ethanporcaro/eric-fulltext-meta huggingface dataset:
Children&apos;s Questions and Answers of Parents: Sexual Education Dilemma
Author: Güder, Sevcan Yagan
Date: 2018-00-00
Type: Journal Articles
Subjects: Preschool Education,Preschool Children,Sex Education,Sexuality,Childhood Attitudes,Physical Characteristics,Human Body,Pregnancy,Parent Child Relationship,Interpersonal Communication,Parents as Teachers,Responses,Religious Factors,Scientific Attitudes,Beliefs

The main aim of this study is to determine questions of 36 to 72-month-old children have about sexuality and to examine the answers given by parents. In the first stage of the study, 84 parents were contacted in order to determine children's most frequently asked questions on sexual development. In the second stage, top two questions from this list were selected and directed to 80 parents, all of whom were sampled from a separate pool. As a result of this study, it was discovered that children mostly question the physical features of girls and boys, and the pregnancy period. When parents' responses were examined, it was determined that a small portion of the responses were based on scientific grounds and that parents often provided answers based on avoidance-based and religious beliefs. Also, parents' gender, age, number of children, gender of their children, learning status and income do not make any difference.
A Comparison of Human Rights Education in Social Studies Textbooks in Turkey and the United States
Author: Merey, Zihni
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Civil Rights,Social Studies,Textbooks,Textbook Content,Cultural Differences,Democracy,Freedom,Peace,Elementary Secondary Education,Social Justice

The aim of this study was to compare the level of allocation of human rights education issues in social studies textbooks in Turkey and the United States. For this aim, six social studies textbooks from both countries were examined. Textbooks were analyzed in terms of their level of &quot;human rights education issues,&quot; in accordance with Karaman-Kepenekci's (1999) subcategories. A content analysis method was used to analyze the textbooks. As a result, it was observed that human rights education issues were included more in Turkish social studies textbooks. The study showed that Turkish and United States textbooks contained the &quot;rights&quot; subcategory the most. While the intensity scores of the &quot;democracy,&quot; &quot;freedom,&quot; and &quot;judgment&quot; subcategories were listed the highest in both countries' textbooks, on the other hand, the intensity scores of the &quot;tolerance&quot; and &quot;peace&quot; subcategories were placed last in the textbooks of both countries. [This study was presented at the International Conference on Educational Research and Innovation (ICERI) (Institute of Research and Community Services of Yogyakarta State University Yogyakarta, Indonesia, May 11-12, 2016).]
Professional Development through a Web-Based Education System: Opinions of Middle School Mathematics Teachers
Author: Tanisli, Dilek
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Web Based Instruction,Middle School Teachers,Mathematics Teachers,Algebra,Educational Technology,Technology Uses in Education,Teacher Attitudes,Foreign Countries,Program Effectiveness

A web-based education system was designed within the scope of a project to ensure the professional development of middle school mathematics teachers. This system was designed in a way to allow teachers to prepare a Hypothetical Learning Trajectory and lesson plan related to the algebra learning content and also to give feedback to these contents prepared. In this study, it was aimed to determine teachers' opinions about such web-based education system. In line with this aim, at the end of application, semi-structured interviews were conducted with twelve mathematics teachers. In this study, phenomenology, one of the qualitative research designs, was adopted, and thematic analysis was used in the analysis of data. Accordingly, six main themes regarding the process taking place from the design stage to the application stage of the web-based education system were specified to determine the opinions of teachers regarding the system. According to the results obtained, it was observed that teachers generally liked the design of the system. When teachers' opinions about the strengths and weaknesses of the system are examined, the strengths are the facts that it makes teachers prepare lesson plans and that the system enables to revise these lesson plans prepared in line with the reflective questions and feedback received from moderators. Regarding the weak aspect of the system, only one teacher expressed his/her opinion that integrating the theoretical knowledge in the feedback of moderators into the class does not apply to all learning environments. The general opinion of teachers about their satisfaction with the web-based education system is that they are satisfied with the system. They emphasized that teachers get detailed information about certain algebraic concepts and integrate this information into their teaching thanks to expert opinions they receive. Furthermore, it was observed that teachers agree that the system is useful in recognising their own shortcomings and mistakes.
Parenting for Competence and Parenting with Competence: Essential Connections between Parenting and Social and Emotional Learning
Author: Miller, Jennifer S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Parent Role,Social Development,Emotional Development,Skill Development,Child Rearing,Professional Personnel,Parenting Styles,Competence

The majority of parents in the United States recognize that social and emotional skills are a high priority for their children's success (Princeton Survey Research Associates International, 2015), but most cannot readily articulate how they are utilizing or promoting these skills in their own families (Zero to Three, 2016). Even professionals in the field of social and emotional learning (SEL) may struggle in making the translation between their professional knowledge and their personal parenting practices. In the present study, we aimed to understand the connection between the scholarly field of SEL and the lived experiences of parents who engage with SEL in a practical setting. Specifically, we studied SEL professionals who were also parents to determine how they see the overlap between school-based SEL and the role of SEL in families. Survey items assessed their priorities for their children's development and their parenting. Responses were analyzed for the degree to which they aligned with a prominent SEL framework created by the Collaborative for Academic and Social and Emotional Learning. This framework has not yet been applied extensively to parenting, but results from this study suggest that even when terminology differs, underlying social and emotional priorities for children and parenting show substantial overlap. The purpose of this investigation--built upon the research base of SEL in schools--is to raise questions, offer a model for further inquiry, and draw connections between our knowledge of school-based social and emotional learning and parenting.
Metaphoric Perceptions of Secondary School Students Related to Central Examination
Author: Akin, Mehmet Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Figurative Language,Tests,Exit Examinations,Discourse Analysis,Negative Attitudes

This study aims to represent metaphoric perceptions of students related to central examination applied in transition to secondary school institutions. Within the study, the phenomenology approach from qualitative research techniques was used. To collect data, a semi-structured interview form developed by researchers was used. Data were collected from four secondary schools, two of which are in Artuklu and the other two of which are in Kiziltepe, Mardin, and from 200 students who will take central examination during 2017-18 school year. In analysing data, the content analysis technique was used. In the analyses made according to the content analysis, close metaphors were classified separately and thematized with suitable names to contain all metaphors included in the groups. At the end of the study, eight themes were found. These themes are &quot;Stressful and challenging process&quot;, &quot;Milestone in life&quot;, &quot;Uncertainty&quot;, &quot;Victim&quot;, &quot;Hope&quot; &quot;The nature of life&quot;, &quot;Teog Exam (Transition from primary to secondary education)&quot; and &quot;Astonishment&quot;. Among these &quot;Stressful and challenging process&quot;, &quot;Milestone in life&quot;, &quot;Uncertainty&quot;, &quot;Victim&quot;, &quot;Teog Exam (Transition from primary to secondary education)&quot; and &quot;Astonishment&quot; reflect a negative perception. In these themes there are 158 negative metaphors. Only &quot;Hope&quot; and &quot;The nature of life&quot; represent a positive perception with 29 positive metaphors. As a result, it is observed that metaphoric perceptions of students related to the central examination is in general negative, yet perception of few students is positive. This perception can be seen in metaphors developed related to examinations such as LGS, SBS, Teog, etc. conducted previously for that purpose.
Mennonite Country: The Role of School Parent Liaisons and School Administrators Connecting with Immigrant Latino Families in North Central Indiana
Author: López, Anayeli
Date: 2018-00-00
Type: Journal Articles
Subjects: School Personnel,Immigrants,Hispanic Americans,Correlation,Parent School Relationship,Success,Religious Cultural Groups,Administrator Role,Principals,Cultural Influences,Values,Trust (Psychology),Access to Information,Cultural Relevance,Language Usage

This study examined the role of school personnel on the education of immigrant Latino families and their children in North Central Indiana. An ethnographic research design was used to examine the relationship between a Midwestern U.S. school district and immigrant families and its impact on the education of Latino children. Specifically, over the course of two years, 14 school personnel participated in the ethnography. Findings demonstrated that school parent liaisons were critical to developing a bridge between the schools and the immigrant Latino families and to the success of the children. Another important finding was that school administrators' proactive involvement in the education and lives of the immigrant Latino families and their children had resulted in a positive learning environment for the Latino children. Implications are provided for practice and policy.
Mining Gems, Nurturing Relationships, Building Teacher Practice
Author: Goldin, Simona
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,English Language Learners,Foreign Countries,Mexican Americans,Family Relationship,Parents,Parent Teacher Conferences,Preservice Teacher Education,Partnerships in Education,School Community Relationship,Beginning Teachers,Simulation,Cultural Capital,Role Playing,Elementary Education

This report from the field presents a field-based program designed to prepare teachers to serve diverse children and families by emphasizing the &quot;actual&quot; practices that inform family-teacher partnerships. We argue that collaborative relationships across and among families and teachers can result in &quot;mining gems&quot; of knowledge that reside in students, families, communities, and schools for the enrichment of teaching and learning. We elaborate on the design of case-based, simulated parent-teacher conferences that provide teacher candidates with opportunities to learn to enact productive partnerships with families. Our design process resulted in a fictitious case featuring a Mexican American student, Marco, and his mother, Mrs. Silva. We designed the case such that Marco's academic knowledge is related to his home-based experiences to emphasize that such experiences can support academic learning. To create this authentic case--a goal of this report from the field--we drew upon school-based observations to describe Marco's academic and social experiences. To authenticate the case, we interviewed informants who had characteristics in common with that of Mrs. Silva or whose professional experience aligned with the teaching scenario. The case includes descriptive information gleaned from the perspective (a) of a teacher who observes the student in her class, and (b) of a mother who knows the child holistically. This information is used by a teacher candidate (playing the role of the teacher) and an instructional team member (playing the role of Mrs. Silva) during a 10-minute simulation of a parent--teacher conference.
Grades, Behavior, and Engagement of Adolescents with Disabilities: An Examination of Social Relationships among Students, Parents, and Teachers
Author: Pham, Yen K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Adolescents,Student Behavior,Disabilities,Grades (Scholastic),Learner Engagement,Interpersonal Relationship,Teacher Student Relationship,Parent Teacher Cooperation,Parent Participation,High School Students,Parent Student Relationship,Behavior Problems,Special Education Teachers,Socioeconomic Status

Parent engagement has been extensively studied, but more information is needed on how teacher-parent relationships vary for adolescents with different disabilities, varying socioeconomic backgrounds, and racial/ethnic backgrounds. This study investigates associations between teacher-parent relationships, teacher-student relationships, student's disability, socioeconomic status, racial/ethnic backgrounds, and school performance among 228 high school students. Cross-sectional data were gathered through student and teacher reports. Findings from correlational analyses reveal associations between (a) teacher-student and teacher-parent relationships, (b) teacher-parent relationships and students' disability type and socioeconomic status, and (c) teacher-parent relationships and students' grades, behavior, and engagement in school. Implications for research and practice are discussed.
Understanding and Assessment of Innovation by Geography Teachers in North Rhine-Westphalia: A German Case Study
Author: Krohmer, Maxim
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Teacher Attitudes,Teachers,Instructional Innovation,Teaching Methods

Innovation is an integral part of much of today's society, including geography teaching. Geography education has the potential to develop through innovative approaches to the formation of methods and content in the classroom. The concept of innovation is much discussed, but there has been minimal research into teachers' actual understanding of innovation. The aim of the following study is to determine the understanding of innovation by geography teachers, and specifically to identify understanding and assessment patterns that lead to certain intentions for acting with innovation. First, a theoretical framework is developed in the form of an innovation matrix, which allows innovation to be divided into different classes, levels of impact and with corresponding actors in geography lessons. Subsequently, ten geography teachers were asked in an empirical study in narrative interviews about their understanding and assessment of innovations. The results of this study showed different patterns of understanding and assessment of innovation, perceived innovative methods, media and content in class and obstacles to the implementation of innovation.
The Metaphorical Perceptions of Teacher Candidates on the Concept of &quot;Web 2.0 Technology&quot;
Author: Ulu Kalin, Özlem
Date: 2018-00-00
Type: Journal Articles
Subjects: Figurative Language,Social Studies,Preservice Teachers,Web 2.0 Technologies,Educational Technology,Technology Uses in Education,Student Attitudes

A metaphor is the expression of a concept or a phenomenon by a person by using analogy in the sense that s/he perceives. This study was conducted for the purpose of finding the mental images (i.e. the metaphors) which social studies teacher candidates have on Web 2.0 technology. The study group consisted of 77 social science teacher candidates. The raw data, which were obtained from each of the participants by completing the &quot;Web2.0 technology is like …, because …&quot; statement, were analyzed by employing both quantitative and qualitative data analysis techniques. The participants of the study produced 72 valid metaphors for Web 2.0 Technology. These metaphors were then examined in terms of their common features and were collected under 43 metaphors and 10 conceptual categories. According to the results of the present study, the social science teacher candidates explained Web 2.0 technology as a toolbox that contains everything in it, reflective, has the characteristic of changing, entertaining, octopus, interesting, a robot which can perform every task, canvas and informative. As a result of the present study, the metaphors that were produced by the social studies teacher candidates might be used in the process of explaining Web 2.0 concept.
Foreign Language Teacher Education: School Placements as a Source of Knowledge about Parents as Partners in the Educational Process
Author: Bak-Srednicka, Anna
Date: 2018-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Family School Relationship,Preservice Teachers,Language Teachers,Student Attitudes,Parent Participation,English (Second Language),Second Language Instruction,Foreign Countries,Interpersonal Communication,Volunteers,Family Environment,Participative Decision Making,School Community Relationship,Home Visits

As stated by Joyce L. Epstein (2011: 4) school and family partnerships framework is &quot;a better approach&quot; to the involvement of all subjects of the pedagogical process, i.e. pupils, parents and teachers than its two extreme options, i.e. &quot;waiting for involvement or dictating it.&quot; The fact that school-family partnerships play a crucial role in children's wellbeing is well documented. Despite the unquestionable fact, though, there is a field of study centered around the dichotomy between the beliefs about the importance of building parent-teacher collaboration declared by teacher educators and novice teachers' unwillingness to collaborate with parents. In the paper the author refers to her previous study devoted to &quot;Preservice teachers' attitudes related to family involvement in light of their school placement experience&quot; (2017). In the small scale (pilot) study it was proved that direct contact with parents during school placements of Type 2 -- Communication of Epstein's six types of parental involvement, correlates with ex-trainee teachers' high opinions about the importance of parental involvement in supervising learning activities at home (i.e. Type 4 of Epstein's six types of parental involvement). The current paper further elaborates on the topic and presents results of a study conducted on a larger group of preservice elementary teachers of English and Polish with an attempt to ascertain that above findings. It appears that direct contact with parents during school placements of Type 2 -- Communication and Type 3 -- Volunteering correlates with trainees' high opinions about four types of parental involvements, i.e. Type 2 -- Communicating, Type 6 -- Collaborating with the Community, Type 7 -- Parents observing lessons, and Type 8 -- Home visits by teachers.
The Students&apos; Perceptions on Blended Learning: A Q Method Analysis
Author: Çirak Kurt, Sevilay
Date: 2018-04-00
Type: Journal Articles
Subjects: Student Attitudes,Blended Learning,Q Methodology,Integrated Learning Systems,Online Courses,Foreign Countries,Schools of Education,Elementary Education,Elementary School Mathematics

The purpose of this study was to reveal the students' perceptions on blended learning through the Q method. The originality of the research stems from determining whether the students have a general tendency towards the blended learning process and evaluating the whole process through identifying its prominent components. The research data was compiled through the Q-Sort and the judgemental statements created by the researchers from 31 students attending the 3rd and 4th classes of the Faculty of Education during the 2016-2017 academic year. The data analysis ascertained that the students were in affirmative consensus on blended learning and the prominent components of the process were listed as teaching staff, face-to-face classes, student roles and the features of online course materials. The findings obtained were discussed within the frame of the relevant literature and the suggestions were made on blended course design.
Voicing Mathematics Teachers: A Holistic Overview of Their Early Career Challenges
Author: Keskin, Özge
Date: 2018-04-00
Type: Journal Articles
Subjects: Mathematics Instruction,Preservice Teachers,Classroom Techniques,Teacher Education Programs,Teacher Educators,Secondary School Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Beginning Teachers,Teacher Attitudes,Positive Attitudes,Knowledge Level,Teaching (Occupation),Educational Policy,Expectation,Foreign Countries

Teachers' further success in and commitment to their profession are shaped by their experiences in the early years of their careers. Being aware of the challenges that novices face would be helpful for teacher-educators in a way that would support pre-service teachers thoroughly. The goal of the current research is to ascertain the perceptions of secondary-school mathematics teachers about the challenging experiences at the beginning of their careers. With this purpose, semi-structured interviews were conducted. Findings revealed several issues that teachers face in four dimensions: mathematical knowledge for teaching, classroom management and organization, assessment of students' learning, and the context of teaching. Also, teachers' prior beliefs and expectations showed a general lack of awareness, oversimplified beliefs, and unrealistic optimism about the teaching profession. The findings of this study have shown a deficiency in teacher-education programs in terms of not providing pre-service teachers with enough knowledge of the challenges they may encounter, naturally resulting in the inability to reflect on the various reasons for those challenges and how all four aspects of teaching interact with one another. Regarding the findings, teacher education policies should be refined to help pre-service teachers to develop a more realistic and holistic view of teaching mathematics.