ethanporcaro/eric-fulltext-meta huggingface dataset:
Cognitive and Affective Contributions of the Literature Circles Method on the Acquisition of Reading Habits and Comprehension Skills in Primary Level Students
Author: Avci, Suleyman
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Private Schools,Reading Habits,Focus Groups,Interviews,Measures (Individuals),Grade 4,Teaching Methods,Pretests Posttests,Literature,Interpersonal Relationship,Reading,Evaluation,Foreign Countries,Scores,Case Studies,Books,Cooperative Learning

This study aimed to examine the effect of literature circles on fourth grade primary students' reading habits and comprehension skills and collected the opinions of students and teachers about the method. In this study, quantitative (pre-test and post-test designs) and qualitative (case study) methods were employed together. The study was conducted on 72 students in the fourth grade of a private school in Istanbul. The data were collected through focus group interviews conducted with teachers and students using &quot;Semi-structured interview forms&quot; and a &quot;reading comprehension scale&quot;. The reading comprehension scale was administered as pre-test and post-test. A dependent group's t test was employed for the analysis of the scale scores, and a structured reporting technique was used for the analysis of interview data. The findings of the study showed that the literature circles method improved the reading comprehension skills of students who had low level reading comprehension. It was also found out that students liked reading books by performing different tasks, discussing and cooperating with their friends over a period of time. Students stated that they remembered the book they had read with all the details even two weeks later. The book presentation projects were found beneficial by the students who had prepared them and their audience.
An Investigation of Experienced and Inexperienced Primary School Teachers' Teaching Process in Science and Technology Classes in Terms of Metacognitive Strategies
Author: Doganay, Ahmet
Date: 2011-00-00
Type: Journal Articles
Subjects: Observation,Interviews,Metacognition,Content Analysis,Elementary School Teachers,Case Studies,Teaching Methods,Qualitative Research,Inservice Teacher Education,Comparative Analysis,Science Instruction,Technology Education,Foreign Countries

This comparative case study aimed to investigate whether experienced elementary school teachers' science and technology teaching processes differed from inexperienced teachers' teaching processes in terms of using metacognitive strategies. 14 elementary school teachers, including 7 experienced and 7 inexperienced, participated in the study. The qualitative data were collected through unstructured observation and semi-structured interview in 90 class hours in total. The data were analyzed through content analysis. The results show that experienced elementary school teachers perform more activities related to metacognition before, during and after science and technology teaching process and they make use of more metacognitive strategies addressing many components of metacognition such as planning, observation, and organization. These findings revealed that teachers should be trained in in-service programs in a way that they would implement metacognitive strategies into their classes and their skills about metacognitive strategies implementation should be reinforced.
University Students' &quot;Education of Youth&quot; Associations
Author: Simsek, Cengiz
Date: 2011-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Psychological Characteristics,Motivation,Foreign Countries,Data Analysis,Organizations (Groups),Administrators,Higher Education,College Students,Youth,Educational Policy,Educational Environment,Teaching Methods,Data Collection,Learning Processes

Due to the frequent change in expectations from education/learning, youth, the educational system's most dynamic participants, are experiencing low-level motivation in education and learning, because of growth and psychological characteristics or sociological, economic, and other reasons. This negative process is pushing program-developers, educational administrators and particularly teachers to investigate its reasons. To get such data, &quot;education of youth&quot; associations were investigated among youths (N=283) of different countries (Turkey, America, Russia, Ukraine) and 464 valid associations in 6 categories were obtained. The data analysis determined that Turkish students produced mostly individual (71.84%) and critical/negative (34.16%) associations. Most positive associations had qualities of &quot;expectations, hope, and advantage.&quot; Taking the associations into consideration, regulating educational environments can be used as a strong data in increasing motivation and developing educational policies.
A Qualitative Study of Parental Resistance to Girls' Schooling
Author: Alat, Zeynep
Date: 2011-00-00
Type: Journal Articles
Subjects: Females,Foreign Countries,Womens Education,Enrollment,Parents,Single Sex Schools,Gender Issues,Labor Market

The aim of this qualitative study was to explore the reasons for parental resistance to girls' schooling. The study was conducted in Ordu, Giresun, Gumushane, and Sinop provinces of Turkey where school enrollment rates for girls were among the lowest in the Black Sea Region. The results showed that obstacles for female education varied and measures should be taken according to each context. Lack of adequate accommodation facilities for girls was the most iterated factor. Transportation, poverty, concerns for girls' chastity, the need for girls' labor at home, conservatism, preference for Koran schools with boarding facilities, early marriages, and high unemployment rates among educated youth were detected as significant obstacles for female education. Effective strategies addressing to each factor should be adopted.
Discussed Issues in Preventive Intervention Programs
Author: Ocak, Sakire
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Intervention,Early Childhood Education,Prevention,Children,Program Effectiveness,Foreign Countries,Preschool Children,Program Implementation

The growing number of studies in the field of prevention science and related advancements in evidence based programs leads to some discussions about the fundamental issues such as efficacy, effectiveness, dissemination, adaptation, fidelity and continuity in recent years. In this article it is intended to report the common views of early childhood preventive intervention program and also to discuss how implementation, adaptation, and dissemination process must be conducted to reach high effectiveness of the program. Moreover the recent progress on common prevention interventions is presented by emphasizing the similarities and differences between Turkey and other countries. Finally, it will provide an insight and intuitive perspective for further studies in prevention science field in early childhood education.
Comparison of Direct Instruction and Problem Solving Approach in Teaching Social Skills to Children with Mental Retardation
Author: Dagseven Emecen, Deniz
Date: 2011-00-00
Type: Journal Articles
Subjects: Direct Instruction,Mental Retardation,Criterion Referenced Tests,Problem Solving,Interpersonal Competence,Teaching Methods,Skill Development,Children,Preadolescents,Data Analysis,Comparative Analysis,Foreign Countries,Intervention

This study was aimed at comparing the effectiveness and efficiency of direct instruction and problem solving approaches in teaching social skills to children with mental retardation. The design was adapted alternating treatment design. The subjects of the study consist of a girl and a boy between the ages of 11 and 13 who are mentally retarded. In order to collect the research data, teacher's interview form, the control check lists of social skills, criterion-referenced tests and data record sheets to use during direct instruction and problem solving approaches, efficiency form were developed and used. Visual graphical analysis method was used in the analysis of the data. The outcome shows that direct instruction approach was more effective than problem solving approach in teaching social skills to first subject. In acquisition of social skills direct instruction was more efficient in terms of total training time and training errors through criterion than problem solving approach.
A Comparison of Discrete Trial Teaching with and without Gestures/Signs in Teaching Receptive Language Skills to Children with Autism
Author: Kurt, Onur
Date: 2011-00-00
Type: Journal Articles
Subjects: Autism,Receptive Language,Language Skills,Teaching Methods,Nonverbal Communication,Comparative Analysis,Sign Language,Instructional Effectiveness,Foreign Countries

The present study was designed to compare the effectiveness and efficiency of two discrete trial teaching procedures for teaching receptive language skills to children with autism. While verbal instructions were delivered alone during the first procedure, all verbal instructions were combined with simple gestures and/or signs during the second procedure when teaching receptive language skills by using discrete trial teaching. A parallel treatments design was used to compare the differential effects of the two procedures on the acquisition of the receptive language skills. Two students with autism participated in the study. The results of the study showed that the discrete trial teaching procedure in which verbal instructions were combined with simple gestures and/or signs was slightly more effective and efficient on promoting the acquisition of receptive language skills for both students. Discrete trial teaching procedure in which verbal instructions were delivered alone was not effective for any of the training sets across students.
The Effects of Constant Time Delay Embedded into Teaching Activities for Teaching the Names of Clothes for Preschool Children with Developmental Disabilities
Author: Odluyurt, Serhat
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Styles,Teacher Characteristics,Developmental Disabilities,Down Syndrome,Predictor Variables,Preschool Children,Program Effectiveness,Early Childhood Education,Foreign Countries

The general purpose of this study was to examine the effectiveness of constant time delay embedded in activities for teaching clothes name for preschool children with developmental disabilities. This study included four participants having Down syndrome with an age range of 43-46 months. All experimental sessions were conducted in one to one teaching style. All sessions were conducted in a classroom of the university unit where the participants are every day. A multiple probe design across behaviors and replicated across subjects was used. The dependent variable of the study was teaching the names of clothes name and the independent variable of the study was constant time delay procedure. There were, full probe, intervention, generalization and maintenance sessions in the study. The results concerning effectiveness revealed that all three participants acquired the target skills at criterion level. Furthermore, participants maintained acquired skills at criterion level and generalized acquired skills to another person at criterion level.
Gestures in Prelinguistic Turkish Children with Autism, Down Syndrome, and Typically Developing Children
Author: Toret, Gokhan
Date: 2011-00-00
Type: Journal Articles
Subjects: Video Technology,Autism,Down Syndrome,Interpersonal Relationship,Interaction,Nonverbal Communication,Comparative Analysis,Foreign Countries,Young Children,Communication Skills,Child Behavior

The purpose of this study was to examine gesture use in Turkish children with autism, Down syndrome, and typically developing children. Participants included 30 children in three groups: Ten children with Down syndrome, ten children with autism between 24-60 months of age, and ten typically developing children between 12-18 months of age. Principal Caregiver-child and researcher-child interactions were video-recorded in this descriptive study. Significant group differences were found for total gesture use, communicative functions, and types of gestures. Results revealed significant differences for gestures within the category of behavior regulation between the groups. The typically developing children used gestures more frequently than other groups. The lowest frequency of gesture use have been found for children with autism. It was found that children with autism have more difficulties in gesture use within the category of Social interaction and joint attention than Down syndrome and typically developing groups. Children with Down syndrome have become more successful in the use of these gestures than other two groups. It was found that researcher-child interaction provides more information about the frequency of gestures than parent-child interaction. The differences between groups are discussed in terms of the communicative functions of gestures.
10 Good Reasons to Mentor a Student Teacher: Advantages for Supervising Mathematics Teachers and Their Classes
Author: Cavanagh, Michael
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Teachers,Teaching (Occupation),Mentors,Mathematics Teachers,Secondary School Mathematics,Foreign Countries,Interviews,Surveys,Cooperating Teachers,Teacher Attitudes,Decision Making,Practicums

The authors have been conducting research with early career secondary mathematics teachers in metropolitan Sydney, focusing particularly on the professional experiences of student teachers. As part of the research, 12 supervising teachers were visited at their schools. Seven of them were interviewed individually about their role in developing the knowledge and skills of student teachers during the professional experience. The remaining five teachers were unavailable for interview and responded to the core interview questions in a written survey. The teachers had a range of experience in the classroom (4-30 years) and in supervision (1-20 student teachers). They were asked why they had decided to take on their mentoring role and about the benefits they and their students gained from having a student teacher in the classroom. Their responses are summarised in this article. The article concludes that supporting a student teacher provides supervisors with a unique opportunity to influence the future of the teaching profession in a very practical way that ensures they have a significant role in improving the quality of new graduates.
Educational Practices of Bulgarians in the Period of Separatist Movement from the Ottoman Empire in Kosovo
Author: Nurdogan, Arzu M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Practices,Educational Change,Foreign Countries,Muslims,Slavic Languages,Native Language,Evaluation,Politics of Education

The aim of the research was to provide an unpretentious sample and contribution to the evaluations that education and schooling politics played a leading role for Bulgarian nationalist movement to gain a mass dimension like other separatist movements. With this purpose in mind, the efforts were made to address to modern education in native language move of Bulgarians that had not been adopted nation-state project only based on their own internal dynamics with the dimension that was tried to be built via interventions of foreign countries rather than generating and discovering resources available within themselves, and it is a process of a pragmatic change-transformation concerning political practices. (Contains 1 footnote.)
A Middle-School Classroom Inquiry: Estimating the Height of a Tree
Author: Watson, Jane
Date: 2011-00-00
Type: Journal Articles
Subjects: Middle School Students,Trigonometry,Inquiry,Measurement Techniques,Mathematical Concepts,Teaching Methods,Mathematics Skills,Computation,Educational Technology,Computer Uses in Education,Foreign Countries,Secondary School Mathematics

There is an old saying that &quot;there is more than one way to skin a cat.&quot; Such is the case with finding the height of tall objects, a task that people have been approximating for centuries. Following an article in the &quot;Australian Primary Mathematics Classroom&quot; (APMC) with methods appropriate for primary students (Brown, Watson, Wright, &amp; Skalicky, 2011), this article presents two more methods that are appropriate for middle school students who are beginning to learn about the trigonometric functions. The purpose of this article, in conjunction with the APMC article (Brown et al., 2011), has been to motivate teachers to present their students with meaningful investigations that lead to an appreciation and understanding of a variety of ways to estimate the height of an object that cannot be measured directly. Each of Brown et al.'s primary school investigations, and the middle school investigations presented here, require students to use computational estimation. The activities suggested in this article are intended for use with middle school students and it is important to check that students have the necessary prerequisite skills. As well as being a hands-on activity for students, the methods used in these investigations have real-life relevance and are employed by architects, planners and surveyors who use the same principles to estimate the height of buildings, and/or land formations, often employing the use of a clinometer for accurate measurements. (Contains 9 figures.)
Relationship between the Phonological Awareness Skills and Writing Skills of the First Year Students at Primary School
Author: Erdogan, Ozge
Date: 2011-00-00
Type: Journal Articles
Subjects: Phonological Awareness,Writing Skills,Reading Skills,Elementary School Students,Grade 1,Foreign Countries,Teaching Methods

The purpose of this study was to determine the relationship between the phonological awareness skills and writing skills of the first year students at primary school. In the study, the phonological awareness skills and writing skills of the students were measured at the beginning of the term. Students' writing skills were measured in the middle of the first term, at the end of the first term and in the middle of the second term. At the end of the study, it was seen that the phonological awareness skills were measured at the beginning of the first term interpreted the students' writing achievements in the middle of the first term but did not interpret their writing achievements at the end of the first term and in the middle of the second term.
A Proposal of "Applied Social Activities" Module for Undergraduate Program of Turkish Language and Literature Teachers: A Qualitative Study
Author: Sarac, Cemal
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Schools of Education,Qualitative Research,Social Sciences,Content Analysis,Anxiety

In this study, it was aimed to determine the views on the contributions provided for the prospective teachers with the course of Applied Social Activities suggested to be in the undergraduate program of the Turkish Language and Literature Teaching. A qualitative research method was used in order to evaluate the views of prospective teachers about contributions of a social activities course. The students of the 10th academic term at Marmara University Faculty of Ataturk Education Department of Secondary Social Sciences Education Turkish Language and Literature Teaching Undergraduate Program took part in this study. In spring semester of 2007-2008 academic year, the prospective teachers were asked to write their views about contributions provided by applications of social activities lesson. The data were obtained through these documents. The analysis of survey data were carried out by induction analysis which is a method of content analysis. The results were sorted and analyzed according to content analysis. With respect to the findings obtained from the data, the prospective teachers evaluated the applications at two main categories as personal and occupational perspective. The collected data were interpreted by going through also related studies and a proposal made. As a result of the evaluation, the prospective teachers expressed that their skill of declamation in the face of community had developed, their social anxiety had decreased, their skills of cooperation and solidarity had developed, they had gained stronger self-confidence, their social skills had developed, their friends' and their own creativity had emerged, they had learned the situations that they can meet at phases of organization, they had gained experience on behalf of their career, they had got occupational material savings, and they had found the opportunity to apply theoretical knowledge. In the view of such information, practically (2-2-3) 4 hour "Social Activities" lesson was offered to prospective literature teachers at pre-service period. (Contains 2 tables.)
Is Vocabulary a Strong Variable Predicting Reading Comprehension and Does the Prediction Degree of Vocabulary Vary According to Text Types
Author: Yildirim, Kasim
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Research Design,Regression (Statistics),Grade 5,Prediction,Vocabulary Development,Correlation,Foreign Countries,Public Schools,Reader Text Relationship,Comparative Analysis

The purpose of this study was to explore whether there was a significant correlation between vocabulary and reading comprehension in terms of text types as well as whether the vocabulary was a predictor of reading comprehension in terms of text types. In this regard, the correlational research design was used to explain specific research objectives. The study was conducted in Ankara-Sincan during the 2008-2009 academic years. A total of 120 students having middle socioeconomic status participated in this study. The students in this research were in the fifth-grade at a public school. Reading comprehension and vocabulary tests were developed to evaluate the students' reading comprehension and vocabulary levels. Correlation and bivariate linear regression analyses were used to assess the data obtained from the study. The research findings indicated that there was a medium correlation between vocabulary and narrative text comprehension. In addition, there was a large correlation between vocabulary and expository text comprehension. Compared to the narrative text comprehension, vocabulary was also a strong predictor of expository text comprehension. Vocabulary made more contribution to expository text comprehension than narrative text comprehension.
Identifying Cognitive Processes Important to Mathematics Learning but Often Overlooked
Author: Turner, Ross
Date: 2011-00-00
Type: Journal Articles
Subjects: Individual Characteristics,Numeracy,Foreign Countries,Cognitive Processes,Mathematics Instruction,Competence,Mathematics Skills,Communication Skills,Mathematical Concepts,Persuasive Discourse,Mathematical Logic,Thinking Skills,Adolescents

In August 2010, ACER held its annual conference in Melbourne. The theme of the 2010 conference--&quot;Teaching Mathematics? Make It Count&quot;--was chosen to highlight that mathematics education is an area of high priority in Australia. In the author's own presentation to the conference, he outlined research into an area that he believes is very important to mathematics learning but often overlooked. He outlined a set of competencies that are fundamental to the development of &quot;mathematical literacy,&quot; or a person's ability to apply their mathematical knowledge to practical situations. The competencies are communication, mathematising, representation, reasoning and argument, devising strategies, and using symbolic, formal and technical language and operations. These competencies can be thought of as a set of individual characteristics or qualities possessed to a greater or lesser extent by each person. (Contains 2 tables.)