ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Effect on University Decision: Perceptions of Teacher Candidates on Virtual Student Forums
Author: Cankaya, Ibrahim
Date: 2016-03-00
Type: Journal Articles
Subjects: Internet,Social Media,Social Networks,College Choice,College Freshmen,Likert Scales,Gender Differences,Decision Making,Intellectual Disciplines,Cohort Analysis,Computer Mediated Communication,Mass Media Use,Foreign Countries,Factor Analysis,Preservice Teachers

The objective of this study is to determine how much candidate teachers have utilized internet forums while deciding their university to study. This is a study in survey model. The population of the study consists of freshmen students studying at Usak University's Faculty of Education in 2014-2015 academic year (400 students). The scale has been distributed to the entire population, while 267 of them have been returned and 251 of them have been evaluated. &quot;Virtual Forum Utilization during University Decision Period&quot; scale has been developed by the researchers. The initial scale consisting of 14 items has been applied to 150 students and two items with low factor load have been dismissed. The renewed 12 item scale has been re-applied to the students. Cronbach-Alpha internal consistency coefficient of the scale has been calculated as 0.825. Validity of the scale has been tested by exploratory and confirmatory factor analyses and KMO value of the scale has been calculated as 0.811. According to the confirmatory factor analysis, the scale consists of seven items and its fit index value has proved to be acceptable. 94% of the candidate teachers have memberships at student forums, while 89% of them get online at these forums several times a day. 42% of the teacher candidates utilize these forums to follow current affairs. Candidate teachers have reported that they had frequently visited student forums while they were about to decide their university to study. Independent groups &quot;t test&quot; has yielded that there is no significant difference between the forum utilization levels of female and male candidate teachers. One way variance analysis has shown that candidate teachers at social sciences teaching department utilize student forums more than other departments.
A Research on Reading Comprehension Levels of Fifth-Grade Students Who Learned to Read and Write for the First Time with Sound-Based Sentence Method
Author: Sagirli, Muhittin
Date: 2016-03-00
Type: Journal Articles
Subjects: Reading Comprehension,Teaching Methods,Grade 5,Literacy Education,Statistical Analysis,Qualitative Research,Achievement Tests,Multiple Choice Tests,Instructional Effectiveness,Sentences,Acoustics,Foreign Countries

The aim of this study is to determine reading comprehension levels of fifth-grade elementary school students who learned to read and write for the first time with sound-based sentence method. The 2005 program changed the initial literacy learning method. Sentence method was replaced by sound-based sentence method in the initial literacy education. Fifth-grade students comprising the subject of this study may be defined as the first group of students who learned to read and write for the first time with sound-based learning method. The study group comprises a total of 1,000 students attending elementary schools in Üsküdar, Kadiköy, Atasehir, Ümraniye, Bahçelievler, and Bayrampasa districts in Istanbul. Both quantitative and qualitative methods were used in the study. The research was conducted during the 2009-2010 academic year. An Achievement Test developed by the researchers was administered to the fifth-grade elementary school students. The test has 15 questions in total. 10 of them are (close-ended) multiple choice questions and 5 of them are open-ended questions. Open-ended questions were administered to 50 students randomly selected from among 1,000 students. Percentage of students' correct answers to the 10 questions in total is 24.41%. Percentage of their wrong answers is 72.68%. Percentage of questions left blank is 0.9%. The ideal is 100% success in reading comprehension, so 24.41% may be considered as failure. It may be suggested that students failed to comprehend what they read in the multiple choice questions section. Percentage of students' correct answers to the 5 open-ended questions in total is 43.6%. Percentage of their wrong answers is 28.8%. Percentage of questions left blank is 27.6%. It may be suggested that students failed in the open-ended questions. Students had difficulty expressing themselves. Their written expression skills may be suggested to be insufficient. The reason for this may be that teachers concentrate more on multiple choice tests in their assessments and evaluations, that students do not have developed vocabulary and expression skills, and that they do not have an habit of performing activities of writing essays, stories, letters, diaries, etc.
Effects of Self-Regulatory Strategy on Prospective Science Teachers&apos; Chemistry Self Efficacy According to Class Level and Gender
Author: Seyhan, Hatice Güngör
Date: 2016-03-00
Type: Journal Articles
Subjects: Self Control,Science Teachers,Preservice Teachers,Chemistry,Self Efficacy,Preservice Teacher Education,Instructional Program Divisions,Gender Differences,Correlation,Foreign Countries,Rating Scales,Statistical Analysis,Student Surveys

This study aimed at determining the self-regulatory strategies and the chemistry self-efficacies of a total of one hundred and eighty-nine prospective science teachers in a state university in Turkey while studying the chemistry lesson according to the class level and gender factors. An additional goal was to examine the relationship level between the self-regulatory strategies and their chemistry self-efficacies of prospective science teachers. In the study, &quot;Self-Regulatory Strategies Scale&quot; and &quot;Chemistry Self-Efficacy Scale&quot; were used. As a result of the study, it was observed that these strategies used by prospective science teachers while studying for chemistry lesson and their chemistry self-efficacies changed according to the class level and gender factors. It was observed also at the end of the study that the significant of the relationship between self-regulatory strategies and chemistry self-efficacy levels differed depending on the class level.
Lexical Awareness and Development through Data Driven Learning: Attitudes and Beliefs of EFL Learners
Author: Asik, Asuman
Date: 2016-03-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Language Attitudes,Second Language Learning,English (Second Language),Lexicology,Mixed Methods Research,Questionnaires,Likert Scales,Focus Groups,Statistical Analysis,Positive Attitudes,Communicative Competence (Languages),Second Language Instruction,Word Frequency,Language Patterns,Vocabulary Development,Learning Strategies,Factor Analysis,Correlation

Data-driven learning (DDL) has become an innovative approach developed from corpus linguistics. It plays a significant role in the progression of foreign language pedagogy, since it offers learners plentiful authentic corpora examples that make them analyze language rules with the help of online corpora and concordancers. The present study attempts to reveal Turkish EFL learners' attitudes and beliefs about DDL instruction in terms of lexical awareness and development. A mixed method including a questionnaire and a focus group interview was used to gather data. The statistical analysis of the results indicated positive attitudes towards DDL instruction in terms of raising the depth of lexical awareness particularly for synonyms and collocations. However, participants reported that their awareness towards word frequency, idioms and vocabulary learning strategies did not increase satisfactorily. Negative attitudes were also observed due to technical problems of the software and time-consuming nature of doing tasks through corpus.
Professional Readiness Level of Candidate Teachers: A Qualitative Evaluation
Author: Yildirim, Nail
Date: 2016-03-00
Type: Journal Articles
Subjects: Qualitative Research,Career Readiness,Beginning Teachers,Teacher Attitudes,Phenomenology,Focus Groups,Elementary Secondary Education,Interviews,Capacity Building,Teacher Competencies,Change Strategies,Faculty Development,Foreign Countries

The study investigates novice teachers? self-perceptions of their professional readiness. The study has a qualitative research design, adopting the phenomenology pattern. The study group comprised subject matter teachers employed at different educational stages (primary, secondary and high schools). The participants were selected according to the criterion sampling within the purposive sampling methods that are frequently used within the qualitative research tradition. Data collection method was focus group discussions. Then, &quot;content analysis&quot; was used to analyze the data. The study showed that the teacher candidates could not practice their theoretical knowledge and, therefore, were not ready to perform their occupation to the expected level. Thus, there is a need for improved training programs that integrate theory with practice to promote the professional readiness of teachers.
The Use of Planning in English and German (NRW) Geography School Textbooks
Author: Maier, Veit
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Geography Instruction,Planning,Textbook Content,Cross Cultural Studies,Cultural Differences,Sustainable Development,Time,Cost Effectiveness,Perspective Taking,Qualitative Research,Content Analysis

Although it is not possible to predict the future, at least some ideas can be developed through planning. Geography focuses on current social, environmental and spatial problems; however, it should, at the same time, teach us to plan its future handling. At school, this is a responsible role for the subject geography. This article compares how nineteen different English and German (North Rhine-Westphalian) geography textbooks deal with planning through various tasks. These tasks are identified with a definition, based on a multidisciplinary literature review, and are examined by qualitative content analysis. It appears that planning skills for shaping the future are dealt with differently in both countries, with respect to branches of geography, topic of concern, planning method, time frame and perspectivity. Implications and limitations of the findings for geography teachers, international researchers in science education, publishing houses and other persons responsible for geography education programs are discussed.
Knowledge Sources and Opinions of Prospective Social Studies Teachers about Possible Risk and Benefit Analysis: Nuclear Energy and Power Stations
Author: Yazici, Hakki
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Opinions,Information Sources,Risk,Cost Effectiveness,Nuclear Energy,Power Technology,Social Studies,Science and Society,Knowledge Level,Questionnaires,Statistical Analysis

In this study, it was aimed to determine the trust status of prospective social studies teachers regarding various knowledge sources related to nuclear energy and power stations regarded as a controversial socio-scientific issue and their perceptions on the possible risks and benefits of nuclear energy and power stations. Target population of the study consisted of prospective teachers studying in the Social studies Teaching Department of Faculty of Education at Afyon Kocatepe University during the fall term of 2015-2016 academic year. Volunteer teacher candidates from each grade participated in the study. The data required for the study were collected by using &quot;Risks and Benefits about Nuclear Energy&quot; questionnaire developed by Isleri (2012) and a measurement tool which determines the reliability of the knowledge sources related to nuclear energy and establishment of power stations. Descriptive statistics were conducted on the data obtained after the application of the measurement tools to 270 prospective teachers. According to the results obtained from the study, it was found out that the prospective teachers agreed that the nuclear energy and power stations were both risky and beneficial. According to another result obtained, scientists working on the issue received the highest confidence whereas members of parliament, companies and news on televisions received the lowest confidence.
Geography Teachers&apos; Practices Regarding Summative Assessment: A Study of Pre-Vocational Education in the Netherlands
Author: Bijsterbosch, Erik
Date: 2016-00-00
Type: Journal Articles
Subjects: Geography Instruction,Summative Evaluation,Foreign Countries,Cognitive Processes,Questionnaires,Faculty Development,Correlation,Test Items,Teaching Methods,Prevocational Education,Secondary School Teachers,Statistical Analysis

To start a teacher professional development programme on the relationship between classroom summative assessment and learning, the current practices and dispositions of geography teachers towards internal school-based examinations in pre-vocational education in the Netherlands were investigated. A questionnaire provided data on how teachers construct these examinations and how they perceive the extent to which they use test items in these examinations that appeal to distinct cognitive processes. The data were statistically analysed to explore teachers' practices regarding the construction of the examinations and the correlation with their perceptions on test items appealing to distinct cognitive processes. The results showed that teachers rarely construct test items themselves; instead, they rely to a considerable degree on test items created by outside sources. In particular, older teachers and teachers with greater teaching experience tend to use more test items from outside sources. According to the respondents, about two-thirds of the test items appeal to higher cognitive processes. When teachers do construct test items themselves, however, they perceive to use more test items that appeal to higher cognitive processes. Furthermore, teachers' dispositions regarding the purpose of the internal school-based examinations seem to be highly influenced by high-stakes tests, such as the national exam.
Junior Primary Greek School Pupils&apos; Perceptions of the City&apos;s Public Open Spaces and Especially of the Urban Square: A Case Study
Author: Papageorgiou, Nikoletta
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Young Children,Urban Areas,Semi Structured Interviews,Puppetry,Story Telling,Student Attitudes,Freehand Drawing,Qualitative Research,Content Analysis,Urban Environment

This work--part of a wider project aimed at engaging first year primary school pupils in public open-space design--explores the perceptions of junior primary school children as to the urban square. Data collection tools comprised semi-structured interviews, sketches and storytelling via puppet-animation. Our findings have shown that--according to the perceptions of the children--the square displays the advantages and disadvantages of public open spaces both structurally and in terms of its layout, while its functions are linked to children's play, leisure, events and socialization. Factors that adversely affect visits to public squares include delinquency, xenophobia, limited space and poor design.
Concept Maps as a Tool to Analyse College Students&apos; Knowledge of Geospatial Concepts
Author: Oda, Katsuhiko
Date: 2016-00-00
Type: Journal Articles
Subjects: Concept Mapping,Undergraduate Students,Geography Instruction,Spatial Ability,Geographic Information Systems,Introductory Courses,Mixed Methods Research

This study focused on college students' development of conceptual knowledge in geographic information system (GIS). The aim of this study was to examine if and how students developed their conceptual knowledge during their enrollment in an introductory-level GIS course. Twelve undergraduate students constructed 36 concept maps and revised 24 concept maps in three sessions. The author scored those 60 concept maps in two different ways. The first method measured the degree to which concept maps were structurally complex; the second method assessed the correctness of interrelationships between spatial concepts shown in the maps. A statistical analysis of the scores obtained through the second method suggested that there was a significant difference between the maps created in the first session and the maps revised in the second session. Students could successfully revise their original concept maps at the middle of a semester. A mix of the two quantitative and qualitative methods had the potential to examine the development of students' conceptual knowledge through multiple perspectives. Lastly, this study discusses how concept maps can be applied to research and instructions. Concept maps can be used for exploring students' understanding of spatial concepts.
Subject-Specific Correctness of Students&apos; Conceptions and Factors of Influence: Empirical Findings from a Quantitative Study with Grade 7 Students in Germany Regarding the Formation and Location of Deserts
Author: Schubert, Jan Christoph
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Grade 7,Concept Formation,Influences,Statistical Analysis,Water,Geographic Regions,Climate,Geographic Location,Secondary School Students,Questionnaires,Likert Scales,Factor Analysis,Environmental Influences,Coding,Natural Resources,Multivariate Analysis

Students' conceptions are a central learning condition. Until now there have only been qualitative results regarding the important geographical area of the desert, especially its location and formation. Therefore this study surveys students' conceptions (N = 585; n = 448 without pre-instruction on deserts and n = 137 with pre-instruction on deserts) with the help of a questionnaire containing open and closed questions. The descriptive as well as inferential statistical analysis shows that both subject-specific correct as well as subject-specific unfounded explanations regarding the location and formation of deserts are frequently found. At the same time, the conception about deserts being just sandy deserts is strongly connected with the subject-specific correctness of the conceptions regarding the location and formation of deserts. Based on the discussion of the results, information about the possibility of future research is given.
From University to Regionality? Knowledge Economy and Regional Development--The Case of Sweden
Author: From, Jörgen
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Economy,Geographic Regions,Universities,College Role,Economic Development,School Business Relationship,Educational Change,Politics of Education,Higher Education

New public management and knowledge economy have become watchwords in the governance of higher education. The university's role has rapidly changed toward regional development. The aim of this article is critically to highlight the basic rationale of this reorganization and to examine what this can mean in a Swedish context. This rationale is described as the system of various forms of collaboration between industry, commerce, the universities and research institutes, and the political system. In Sweden, higher education is assumed to generate economic growth in different regional communities. How successful the university's contribution can be is, however, an empirical question rather than an ideological one. A paradox lies in this reorganization--the more the university adapts to regional needs, the more difficult it is to generate knowledge in a global context. If the criteria for knowledge is regional development, then the nature of truth is replaced by something completely different.
Perceptions of Geography as a Discipline among Students of Different Academic Levels in Pakistan
Author: Fatima, Munazza
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Geography,Comparative Analysis,Instructional Program Divisions,Questionnaires,Likert Scales,Statistical Analysis,Employment Opportunities

Geography is facing the problem of its identity and recognition as a useful academic discipline in Pakistan. This research paper examines the perception about geography as an academic discipline from the students of different academic levels i.e. intermediate, graduate, master and M.Phil. Data were collected through structured questionnaires and a total of 106 students were surveyed, of which 45 were male and 61 were female students. Students' perceptions were analyzed about the concepts, themes, nature and scope of geography, choice of geography as an academic discipline, major problems they are facing while studying geography and possible career opportunities. Results reveal that students have clear perceptions about the concept, themes, and nature of geography. In terms of significance, intermediate students consider it as a third or the least ranked subject while graduate, master and M.Phil students considered it as a first or second ranked subject. Geography was perceived to be very informative and equally important for both girls and boys. Research, teaching and cartography were considered as major job opportunities by students. As a whole, geography was perceived as an interesting, multidisciplinary, and useful subject. Different levels have different problems; some of them include difficulty in understanding geography, lack of resources, insufficient field work, and inappropriate medium of instruction, lack of jobs for geography graduates and lack of research in geography education.
The Promise of Economic-Integration: Examining the Relationships among School Poverty, Individual Poverty, and Reasoning Skills
Author: Rogers, Michelle
Date: 2016-00-00
Type: Journal Articles
Subjects: Poverty,Logical Thinking,Thinking Skills,Disadvantaged Schools,Family Income,Cognitive Ability,Comparative Analysis,Low Income Students,Advantaged,Economically Disadvantaged,Middle Class,Elementary School Students,Elementary Schools,Cognitive Tests,Statistical Analysis

This study examines the relationships between school poverty status, family income status, and reasoning ability for the purpose of understanding the role of school poverty on reasoning skills. Cognitive ability scores of students attending mixed-poverty schools were compared to their counterparts attending institutions with low, high, and extreme poverty. Results showed that students attending economically-integrated schools had similar reasoning skills to those attending schools with low and high poverty. The largest differences were between students attending economically-integrated schools and those enrolled in schools with extreme poverty. Irrespective of school poverty status, individual income status had a strong, significant effect on reasoning skills. In general, those who participated in the federal free-reduced lunch program possessed less advanced reasoning skills than their economically advantaged peers. Research findings have important implications for economic-integration school policies.