ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Cooperative Learning: University Example
Author: Tombak, Busra
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,College Students,Student Motivation,Mixed Methods Research,Pretests Posttests,Content Analysis,Instructional Effectiveness,College Instruction,Questionnaires

Problem Statement: Motivation is a significant component of success in education, and it is best achieved by constructivist learning methods, especially cooperative Learning (CL). CL is a popular method among primary and secondary schools, but it is rarely used in higher education due to the large numbers of students and time restrictions. The literature does not give much space to the use of CL and its motivational effects. This study aimed to fill this gap in the literature and practice. Purpose of the Study: This study sought to investigate the effects of CL on students' motivation and student products at university level. Method: With an implementation of CL at a university, this study was performed with mixed-method techniques. Jigsaw and Team-Game- Tournament techniques were implemented in two sections of a selective course at a state university in Istanbul, Turkey to outline the motivational effects of CL on students between the ages of 18 and 25. To reach more satisfying results, a mixed methodology was used and pre- and post-motivation questionnaires were supported with document analysis of students' products. Findings: The study showed that the university level is not a hazardous place to implement CL. On the contrary, it is a fruitful level to see positive motivational effects. Both the qualitative and quantitative data supported the positive effect of CL on students' motivation and cooperative learning strategies. Conclusion and Recommendations: Based on the findings, it could be asserted that CL is effective on students' motivation and cooperative learning strategies. Especially for students at faculties of education, the use of CL was rather generous in terms of their own learning. As their profession involves teaching how to learn, it is important that they know the specific path.
Protective Health Education
Author: Aydin, Ganime
Date: 2016-00-00
Type: Journal Articles
Subjects: Health Education,Instructional Materials,Knowledge Base for Teaching,Preservice Teachers,Mixed Methods Research,Interviews,Preschool Teachers,Intervention,Knowledge Level,Pretests Posttests,Scores,Health Promotion,Foreign Countries,Food,Hygiene,Dental Health,Child Development,Mental Health,Physical Health

Problem Statement: As a result of wars, starvation, traffic accidents, homicide, infectious diseases, insufficient adult protection, migration, and inadequate legal reforms the mortality rate of children has become a serious problem in the world. Protective health education contributes to a child's physical and social health. In this case, the main problem of research is &quot;How does the production and applications of educational materials affect the protective health knowledge level of prospective preschool teachers?&quot;. Purpose of the Study: The aims of this study are, to increase the health knowledge level of prospective teachers, to produce protective health education materials for children and to experience the applications of produced materials with these children. Method: The present study was used partially mixed sequential equal status design model. The quantitative data from the protective health knowledge level test including 20 open-ended questions were combined with qualitative data from interviews who (n = 131) were the pre-school prospective teachers. The qualitative data that were gathered from face to face interviews with 22 of the sample group. The interventions of research including theoretical and production of protective health education tools took place 12 weeks then prospective teachers applied tools on children. Ttest and content analysis techniques were used to analyze the data. Findings: There was a significant difference in the protective health knowledge level test scores of participants (t (131) = 10.53, p&lt;0.00) before and after the research. There was a significant difference between the mean values of pre-test and post-test results on the immunity (t (131) = 5.51, p&lt;0.00), traffic (t (131) = 1.53, p&lt;0.00), nutrition (t (131) = 6.38, p&lt;0.00), hygiene (t (131) = 5.83, p&lt;0.00), mental health (t(131) = 4.05, p&lt;.00). There was no significant difference between the mean scores of the pre-test and post-test of tooth health (t (131) = 1.53, p&gt;0.00) and physical activities (t (131) = 1.53, p&gt;0.00). The difficulties during the production of materials, the difficulties during the applications with students and the experiences of prospective teachers were obtained as themes from the qualitative data. Conclusion and Recommendations: Protective health education should be given to all prospective teachers in all subjects including practical as well as conceptual knowledge. In the future they can use this knowledge and these practices to decrease the mortality rate of countries as a teacher, as an individual in a society or as a parent.
Education for Sustainability (EFS): Citizenship Education for Radical Resistance or Cultural Conformity?
Author: Tulloch, Lynley
Date: 2009-00-00
Type: Journal Articles
Subjects: Sustainability,Foreign Countries,Conservation (Environment),National Curriculum,Language Usage,Vocabulary,Citizenship Education,Environmental Education,Critical Thinking

There is little doubt that the use of EFS curricula, resources, and programmes in publicly provided education has been controversial. This paper will examine the dilemmas, for educators involved in EFS, relating to the politics and conservative forces underpinning national curriculum development in a free market capitalist economy such as Aotearoa/New Zealand. Concerns have been expressed both within and beyond the developing field of EFS that it has the potential to be narrowly utilitarian and indoctrinatory. A useful response to this critique is to advocate for critical reflection around the ways in which language in the developing field of EFS is, and has been, constructed. It is argued that taking the meanings that are implicit in the terminology used in EFS to be self-evident will endanger its potential to be truly empowering. One consequence might be that the field becomes indoctrinatory and uncritically transmissive. The area of pre-service teacher education is explored as one that can model environmental education and EFS usefully as educative.
Perception of Peace in Students' Drawings
Author: Cengelci Kose, Tuba
Date: 2016-00-00
Type: Journal Articles
Subjects: Peace,Freehand Drawing,Elementary School Students,Grade 5,Democracy,Student Attitudes,Phenomenology,Semi Structured Interviews,Writing Assignments,Concept Formation,Foreign Countries,Figurative Language,Comprehension,Qualitative Research

Problem Statement: Societies are facing several kinds of problems in the world today as chaos among the countries, conflicts between different groups, wars and diseases. It can be claimed that solving these problems is impossible unless societies care about humanistic cooperation, tolerance and peace. Individuals required developing fundamental values as peace, love, respect, tolerance, etc. to be an active and responsible citizen of a democratic society. Peace education can be a part of school program to develop positive peace understanding in students. Students' perception regarding the world can be seen in their drawings. Therefore, it is important to reveal students' perception about peace through their drawings. Purpose of the Study: This study aims to investigate fifth grade students' perception of peace through their drawings. In direction of this main purpose, the answers of the questions have been looked for &quot;How do the students reflect their perception of peace in their drawings?&quot; and &quot;How do the students reflect their perception of peace in written opinions?&quot; Method: Phenomenological design was used in this study. The participants of the study were a total of 23 students who attended the fifth grade at a primary school in 2011-2012 spring term in Eskisehir. Data of the study were gathered by students' drawings, semi-structured interviews and students' writings. Inductive analysis was used in the study. Findings: Findings of the study showed that students emphasized peace in parents, interpersonal peace, and peace among countries in their drawings. Moreover, they drew peace in sports and nature, and they reflect peace with symbols to their drawings. Students conceptually defined peace as avoiding fight and war, agreement and friendship in their written opinions. Additionally, students compared peace to the dove, bird, butterfly, rope, family, friends, siblings, earth, world and Turkey in their written opinions. Conclusion and Recommendations: The results of this study reveal that students used some statements in terms of positive peace in their written opinions as agreement and friendship, developing universal values. However, they described peace as a negative peace in their drawings. Suggestions were offered on the basis of the results of the study to develop students' perception about positive peace. For instance, interdisciplinary activities can be organized to develop a positive perception of peace for students. Informative seminars can be organized for teachers, pre-service teachers and parents about peace education. Moreover, applied research can be designed to develop a positive perception of peace for students.
The Case of Composition Questions in the Examinations of Turkish Lesson
Author: Taga, Tahir
Date: 2016-00-00
Type: Journal Articles
Subjects: Turkish,Foreign Countries,Native Language Instruction,Writing (Composition),Writing Instruction,Secondary School Students,Secondary School Teachers,Case Studies,Interviews,Tests,Writing Skills,Qualitative Research

Problem Statement: Writing is a skill area that is difficult to teach and evaluate. The fact that writing is a complex skill including many factors underlies on the basis of these difficulties. Such factors as grammar, writing and punctuation, language and expression, text linguistics and thinking skills, which are knowledge and skill areas all by itself, form wholeness through interaction in the writing process. Topics, types, methods of the writing are the decisive factors when reflecting on the students' competence. Thus, quality of the questions affects students' writing achievement in the exams. In the studies, it is not presented how the writing skill is addressed in assessment and evaluation that forms the final link of the teaching process. It is possible to determine the effectiveness of assessment and evaluation regarding writing skills and to correct the deficiencies if any, with the composition of the questions to be addressed from different angles. Purpose of Study: This study aims to identify the case of composition questions in the examination of secondary school Turkish lesson and the teachers' perceptions related to this issue. Method: In this study conducted in case study design, 18 schools have been identified through convenience sampling method. According to the method of document review, 432 exam papers were collected from these schools and eight of the teachers those preparing exams were interviewed. Findings and Results: The results obtained are as follows: In 52.08 percent of the exams, composition questions take place. A significant part of these questions require writing according to the method of guided writing. Teachers often did not specify the type of text to be written. In the questions that are specified with text types, event texts become prominent. According to the participants, lack of diversity in terms of writing methods in composition questions results from teachers' habits and unfollowing the latest developments. Conclusions and Recommendations: It can be argued that composition questions examined in the study are not adequate in terms of both quantity and quality. It can be said that writing methods and types learnt in the teaching process haven't been reflected in the evaluation process. Findings reveal that teachers act upon the concerns rather than objectives and attainments of the lesson when preparing exam questions and this causes misevaluation of writing skills of students. To evaluate students' writing skills properly, composition questions should be increased and enriched by teachers.
Education for Now
Author: O'Connor, Peter
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning,Education,Curriculum,Teaching Methods,Empathy,Art Expression,Art Education,Art,Curriculum Development

There has been perhaps no greater admission of the general failure of schooling in New Zealand than the Schools Plus programme, which essentially proposes that apprenticeship-type programmes should be made available to students as young as 13. Released close on the heels of the newly introduced national curriculum, it seems to be a form of official recognition that the newly crafted curriculum has little or no relevance to large numbers of secondary school students. The proponents of Schools Plus believe that this relevance can be achieved by allowing young people to partly join the workforce (&quot;Incentives yes, but not compulsion&quot;, 2008). As an admission of failure it tops the 2007 idea from NZQA that a good way to motivate and challenge our brightest was to offer merit and excellence stickers on NCEA records because the work that students do at this level has little intrinsic interest or reward for even our brightest youth.
Gifted and Growing up in a Low Income Family: Mindsets, Resilience, and Interventions
Author: Ballam, Nadine
Date: 2009-00-00
Type: Journal Articles
Subjects: Academically Gifted,Low Income Groups,Resilience (Psychology),Intervention,Program Effectiveness,Academic Achievement,Student Attitudes,Foreign Countries,Barriers,Coping,At Risk Students

Exploring the lived experiences of young people who are gifted and who come from financially challenging backgrounds may provide insights that lead to effective interventions which enable the potential of this group of individuals to be fully realised. This paper describes the author's personal experience as a child identified as gifted at school and growing up in a low-income family. It illustrates the impact of a specific and damaging mindset on achievement, attitudes, and actions. Aspects of risk and resilience are explored briefly. Finally, three significant implications for educators and other professionals are identified.
What Makes a Difference for Resilient Students in Turkey?
Author: Yilmaz Findik, Leyla
Date: 2016-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Disadvantaged Youth,Low Income Groups,Socioeconomic Status,Foreign Countries,Adolescents,Achievement Tests,International Assessment,Secondary School Students,Student Attitudes,Self Concept,Student School Relationship,Interpersonal Competence,Correlation,Predictor Variables,Mathematics Achievement,Questionnaires,Scores,Statistical Analysis,Multiple Regression Analysis

Problem Statement: Socio-economic background plays an important role in academic achievement, but there is a group of students beating the odds and becoming successful despite the socio-economic background of their families. Purpose of the Study: The study aimed to define how resilient students succeed at school despite their socio-economically disadvantaged background and examine the relationship between academic achievement and other factors related to school. Method: Descriptive analysis and multiple regression analysis were used to answer the research questions. The rate of resilient students in Turkey has been analyzed among 15-year-olds taking the PISA 2012 assessment. According to PISA 2012 Mathematics performance, Turkey had 322 resilient students. Of these, 46.9% were female and 53.1% were male. Findings: According to the PISA 2012 mathematics performance, 7% of students in Turkey are considered resilient. Findings indicate that almost all resilient students score 482 and higher. This means that there are no resilient students performing below baseline (level 2) in Turkey. One of the other findings was that resilient students feel connected to school and have positive feelings towards school. Self-belief in achievement, being happy with achievement, greater engagement in academic activities, social skills, feeling a sense of belonging to school, and positive feelings towards school were the traits of the resilient students in Turkey. There is no correlation between resilient students' sense of belonging to school, attitudes towards school in terms of learning outcomes, and perceived Resilient students' attitudes towards school is a significantly predictor of these students' mathematics performance. Conclusion and Recommendations: This study demonstrated that schools make a slight difference for resilient students in Turkey. Disadvantaged students managed to be resilient and successful, so the educational administration should make the schooling environment more positive and provide more incentives for disadvantaged students to foster their resiliency and success. Moreover, principals should develop strategies to ensure a meaningful learning process that enables disadvantaged students to become successful and accomplished citizens. A qualitative perspective is suggested to bring a deeper approach to evaluate what factors affect achievement of the resilient students' success. Longitudinal studies could be done to compare what has changed in their lives and whether the resiliency is still present. success control, and their mathematics performance on the PISA 2012.
Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners
Author: Solikhah, Imroatus
Date: 2015-00-00
Type: Journal Articles
Subjects: Academic Discourse,Instructional Materials,English for Academic Purposes,Second Language Learning,Second Language Instruction,Course Descriptions,Interviews,Grounded Theory,Outcomes of Education,Vocabulary Skills,Grammar,Foreign Countries,Language Teachers,Qualitative Research,Student Attitudes,Teacher Attitudes

This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews. Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis techniques. The study discovers that academic literacy is prominent to serve and recently it has been the growing learning outcomes universities should provide besides discipline and expertise. Academic literacy in EAP program is embedded into academic vocabulary, grammar, reading and writing for academic purposes. Consequently, academic literacy should be incurred in the curriculum, syllabus, aims and objectives, and teaching materials. A bibliography is included.
A Personal Journey: Introducing Reflective Practice into Pre-Service Teacher Education to Improve Outcomes for Students
Author: Hume, Anne
Date: 2009-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Reflection,Teacher Education,Preservice Teacher Education,Teacher Education Programs,Preservice Teachers,Student Journals,Science Education,Science Instruction,Action Research,Educational Improvement,Teaching Methods,Foreign Countries,Science Teachers,Journal Writing,Secondary School Science

This paper traces the development over several years of an initiative, involving student journals, that was introduced into a tertiary science education course for pre-service teachers in order to improve communication between the lecturer and students. The narrative recounts how the nature and uses of the journals evolve subsequently as a result of reflective practice by the course lecturer and students. This introduction of intentional reflection by the course lecturer, informed by ongoing action research, is providing valuable insights into the nature and extent of student learning and the actions required to improve outcomes for students.
The Implementation of Group Investigation to Improve the Students' Speaking Skill
Author: Iswardati
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Observation,Check Lists,Speech Skills,Pronunciation,Grammar,Vocabulary,Language Fluency,Barriers,Student Participation,English (Second Language),Second Language Instruction,Communication Skills,Language Skills,Speech Tests,High School Students

This research aimed to find out how group investigation improves the student's speaking skill of the second grade students of SMA 2 Samarinda, how group investigation improves the student's participation in speaking of second grade students of SMA 2 Samarinda, and what the obstacles are in the implementation of Group Investigation. The classroom action research was employed in this study and was done in two cycles. Each cycle consisted of four stages: (1) planning, (2) action, (3) observation, and (4) reflection. Each cycle took three meetings. The instruments used to collect the data were observation, checklist, field-note, and speaking test. After the implementation of Group Investigation through two cycles, the researcher concluded: &quot;First,&quot; Group Investigation improves the students' speaking ability by (a) increasing the students' pronunciation, grammatical, vocabulary, and fluency, (b) by reducing the students' reluctance to speak, worry of making mistakes, and afraid of being laughed at by other students. &quot;Second,&quot; Group Investigation improves the students' participation in speaking (a) the students learnt how to investigate a certain problem and to solve the problem using English, (b) how to share, (c) how to discuss, (d) how to give their ideas, (e) how to accept other opinions, and (f) how to present their ideas. &quot;Third,&quot; the obstacles in the implementation of Group Investigation are: (a) The students were noisy, (b) Some students spent too short in the presentation, (c) Some students had difficulties in expressing their arguments and suggestion related to the topics, and (d) Few students dominated the group investigation. (A bibliography is included.)
Getting Together to Learn More about ICT Use: Findings from the TELA Evaluation
Author: Harlow, Ann
Date: 2009-00-00
Type: Journal Articles
Subjects: Faculty Development,Laptop Computers,Computer Uses in Education,Access to Computers,Educational Technology,Foreign Countries,Program Effectiveness,Mixed Methods Research,National Surveys,Focus Groups,Elementary Secondary Education,Case Studies,Teacher Attitudes,School Culture,Teacher Role,Institutional Cooperation

The introduction of computers, the Internet, and other Information and Communication Technologies (ICTs) into the school context has proved challenging for many schools and teachers. In meeting these challenges, professional development for teachers has been seen traditionally as a formal process conducted by an expert from outside the school. Situated and sociocultural views of teacher learning challenge the efficacy of this model and, recently, the notion of professional learning communities has gained traction. Such an approach emphasises collegiality and collaboration both within and across schools. This paper examines the nature of professional learning opportunities experienced by New Zealand teachers following their receipt of government subsidised laptops for their personal use. It also discusses the challenges to teachers and school communities in fostering and supporting teachers learning more about ICT use.