflect the emphasis suggestions as a table which can provide equality in the way of addressing in the second section.
The Effect of Content Delivery Media on Student Engagement and Learning Outcomes
Author: Hunt, Kari A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Learner Engagement,Outcomes of Education,Teacher Effectiveness,Delivery Systems,Teacher Behavior,Biomechanics,College Science,College Faculty,Undergraduate Students,Educational Media,Observation,Statistical Analysis

To gather more objective information about effective teaching and levels of student engagement, research in higher education has shifted to increased observations within the college classrooms and is focused more on the collection of systematic data. Despite the attempt by instructors to implement various pedagogies and use different instructional approaches in the classroom setting, research into teaching and learning suggests that it may depend less on what the instructor is doing and more on the relationship between teaching and student learning, and to what degree students are engaged. A number of studies have been designed to compare and contrast various methods for delivering content, with most of the research leading to mixed results. In this particular study, results indicated the media in which an instructor delivers content does not necessarily translate to greater student learning outcomes. The purpose of this study was to systematically analyze the effect of content delivery media on student engagement, learning outcomes, and instructor behavior in two sections of the same lecture-based college Biomechanics course. Educating and encouraging instructors to implement more interactive and active teaching methods will assist them in fostering student engagement.