ethanporcaro/eric-fulltext-meta huggingface dataset:
Multilevel Classification of PISA 2015 Research Participant Countries&apos; Literacy and These Classes&apos; Relationship with Information and Communication Technologies
Author: Yalcin, Seher
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Achievement,Reading Skills,Classification,Information Technology,Multivariate Analysis,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Predictor Variables,Access to Computers,Equal Education,Educational Opportunities,Statistical Analysis

In this study, it is aimed to distinguish the reading skills of students participating in PISA 2015 application into multi-level latent classes at the student and country level. Furthermore, it is aimed to examine how the clusters emerged at country-level is predicted by variables as students have the information and communication technology (ICT) resources. The population of this research, which is in a descriptive survey model consists of all students who are aged 15 from 72 countries which participated in the PISA 2015 application. As for sample, it is made up of 519,334 students and 17,908 schools which were chosen randomly for PISA 2015 application from these countries. In analyzing data, a multi-level latent class and three-step analysis were employed. Analyses have shown that having ICT resources at home is the most influential variable on the reading skills of countries. It is determined both in in-country and across countries that there are some differences in ICT resources at home and school. In this context, it may be stated that the equal opportunity in education has not been provided in many countries on international scale.
The Opinions of the Multigrade Classroom Teachers on Multigrade Class Teaching Practices (Multiple Case Analysis: Netherlands-Turkey Example)
Author: Engin, Gizem
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multigraded Classes,Teacher Attitudes,Case Studies,Problems,Educational Practices,Questionnaires

In this study, the opinions of 20 classroom teachers who work in multigrade classes in Izmir, Turkey and Rotterdam, Netherlands were received via an interview form prepared by the researcher. The study was designed as a multiple case study. Descriptive and content analysis were applied to the data obtained from the study. The data obtained from the analysis were grouped under three main themes: difficulties faced in multigrade classes, solution suggestions regarding the problems of multigrade classes, effective practice examples in multigrade classes. The study has revealed that there are difficulties stated by the classroom teachers as the excessive effort of the teacher, high expectations from the student, lack of time, difficulty in reaching the aims, non-teaching roles, not being supported, lack of education, physical conditions, and language problems. It has been seen that the solution suggestions suggested by the teachers are openness, assistant personnel, improvement of the physical conditions, increasing the quality and quantity of training services, and legal regulations. At the end of the study, significant practice examples which can be easily applied by the multigrade classroom teachers have been reached. These practice examples have been tried to be introduced. The results of the study were discussed comparatively in terms of the opinions of Turkish and Dutch teachers. Suggestions were made in accordance with the results of the study.
&quot;We Are a Chinese School&quot;: Constructing School Identity from the Lived Experiences of Expatriate and Chinese Teaching Faculty in a Type C International School in Shanghai, China
Author: Poole, Adam
Date: 2018-00-00
Type: Journal Articles
Subjects: Institutional Characteristics,Professional Identity,Foreign Countries,Mixed Methods Research,Foreign Nationals,Teaching Methods,International Schools,Educational Policy,Teacher Attitudes,Ceremonies,Self Concept,Comparative Analysis

This study explores school identity by analysing the perceptions of Chinese and expatriate teachers in a Type C, non-traditional international school in Shanghai, China. The purpose of this study was to build on Hayden's (2016) work by offering a detailed description of this type of school which continues to be under researched. A mixed-methods approach was adopted that explored the school's identity on three levels: the &quot;rhetorical,&quot; the &quot;curricula,&quot; and the &quot;lived.&quot; The data revealed considerable discontinuity between these levels, particularly from the perspective of the international teachers. The findings are discussed in relation to cultural scripts for teaching and learning and institutional logics and implications are drawn for creating a more interculturally inclusive school ethos.
War, Peace, and Peace Education: Experiences and Perspectives of Pre-Service Teachers
Author: Gurdogan-Bayir, Omur
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Attitudes,War,Peace,Conflict,Migration,Phenomenology,Foreign Countries,Etiology,Religious Discrimination,Racial Discrimination,Economic Factors,Politics,Freedom,Self Esteem,Psychological Patterns,Cultural Pluralism,Prevention,Civil Rights,Females,Qualitative Research

The purpose of this study was to reveal the perceptions of preservice teachers with war experience regarding war, peace and peace education. In the study, the phenomenological design was applied. The participants of the study were individuals who experienced wars or conflicts for several reasons in their countries and who received teacher training in Turkey. In this respect, the causes of war were reported to include economic and political benefits and religious and ethnical discrimination. In addition, the participants mentioned the social, psychological and economic reflections of war. Also, peace was associated with the participants' experiences and explained with such concepts as living together, freedom, confidence and happiness. In relation to peace education, the main focus was on respect to differences, and on prevention of discrimination. The preservice teachers also emphasized giving importance to children's psychology in peace education, women's rights as well as to avoidance of discrimination.
Knowledge Theory in Ibn Rushd Literature and Reflection Thereof on Its Educational Philosophy
Author: Al-Rsa'i, Mohammed
Date: 2018-00-00
Type: Journal Articles
Subjects: Literature,Educational Philosophy,Human Body,Self Concept,Religious Factors,Islam,Psychological Patterns,Moral Values,Epistemology,Educational Theories,Criticism,Muslims

This study aims to examine Ibn Rushd perceptions in terms of Knowledge and reflection thereof on his educational philosophy. This study reached at a conclusion that Ibn Rushd partaking had its important role in framing the Knowledge theory and maintain it away from deviations and in the same time originated much jurisprudences starting from Aristotle theory who considered that self perish with the body's yard, while Ibn Rushd considered it as non physical self and image of body in the same time. On the other hand, Ibn Rushd disagreed with Knowledge theory adopted in Mysticism; who believes that human cannot reach Knowledge depending on mental means alone, but in turn Knowledge is gift from Allah achieved through strife, psychological readiness and purifying the heart. Ibn Rushd Knowledge theory is based on knowledge tools (feeling, mind and heart) integration. Serial order thereof based on promotion from feeling to the mind. Any personal cognizance is moral cognizance in Physical such as feeling or fantasy, while total cognizance is meaning cognizance physical. Based on Ibn Rushd Theory on Knowledge this study examined his educational philosophy which proved that it is in line with education's modern vision and acquiring knowledge; i.e. &quot;Thomas Aquinas,&quot; Jean Beige, Bruner and other pioneers of Epistemology theory in Education.
The Effect of Layered Curriculum on Reflective Thinking and on Self-Directed Learning Readiness of Prospective Teachers
Author: Gencel, Ilke Evin
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum Development,Reflection,Reflective Teaching,Independent Study,Learning Readiness,Preservice Teachers,Mixed Methods Research,Experimental Groups,Control Groups,Prediction,Student Teacher Attitudes,Likert Scales,Foreign Countries,Semi Structured Interviews,Pretests Posttests

Teachers are important role models for pupils. They should be reflective practitioners and self-directed learners. Teacher training process should promote being a reflective thinker and a self-directed learner. Curriculum should be designed in accordance with constructivism. The aim of this research is to investigate effects of layered curriculum on pre-service teachers' reflective thinking level and on self-directed learning readiness. In this study sequential mixed method design is used. A pretest-posttest control group design (quantitative phase) and a semi-structured interview (qualitative phase) are used. Layered curriculum is determined to have positive effects on participants' reflective thinking level and self-directed learning. According to findings of this research, layered curriculum can be an alternative way to improve pre-service teachers' readiness for self-directed learning and reflective thinking levels.
The Culture of the Independent Progressive School
Author: Kloss, Dean
Date: 2018-00-00
Type: Journal Articles
Subjects: School Culture,Educational Environment,Private Schools,Progressive Education,Institutional Characteristics,Informal Education,Play,Student Centered Learning,Curriculum Design,Democracy,Participative Decision Making,Observation,Interviews,Peer Relationship,Individualized Instruction,Nontraditional Education

Even in this &quot;Age of Data,&quot; independent progressive schools have shown a remarkable persistence in offering an alternative educational model. As Traditional Public Schools (TPS) become even more committed to a testing model of achievement, there are schools that continue to operate on identified progressive educational principles. This paper uses observations and interviews at two upstate New York progressive schools to identify characteristics that define the resiliency of such institutions. The author's findings identify four characteristics common to a progressive educational culture: familial grouping, informality, play, and democracy. Four elements that are important to this progressive model of instruction tied to the culture at these schools are present: individualized child-centered instruction, curricular flexibility, and choice/space/time, the nature of and future for non-institutional schools is also considered here.
An Intelligent System for Determining Learning Style
Author: Ozdemir, Ali
Date: 2018-00-00
Type: Journal Articles
Subjects: Cognitive Style,Computer Software,Measures (Individuals),Statistical Analysis,Gender Differences,Age,Academic Achievement,Foreign Countries,Artificial Intelligence

In this study, an intelligent system which determines learning style of the students is developed to increase success in effective and easy learning. The importance of the proposed software system is to determine convenience degree of the student's learning style. Personal information form and Dunn Learning Style Preference Survey are used to collect the data which are analyzed using the techniques of mean, standard deviation and t-test. Gender, age, and year of education are selected as the metrics for evaluation of the system performance.
Analysis of Variables That Affect Teaching Learning Approaches and Epistemological Beliefs of Pre-Service Teachers by Structural Equation Model
Author: Uslu, Oner
Date: 2018-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Epistemology,Beliefs,Student Attitudes,Preservice Teachers,Structural Equation Models,Teaching Methods,Path Analysis,Preservice Teacher Education,Constructivism (Learning),Foreign Countries

Teachers are expected to update their instructional strategies. Teaching learning approaches and epistemological beliefs may affect teaching practices. The aim of this study is analyzing the relation of variables that effect epistemological beliefs and teaching learning approaches of teacher candidates on a statistical model. According to literature, self-efficacy perceptions, individual innovativeness positions, gender and English success levels, are expected to have direct or indirect effects on epistemological beliefs and teaching learning approaches. Many studies examined these relations, but there is not any study examining all of these relations on a statistical model. In addition, the effect of individual innovativeness on epistemological beliefs and teaching learning approaches was not examined on any model previously. A theoretical model established in line with the literature and has been tested with path analysis method. Results indicate that the model gave fit with the data within acceptable limits. According to the model, learning teaching approaches of individuals with sophisticated epistemological beliefs are more constructivist. In this case epistemological belief, individual innovativeness, general self-efficacy, gender, English success level and alma mater can be said to have direct or indirect effects on teaching learning approaches of teacher candidates.
Values within the Context of Postmodernity and Their Roles in Happiness: A Research on University Students
Author: Coskun, Yemliha
Date: 2017-00-00
Type: Journal Articles
Subjects: Values,Postmodernism,Measures (Individuals),Correlation,Statistical Analysis,Sampling,College Students,Student Attitudes,Gender Differences,Psychological Patterns,Majors (Students),Foreign Countries

The aim of the study is to explore the relation between values and happiness of the university students in the Context of Postmodernity. The research is a descriptive study in the screening model. The study was carried out with 376 students from the faculties of Physical Education and Sports, Education, Science and Letters, Business, Theology, Engineering, Forestry and Agriculture at Kahramanmaras Sutcu Imam University during the spring semester of 2016-2017 academic year. They were selected by convenience sampling method. &quot;Personal Information Form&quot; and &quot;Values Scale&quot;, the original of which was created by Calp developed by the researcher and the &quot;Oxford Happiness Scale&quot; developed by Dogan and Sapmaz were used as data collection tools. The research data were analyzed the descriptive and correlational statistics technique in terms of SPSS. The university students' values were found to be very high while their happiness levels were above the average; a positive and medium level relationship was identified between participants' values and happiness levels. Female students were found to have higher levels of values and happiness than male students. Students studying in the faculty of theology were determined to have the highest level of value and happiness.
Investigation of Patience Tendency Levels in Terms of Self-Determination, Self-Compassion and Personality Features
Author: Bülbül, Ayse Eliüsük
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Self Determination,Personality Traits,College Students,Prediction,Psychological Patterns,Foreign Countries,Personality Measures,Scores,Self Concept,Factor Analysis,Measures (Individuals)

The main objective of this study was to determine the relationship between self-determination, self-compassion and the five-factor personality traits of university students. Moreover it was aimed to determine whether self-compassion, self-determination and personality traits predict patience levels at a meaningful level. The sample population of this research consisted of a total of 1166 students; 704 female and 462 male students from the Universities of Bartin, Batman, Konya Necmettin Erbakan and Selçuk. The age range of the students was 17-30 and the average age was 20.89. The method used to determine students' patience points was the patience scale, which was developed by Schnitker [43] and adapted to Turkish by researchers Eliükük and Arslan [16]. The Self-Compassion Scale (Deniz, Kesici &amp; Sümer, [15]), the Adjective Based Personality Test (SDKT) (Bacanli, Ilhan &amp; Arslan, [2]) were used in order to determine the self-compassion scores and the Autonomous Self-Determination Scale (Ersoy &amp; Güldü, [15]) was used to determine the self-determination scores. As a result of the research, a positive relationship was found between all sub-dimensions of patience and self-compassion. There was a significant relationship between the sub-dimensions of patience and the sub-dimension of self-determination. A positive correlation was found between the sub-dimensions of patience and Agreeableness, Openness to experiences and conscientious and a negative relation with Neuroticism. When self-compassion, self-determination and the five-factor personality traits were evaluated separately and together, it was seen that they can predict all sub-dimensions of patience.
The Effect of Teacher Training on the Knowledge of Positive Behavior Support and the Quality of Behavior Intervention Plans: A Preliminary Study in Taiwan
Author: Wu, Pei-Fang
Date: 2017-00-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Foreign Countries,Pretests Posttests,Functional Behavioral Assessment,Teacher Education Programs,Competency Based Teacher Education,Intervention,Elementary School Teachers,Special Education Teachers,Check Lists,Surveys

The purpose of this study was to investigate whether through a series of teacher training. The participants could acquire better knowledge on Positive Behavior Support (PBS), and develop high quality behavior intervention plans. Thirty-six teachers from three public schools participated in the study. The competency-based training consisted of 12 sessions based on several key concepts of PBS. The participants were divided into 7 groups, and each group was required to complete a section of behavior intervention plan after each training session, until all sections were completed. A group pretest-training-posttest pre-experimental design was used to compare the knowledge and the quality of behavior intervention plans before and after the training. Results showed the knowledge of PBS and the substantive quality of PBS plans can be improved with teacher training. The implications for future research and practices were discussed.
A Review of Structural Equation Modeling Applications in Turkish Educational Science Literature, 2010-2015
Author: Karakaya-Ozyer, Kubra
Date: 2018-00-00
Type: Journal Articles
Subjects: Literature Reviews,Structural Equation Models,Educational Technology,Multivariate Analysis,Statistical Analysis,Educational Research,Research Methodology,Journal Articles,Test Reliability,Test Validity,Goodness of Fit,Research Reports,Research Design,Foreign Countries,Factor Analysis,Least Squares Statistics,Maximum Likelihood Statistics

Structural equation modeling (SEM) is one of the most popular multivariate statistical techniques in Turkish educational research. This study elaborates the SEM procedures employed by 75 educational research articles which were published from 2010 to 2015 in Turkey. After documenting and coding 75 academic papers, categorical frequencies and percentages were calculated in the content analysis. Methodological issues related to use of SEM were identified. The results showed that usage and reporting SEM in Turkish educational research articles were mostly problematic. Content analysis revealed that educational researchers tend to avoid assumption testing of SEM and reporting estimation methods. General guidelines and suggestions on the use of SEM were provided.
A Study of Fifth Graders&apos; Environmental Learning Outcomes in Taipei
Author: Lai, Ching-San
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 5,Environmental Education,Outcomes of Education,Foreign Countries,Elementary School Students,Elementary School Science,Quasiexperimental Design,Experimental Groups,Achievement Tests,Pretests Posttests,Environmental Influences,Mixed Methods Research,Sustainable Development,Field Trips,Recreational Activities,Outdoor Education,Learning Activities

Environmental education has recently received much more attention than before among elementary school students' science learning in Taiwan. The major purpose of this study is to explore the learning outcomes on environmental education for 5th graders in Taipei. A quasi-experimental design with a single group was used in this study. Students in the experimental group (N = 24) undertook five weeks of environmental education activities and a field trip to Elephant Mountain in rural Taipei. Three research instruments were used in this study, including an environmental education achievement test, an attitude toward environmental education scale, and an attitude toward environmental action skills. The results were analyzed using a t-test. The results of this study include: (1) the results of the environmental education achievement test showed that in the post-test the students obtained higher scores than in the pre-test (t = 7.47, p &lt; 0.001); (2) the results of the attitude toward environmental education scale showed that students in the post-test achieved higher scores than in the pre-test (t = 4.10, p &lt; 0.001), and (3) in the attitude toward environmental action skills students in the post-test achieved higher scores than in the pre-test (t = 3.63, p &lt; 0.01). Therefore, it can be concluded that environmental education activities and the field trip are effective for 5th Graders' environmental learning.
Charter Schools and Students with Disabilities: Legal and Practice Considerations
Author: Dunn, Michelle E.
Date: 2018-03-00
Type: Journal Articles
Subjects: Charter Schools,Disabilities,Students,Disability Discrimination,Educational Legislation,Federal Legislation,Equal Education,Civil Rights Legislation,Public Schools,Compliance (Legal),Court Litigation

As of the 2013-2014 school year, about 2.5 million school-age students attended charter schools nationwide. Because charter schools are publicly funded entities, they are required to adhere to all federal nondiscriminatory laws as well as the Individuals With Disabilities Education Act. This legal brief provides an overview of charter schools, legal requirements associated with students with disabilities enrolled in charter schools, and recommendations for practice.