ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Self-Regulated Learning on Reading Comprehension and Attitude towards Turkish Course and Metacognitive Thinking
Author: Oruç, Ayse
Date: 2016-04-23
Type: Journal Articles
Subjects: Foreign Countries,Independent Study,Reading Comprehension,Reading Attitudes,Metacognition,Thinking Skills,Elementary School Students,Grade 5,Experimental Groups,Control Groups,Reading Instruction,Conventional Instruction,Comparative Analysis,Pretests Posttests,Reading Tests,Attitude Measures,Likert Scales,Interviews,Reading Achievement,Quasiexperimental Design,Multivariate Analysis,Focus Groups

The purpose of this study was to examine the impact of self-regulated learning on students' reading comprehension and attitude towards Turkish course and metacognitive thinking skills. For this purpose, the study was carried out with the 5th graders in Zonguldak Province. In this study, one of the classes was designated as the experimental group and the other class as the control group. While self-regulated learning was applied to the experimental group, a traditional method was applied to the control group. The study lasted for 8 weeks totally. In the study, non-equivalent control group's pretest-posttest design was used. The data were obtained with the help of a reading comprehension test, an attitude scale, a metacognitive thinking skills scale and an interview. At the end of the study, depending on the quantitative data, it was found that self-regulated learning significantly increased the reading comprehension and metacognitive thinking skills of the students in the experimental group. By depending on the qualitative data, it was found that students in the experimental group used self-regulated learning skills while studying.
Introducing Backchannel Technology into a Large Undergraduate Course
Author: Neustifter, Ruth
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Technology Uses in Education,Computer Mediated Communication,Teacher Student Relationship,Peer Relationship,Interpersonal Communication,Lecture Method,Large Group Instruction,Classroom Communication,Technology Integration,Computer Software,Experimental Groups,Control Groups,Comparative Analysis,Online Surveys,Grades (Scholastic),Satisfaction,Learner Engagement,Handheld Devices,Grade Point Average,Outcomes of Education,Active Learning,Learning Strategies,Likert Scales,Conventional Instruction,Multivariate Analysis

Backchannel technology can be used to allow students in large lecture courses to communicate with each other and the instructor during the delivery of lecture content and class discussions. It can also be utilized by instructors to capture, summarize, and integrate student questions, ideas, and needs into course content both immediately and throughout the course. The authors integrated backchannel software in one of two sections of a course, leaving the other section as a control; combined, the two sections contained a total number of 871 students. Data was gathered comparing both groups using online surveys and semester grades; results showed that the section using backchannel software had higher class satisfaction and perception of engagement, used their mobile devices more for accessing class content, felt more comfortable participating in class discussions, and had a higher grade average than the section that did not. The authors also explore their own experiences of finding, integrating, and maintaining backchannel technology.
Study of Self-Efficacy Perceptions of Social Studies Teacher Candidates on Educational Internet Usage
Author: Akman, Özkan
Date: 2016-04-23
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teachers,Statistical Analysis,Student Attitudes,Social Studies,Internet,Technological Literacy,Foreign Countries,Gender Differences,Technology Uses in Education,Teacher Education,Questionnaires,Likert Scales

This study aimed at examining the self-efficacy perceptions of social studies teacher candidates with respect to educational internet use. This research was conducted on a sample of 174 social studies teacher candidates enrolled in Gaziantep University Nizip Faculty of Education. The &quot;Educational Internet Self-Efficacy Scale,&quot; developed by Sahin, was used as a data collection tool. The relational scanning method, which is a type of quantitative research techniques, was used in this research. The data obtained from teacher candidates were subjected to independent t-tests and one-way variance analyses (ANOVA) using the SPSS 18.00 program. The self-efficacy perceptions of the teachers were examined with respect to variables such as gender differences, the place of internet connection, class where education is given, and the Internet usage period. A positive influence was obtained in favor of male teachers with respect to the gender variable among the social studies teachers; however, no significant difference was found with respect to internet connection medium. Significant differences were observed with respect to the classroom, where they get education. The results obtained were compared with other studies. Recommendations are suggested as a result of discussion.
What Are the Teaching Responsibilities of Being a Teacher?
Author: Gunduz, Mevlut
Date: 2016-04-23
Type: Journal Articles
Subjects: Foreign Countries,Teacher Responsibility,Mixed Methods Research,Pretests Posttests,Experimental Groups,Teacher Student Relationship,Trust (Psychology),Student Evaluation of Teacher Performance,Academic Achievement,Semi Structured Interviews,Reliability,College Students,College Faculty

The aim of this paper is to find out what kind of learning responsibility has been formed on the learner when a teacher performs his/her responsibility. The paper uses mixed-method research design. In mixed-method, more reliable and pluralist data can be obtained by using both qualitative and quantitative methods. For the qualitative aspect, one of the experimental research models, pre-test-- post-test one experimental group design was used in this research. The study was conducted on students preparing for Public Personnel Selection Examination (PPSE) in a private teaching institution in Isparta (Turkey) in 2013 to 2014 Academic Year. Paired-Sample T test was used to analyse qualitative data. On the other hand, descriptive analysis technique was used in the analysis of qualitative data. The results show that students need to trust their teacher in their professional approach (knowledge, personality, etc.). The result of this research indicates that students' trust in their teachers, increase their sense responsibilities for learning.
Social Gender in the Pictures Drawn by Students about Physical Education Class
Author: Temel, Cenk
Date: 2016-04-23
Type: Journal Articles
Subjects: Foreign Countries,Sexual Identity,Gender Differences,Sex Stereotypes,Elementary School Students,Physical Education,Freehand Drawing,Sex Role,Qualitative Research,Content Analysis

The current study aimed to analyze the social gender perception in physical education classes in Turkey through the pictures drawn by students about the physical education class. The document analysis technique, which is a qualitative research method, was used in the study. In the light of this aim, the pictures drawn by a total of 394 students (190 females and 204 males) aged 11 years, who were enrolled in 12 schools in five different cities in Turkey were analyzed upon the permission obtained from the Ministry of National Education. The analysis included four themes and the themes were analyzed along with the results. It was concluded that although physical education classes are taught to mixed gender groups in Turkey, physical education class activities had an effect on female students shaping the formation of social gender, while they formed extremely sharp gender roles for male students.
Are University Co-Operative Education Students Safe? Perceptions of Risk to Students on Work Terms
Author: Newhook, Rebecca
Date: 2016-00-00
Type: Journal Articles
Subjects: Cooperative Education,Risk,Risk Assessment,Safety,Qualitative Research,Case Studies,Instructor Coordinators,Teacher Attitudes,Semi Structured Interviews,College Programs,Antisocial Behavior,Social Experience,Mental Health,Foreign Countries

As students venture off campus for university-sponsored activities, are they at risk, given that universities are better able to control risk factors on campus than they can for their off-campus activities? Co-operative education is a formalized and longstanding academic program that often sees students spend upwards of a third of their time off campus during the completion of a degree; thus, a discussion of the risks in co-operative education could provide a basis for assessing levels of risk for other off-campus activities. This qualitative, descriptive case study examines co-operative education co-ordinators' perceptions of the risks to students in co-operative education programs in Canadian universities. Fourteen co-ordinators from across Canada participated in one-on-one interviews. Co-ordinators acknowledged that of the partners in co-operative education, the student is the most at risk. However, they viewed co-operative education as a safe endeavour for students, and there was agreement that the actual risk to students is minimal. The risk factors identified by co-ordinators included personal safety, harassment, youth or limited life experience, and mental health.
Improved Creative Thinkers in a Class: A Model of Activity Based Tasks for Improving University Students' Creative Thinking Abilities
Author: Oncu, Elif Celebi
Date: 2016-04-23
Type: Journal Articles
Subjects: Creative Thinking,Creativity,College Students,Creativity Tests,Creative Activities,Thinking Skills,Teacher Attitudes,Higher Education,Quasiexperimental Design,Problem Solving,Pretests Posttests,Correlation,Scores,Student Attitudes,Semi Structured Interviews

The main objective of this study was improving university students' from different faculties creativity thinking through a creativity education process. The education process took twelve weeks' time. As pretest, Torrance test of creative thinking (TTCT) figural form was used. Participants were 24 university students from different faculties who attended the course of &quot;Fostering of Creativity and Creative Thinking&quot; in spring semester. In the beginning of the lessons, TTCT Figural Form A was completed by all the students. After completion of the sessions, TTCT Figural Form B was asked to be completed as the last test. Also, all the participants were requested to made verbal comments about the effects of the lessons on their creative thoughts. The results of this research indicated that creativity based educational activities have a positive impact on creative thinking of the students, and they mentioned that they gained how to think divergently in their daily life. The results of the TTCT indicated that students' perform better especially in originality and closure factors.
The Evaluation of Strength Training and Body Plyometric Effects on the Male Basketball Players
Author: Bayram, Metin
Date: 2016-04-23
Type: Journal Articles
Subjects: Males,Physical Education,Pretests Posttests,Muscular Strength,Recreation,Dance Education,Experimental Groups,Team Sports,Foreign Countries,Control Groups,Physical Activities,Scores,Tests,High School Students,Questionnaires,Statistical Analysis,Nonparametric Statistics

This research evaluated the effects of resistance training with upper body plyometric effects on the performance of male basketball players. Sixteen males in the physical education and sport science faculty of Ataturk University were randomly determined into two groups. The experimental group performed a combined strength and plyometric training twice a week for six weeks. Also, experimental group subjected basketball training (2 h), once a week that was separated from strength with plyometric sessions. The control group only participated in basketball skills training, two hours a week. Pre-test and post-test on upper body strength, grip strength, vertical jump and American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) battery of tests were collected for basketball players. Results showed a significant main interaction of intervention and test time on passing skill at F (1, 7) = 0.50, p &lt; 0.05, partial ?[superscript 2] = 0.07. In conclusion, a six-weeks strength and upper body plyometric has significantly lower passing score in compare to the control.
Place of Diversity in the Current Ethiopian Education and Training Policy: Analysis of Cardinal Dimensions
Author: Sime, Tariku
Date: 2016-04-23
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Cultural Pluralism,Educational History,Ethnicity,Gender Differences,Language Role,Religion,Multilingualism,Semitic Languages,Language of Instruction,Qualitative Research,Content Analysis

The purpose of this paper was to investigate to what extent the diversity dimensions are addressed in the current Education and Training Policy. To that end, document analysis was employed. The major diversity dimensions were analyzed based on their cardinal features. The study demonstrated that there is an ambitious need to address issues of diversity into the Ethiopian Education and Training Policy. Nevertheless, there are missing dimensions in the document. Moreover, the specific elements of the dimensions are not exhaustively treated. Implications which are believed to advance fair representation of different groups based on the identified dimensions are indicated in the article.
Teacher Empathy and Its Relationship to the Standardized Test Scores of Diverse Secondary English Students
Author: Bostic, Timothy B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Empathy,Standardized Tests,Scores,Secondary School Students,English,Reading,State Standards,Correlation,Multiple Regression Analysis,Academic Achievement,Ethnicity,Hypothesis Testing,Reading Tests,Vignettes,Psychometrics,Achievement Tests,Teacher Influence,Academic Ability,Likert Scales,Perspective Taking,Teacher Expectations of Students

The purpose of this research study was to ascertain whether there is a relationship between teachers' cognitive role taking aspect of empathy and the Virginia Standards of Learning (VSOL), English/Reading scores of their students. A correlational research design using hierarchical multiple regression was used to look for this relationship. In order to control for variables previous research has shown to contribute to student achievement, a teacher's years of experience, degree level, self-efficacy beliefs about managing classroom behavior and a teacher's expectations for her students were measured and placed into the regression equation. The study attempted to see if the relationship was stronger based on the ethnicity and course level of the students. The results indicate that the null hypothesis cannot be rejected. However, the results also indicated that the other teacher variables for which this study controlled were also not contributing to the variance in the test scores. These findings led to the conclusion that standardized tests, by their very nature, may possibly not be susceptible to teacher attributes or dispositions. Further, it was concluded that teachers may need to acknowledge that the VSOL, English/Reading tests may be measuring a very small part of student achievement which, in many cases, can be considered learning to pass the tests.
How Do the Cognitive Load, Self-Efficacy and Attitude of Pre-Service Teachers Shift in the Multimedia Science Learning Process?
Author: Efendioglu, Akin
Date: 2016-04-23
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Cognitive Processes,Difficulty Level,Self Efficacy,Student Teacher Attitudes,Attitude Change,Multimedia Instruction,Science Education,Learning Processes,Simulation,Academic Achievement,Science Experiments,Scores,Comparative Analysis,Scientific Attitudes,Science Instruction,Science Tests,Achievement Tests,Mixed Methods Research

The aim of this study is to investigate pre-service teacher's cognitive load types (intrinsic load-IL, extraneous load-EL, and germane load-GL), academic achievements, and affective characteristics (attitude and self-efficacy) at two stages of experimental learning processes. The first and the second groups used explanatory instructional multimedia science simulations (EImms-1 and EImms-2), and the third group used actual science laboratory experiments (ASLE). In the first stage, the pre-service teachers in the EImms-1 and 2 groups performed 20 different science experiments, and the students in the ASLE group performed the same experiments in the science laboratory. In the second stage, the groups were switched. The results show that the pre-service teachers in the EImms groups have significantly higher self-efficacy, more positive attitude, greater academic achievement, and lower IL, EL, and GL scores than those in the ASLE group. Also, the results are discussed with regard to cognitive load perspective.
Evaluation of Metacognitive Competence of Pre-Service Music Teachers in Terms of Some Variables
Author: Hakan, Okay
Date: 2016-04-23
Type: Journal Articles
Subjects: Metacognition,Music Teachers,Statistical Analysis,Correlation,Sociocultural Patterns,Preservice Teachers,Foreign Countries,Academic Achievement,Gender Differences,Measures (Individuals),Learning Strategies,Music Education,Nonparametric Statistics,Scores

The purpose of the present research is to define pre-service music teachers' competence in using metacognitive activities in relation to academic achievement, gender, and class grade variables. The work-group consists of 131 pre-service music teachers, who study at Balikesir University Necatibey Faculty of Education, Programme of Music Teaching. &quot;Motivational, Cognitive, and Metacognitive Competence Scale&quot;(MCMCS) developed by Mok et al. and adapted to Turkish by Aktamis and Uça was utilized as data collection tool with the permission of the researchers. For the analyses, t-test, One-way ANOVA and Spearman rank correlation coefficient tests were conducted. The effects of socio-cultural and demographic features on presenting metacognitive skills were discussed in accordance with the findings, and teachers were recommended to provide their students with opportunities to use metacognitive strategies within the scope of constructivist program perception. Additionally, many new research subjects were suggested for the literature in accordance with findings obtained.
The Roles of Canadian Universities in Heterogeneous Third-Age Learning: A Call for Transformation
Author: Ratsoy, Ginny
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Role,Adult Students,Adult Learning,Models,Continuing Education,Nonprofit Organizations,Partnerships in Education,School Community Relationship,Educational Practices,Educational Change,Older Adults

This article makes the case that Canadian universities--both within and beyond their campuses--must broaden their visions of third-age learners. Canadian third-age learners--defined for the purposes of this article as persons seeking formalized education who are in the stage of life beginning at retirement--are more numerous, active, financially stable, and diverse as well as healthier and better educated than at any other time in our history. It follows that Canadian universities have much to offer and gain by both deepening and broadening their involvement with these learners. I argue that universities must consider multi-pronged forms of collaboration and must be motivated, at all times, not by short-sighted financial concerns but by their core obligation to serve the public good by fostering community engagement.
To Study the Relationship between Positive Teaching Attitude and Emotional Intelligence of B.Ed. Trainees in Aurangabad City
Author: Begum, Farhatunnisa
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Undergraduate Students,Positive Attitudes,Emotional Intelligence,Student Surveys,Gender Differences

It is said that our act is geared by our emotions, therefore human functioning is determined by emotions and emotions themselves are considered as higher order intelligence. Emotional intelligence is said as, the ability to perceive accurately, appraise and express emotions, generate feeling that facilitate thoughts and ability to regulate emotion to promote growth. This paper is an attempt to know the relationship between positive teaching attitudes of B.Ed. trainees with their emotional intelligence. The study is done on the sample of 300 B.Ed. trainees of Aurangabad City. The tool used to measure teaching attitude is 'Teaching Attitude Scale', prepared by Dr. S.A. Ahluwalia &amp; &quot;Rogan Emotional Intelligence Test,&quot; prepared by Prof. Roquiya, Zainuddin &amp; Anjum Ahmed. The findings reveal that, teaching attitude of B.Ed. Trainee is of moderate level where emotional intelligence level is also normal. The relationship between positive teaching attitude and emotional intelligence is moderate.
Developmentally Responsive Teacher Practices across the Middle-to-High-School Transition
Author: Ellerbrock, Cheryl R.
Date: 2014-00-00
Type: Journal Articles
Subjects: Developmentally Appropriate Practices,Educational Practices,Qualitative Research,Middle School Students,Transitional Programs,Interviews,Focus Groups,Observation,Adolescent Development,Caring,Teacher Student Relationship,Teacher Responsibility,Student Responsibility,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Secondary School Teachers,High School Students,Case Studies,Grade 8,Grade 9

In this year-long qualitative multi-site case study, researchers identified how eighth and ninth-grade teacher practices may support students' basic and developmental needs across the middle-to-high-school transition. Data were collected throughout 2009, including individual interviews, focus group interviews, observations, and artifact data of 23 participants. Findings suggest relational and academic teacher practices may help to meet students' needs across the transition but these practices were not consistent from one school site to the other and the responsiveness of these practices also varied across sites. Practices consistent with the warm demanding teaching stance may have promise for supporting students' needs during this period of schooling.
Barriers to Differentiation: Applying Organizational Studies to Ontario Higher Education
Author: Milian, Roger Pizarro
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Colleges,Universities,Barriers,Differences,Institutional Characteristics,Organizational Change,Foreign Countries,Postsecondary Education,Educational Change

Ontario's Ministry of Training, Colleges and Universities is currently attempting to increase institutional differentiation within that province's postsecondary education system. We contend that such policies aimed to trigger organizational change are likely to generate unanticipated responses. Using insights from the field of organizational studies, we anticipate four plausible responses from universities to the ministry's directives: remaining sensitive to their market demand, ceremonial compliance, continued status seeking, and isomorphism. We provide several policy recommendations that might help the ministry overcome these possible barriers to further differentiation.