ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers' Mental/Metaphorical Perceptions to Education Inspector
Author: Akan, Durdagi
Date: 2013-04-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Supervisors,Semi Structured Interviews,Figurative Language,Elementary Schools,Negative Attitudes,Qualitative Research,Expectation

In this work, teachers' perceptions about the concept of education supervisor are desired to be determined through metaphors. The field of work of research is formed with 92 primary school teachers working in Erzincan. The inputs of research were obtained with semi-structured interview form on method of qualitative research. According to findings of work, teachers produced 29 metaphors about the concept of education supervisor. Metaphors produced were classified as living-nonliving existences, negative-positive and themes. Teachers produced metaphors within the contexts of assignment theme about the concept of education supervisor. According to metaphors produced by teachers, teachers explained the concept of education supervisor with respectively general, computer, soldier, pen. While teachers were producing 19 metaphors by using negative comparisons for mostly the concept of education supervisor, they produced 10 metaphors with positive comparisons. Hence,it is said that teachers have negative thoughts about the concept of supervision depending on education supervisor. (Contains 8 tables.)
Effects of Brain-Based Learning Approach on Students' Motivation and Attitudes Levels in Science Class
Author: Akyurek, Erkan
Date: 2013-04-00
Type: Journal Articles
Subjects: Academic Achievement,Motivation,Brain,Control Groups,Experimental Groups,Comparative Analysis,Grade 8,Science Instruction,Student Attitudes,Pretests Posttests,Models,Statistical Significance,Foreign Countries,Statistical Analysis

The purpose of the study was to examine the effect of brain-based learning approach on attitudes and motivation levels in 8th grade students' science classes. The main reason for examining attitudes and motivation levels, the effect of the short-term motivation, attitude shows the long-term effect. The pre/post-test control group research model was used in this study. The research was conducted with one experimental group and two control groups in 2011-2012 academic years. Totally 57 students, 19 in experimental group, 19 in each control groups participated in this research. The study took place during the teaching of &quot;cell division and heredity&quot; with the science class. In the experimental group, students were taught according to the current science and technology curriculum. As a result, using brain-based learning approach the experimental group's success was found to be significant differences in favour of the experimental group. Brain-based learning approach used in the experimental group's achievement test scores of control group's achievement was determined to be statistically significant difference in favour of the experimental group. (Contains 21 tables.)
Learning Outcomes as Understood by &quot;Publishing Research&quot; Facilitators at a South African University
Author: Khoza, Simon Bheki
Date: 2013-08-00
Type: Journal Articles
Subjects: Academic Achievement,Instructional Design,Foreign Countries,Content Analysis,Semi Structured Interviews,Learning Modules,Position Papers,Facilitators (Individuals),Publishing Industry,Outcomes of Education,Behavioral Objectives,Curriculum Implementation,Instructional Effectiveness,Program Effectiveness,Research Skills

This article draws on a case study of six facilitators who were teaching Publishing Research in 2011 at one of the universities in South Africa. Publishing Research was offered by two campuses of this institution. This article gives these facilitators a voice and also identifies and defines the intended, implemented and attained learning outcomes for the module. The six facilitators claimed to be using the same learning outcomes in helping students to achieve the aims in the module but the results of the module tell different stories about the facilitators' awareness and achievement of the learning outcomes. Data collection occurred through document analysis and semi-structured interviews. A priori analysis theory (Samuel, 2009) was used as a framework for the study and this produced three themes, while this article itself is framed by Bloom's Taxonomies of learning. This article prioritises the alignment of the intended, implemented and attained learning outcomes; as well as the use of the three domains of Bloom's Taxonomies (cognitive, skills and value/attitude) in formulating learning outcomes of the module in order to contribute positively towards the well-being of the module.
Overview of the Visual Arts Curriculum, and Its Relationship with Evaluation and Instruction.
Author: Imonikebe, Manasseh Emamoke
Date: 2013-04-00
Type: Journal Articles
Subjects: Visual Arts,Art Education,Curriculum,Instruction,Student Evaluation,Curriculum Development,Curriculum Implementation

Evaluation and instruction play very important roles in curriculum implementation. As a result, the two concepts are often enshrined in the curriculum document. This article therefore examined the Visual Arts curriculum and its relationship with evaluation and instruction. Furthermore, the roles of Evaluation and Instruction in curriculum planning and implementation were investigated. The article was approached as follows: Overview of curriculum; Overview of Art Education and the Visual Arts curriculum; Evaluation; Instruction; and Relationship between curriculum, instruction and evaluation. It was revealed that curriculum, evaluation and instruction are inextricably linked. That, while the Visual Arts curriculum is planned by the curricularist, instruction is what the Visual Arts teacher plans to realize the curriculum; that, evaluation is an enterprise carried out by the teacher at the implementation level. The findings were discussed as they apply to the Art Education Programme.
Academic Self-Efficacy Perceptions of Teacher Candidates
Author: Yesilyurt, Etem
Date: 2013-04-00
Type: Journal Articles
Subjects: Self Efficacy,Measures (Individuals),Statistical Analysis,Student Teacher Attitudes,Preservice Teachers,Foreign Countries,Sampling,Reliability,Likert Scales,Predictor Variables,Teaching (Occupation),Academic Achievement,Gender Differences,Student Surveys

This study aims determining academic self-efficacy perception of teacher candidates. It is survey model. Population of the study consists of teacher candidates in 2010-2011 academic years at Ahmet Kelesoglu Education Faculty of Education Formation of Selcuk University. A simple random sample was selected as sampling method and the study was conducted on 312 teacher candidates. The data of this study was obtained by &quot;academic self-efficacy scale&quot; which was developed by Jerusalem and Schwazer (1981) and translated into Turkish by Yilmaz, Gurcay, and Ekici (2007) and its reliability value was determined as 0.79. However, Cronbach Alpha reliability value of this scale became 0.76 with the result of the data analysis of the study. SPSS package program was used to analyze the data; and the data analysis, frequency, percentage, arithmetic mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA) and post hoc tests (LSD) test were used. When the findings of the research were considered in general, the result showed that the academic self-efficacy perception level of the candidates was at desired level. However, teachers' views about the level of academic self-efficacy perception showed that most of them preferred a lower level option &quot;suits me&quot;, instead of &quot;totally suits me&quot; option that was the highest degree of participation of four Likert-type scale. This illustrated that their perception about this issue was not at a very high level. When independent variables were taken into account, among the academic perception levels of teacher candidates, a significant difference was detected in terms of working as a teacher or not and academic achievement variables but it revealed no significant difference in terms of gender and type of education program variables. (Contains 3 tables.)
The Effect of Text Types on Reading Comprehension
Author: Sahin, Ayfer
Date: 2013-08-00
Type: Journal Articles
Subjects: Reading Comprehension,Grade 5,Gender Differences,Grade 4,Achievement Gains,Intermode Differences,Comparative Analysis,Comparative Testing,Text Structure,Knowledge Level,Narration,Foreign Countries

Aim of this study is to determine the effect of narrative and informative text types on Reading Comprehension levels of Primary Education 4th and 5th grade students. Application was fulfilled in 2011-2012 academic year with 134 students in a primary education school in Province Kirsehir. Reading comprehension tests prepared according to text types were used as data collection tool of the study. T-Test was used for associated samples when comparing reading comprehension marks of the students according to text types and T-test was used for unrelated samples when comparing reading comprehension marks of the students according to sex. In Comparisons, significance level is adopted as 0.05. As a result of the study it is determined that students understand narrative texts better than informative texts they read. Furthermore there is a significant difference in favour of female students between the narrative texts reading comprehension marks of male and female students for all tests except from 5th grade informative texts. (Contains 4 tables.)
School Fire Safety. Bulletin, 1951, No. 13
Author: Viles, N. E.
Date: 1951-00-00
Type: Historical Materials
Subjects: Educational History,Fire Protection,School Safety,School Administration,Bibliographies,School Activities,School Buildings,Educational Facilities Design,Educational Facilities Improvement,Educational Facilities Planning,Facilities Management,Facility Requirements,Facility Guidelines,Structural Elements (Construction),Heat,Ventilation,Inspection,Hazardous Materials,Laboratory Safety,Safety Education,School Maintenance,Classrooms,Electronic Equipment,Records (Forms),Program Design,State Regulation

School fires endanger pupils' lives and take annually a heavy toll in school property losses. If not controlled, these potentials may be changed quickly into serious losses. School officials, teachers, parents, and the public have an interest in school fire safety. Because of other interests and a lack of assigned responsibility in this area fire safety is too, often neglected. With effective and sustained school fire safety programs the fire hazards may be reduced to a minimum. School fire protection should begin with the planning of the building and should be a principal factor in many essential remodeling programs. It should be an integral part of all school-plant management programs. School activities should be so planned that the creation of fire hazards will be reduced to a minimum. In order to develop and maintain an adequate program of fire protection the school administrator should have some knowledge of the problems involved. The following information and suggestions are not intended on school fire protection to provide a complete list of all of the fire hazards found in schools or to indicate all possible corrections. It is hoped that, these suggestions will assist in directing attention to existing and potential fire hazards, and will indicate the need for adequate protection. The information outlined here should serve as source material for those responsible for school-plant fire safety. A bibliography is included. Individual sections contain footnotes. [Best copy available has been provided.]
School Lunch and Nutrition Education: Some Questions and Answers. Bulletin, 1951, No. 14
Author: Amidon, Edna P.
Date: 1951-00-00
Type: Historical Materials
Subjects: Educational History,Lunch Programs,Nutrition,Nutrition Instruction,Elementary Secondary Education,Federal Legislation,Child Health,Health Promotion,Health Education,Public Schools,Educational Finance,School Administration,Program Administration,Program Development,Program Implementation,Dining Facilities,School Health Services,Educational Policy,State Policy,Federal Programs,Federal State Relationship,Federal Aid,Low Income Groups

Interest in the school lunch program and nutrition education has been growing throughout the Nation over a period of years, especially since the enactment of the National School Lunch Act in 1945. School administrators, teachers, members of school boards, school lunch managers, parents, and others are asking the Office of Education pertinent questions about various phases of these programs. Some of them are working in schools that are considering, for the first time, the setting up of a school lunch program, whereas others are desirous of improving their present procedures. The Interdivisional Committee on Nutrition Education and School Lunch of the Office of Education believed that a compact publication, answering those pertinent questions about school lunch and nutrition education, which are most frequently asked, would be helpful to the many people concerned. Such a publication would highlight the more detailed statements on these subjects. This publication answers briefly 21 questions which deal with the relation of the school lunch to nutrition education, health aspects of the school lunch, and certain administrative and financial matters. It is hoped that this publication will serve as a helpful guide to those concerned with school lunch programs and nutrition education as they affect children and youth in the United States. (Contains 5 footnotes.) [Best copy available has been provided.]
Scholarships and Fellowships Available at Institutions of Higher Education. Bulletin, 1951, No. 16
Author: Wilkins, Theresa Birch
Date: 1951-00-00
Type: Historical Materials
Subjects: Educational History,Student Financial Aid,Access to Education,Fellowships,Scholarships,Questionnaires,Paying for College,Scholarship Funds,Student Costs,State Aid,Student Loan Programs,Higher Education,Two Year Colleges,Public Colleges,Private Colleges,Undergraduate Students,Graduate Students,African American Students,Males,Females,Intellectual Disciplines,Veterans Education,Foreign Students,Study Abroad,Guides,School Catalogs,National Surveys,School Statistics,Bibliographies,Merit Scholarships,Student Employment,Student Needs,Low Income Groups,State Schools,Teacher Education,Eligibility,Womens Education,American Indian Students,Graduate Study,Undergraduate Study

Since the last publication of &quot;Scholarships and Fellowships Available at Institutions of Higher Education&quot; by the Office of Education as Bulletin 1936, No. 10, innumerable requests for current information have been received from school and college officials, parents, high-school and college students, and other persons interested in extending college opportunities to greater numbers of capable students. This bulletin attempts to bring up to date information about financial aids for undergraduate and graduate study available at and administered by colleges and universities throughout the country. It is believed that the information will be welcomed by a vast number of students who may be eligible to receive scholarships or fellowships. This bulletin contains the following parts: (1) Summary of scholarships and fellowships available at institutions of higher education, 1949-50; (2) Narrative summaries of scholarships and fellowship provisions by institutions, 1949-50; (3) Scholarships and fellowships available by subject-matter fields and divisions; and (4) State provisions for scholarships and fellowships. Questionnaire is appended. An index is included. Individual sections contain footnotes. (Contains 2 tables.) [Best copy available has been provided.]
School Housing for Physically Handicapped Children. Bulletin, 1951, No. 17
Author: Mackie, Romaine P.
Date: 1951-00-00
Type: Historical Materials
Subjects: Physical Disabilities,School Buildings,Student Needs,Educational Environment,Classrooms,Physical Therapy,Space Utilization,Hygiene,Sanitary Facilities,Blindness,Visual Impairments,Hearing Impairments,Deafness,Lighting,Chronic Illness,Speech Impairments,Hospitals

School systems, as never before, are attempting to provide for physically handicapped children. Much has been accomplished, but an even larger task is still before us. Thousands of such children are not yet able to take advantage of their birthright--the opportunity for education. There are numerous reasons for this, one of which is lack of facilities in the physical plant of many school buildings. In addition to the problem of children not in school is that of other children whom schools are not serving adequately. It is, therefore, important for leaders in education to think about the kinds of buildings and classrooms which will be most suitable for children. The best time to do this planning is before the building has been constructed, but much can be done to remodel and recondition old buildings. Ideal building facilities do not always insure a good school program, but other things being equal, they contribute much toward educational opportunity. Obviously, no bulletin of this size could give an exhaustive treatment of this subject. This bulletin includes some guiding principles and suggestions and sources of information. It is hoped that this publication will be helpful to school systems planning special day schools, centers, or units in regular schools, single multigrade classes, or on the other hand for adjustments for handicapped pupils who are able, with assistance, to progress in regular classes. (Contains 4 footnotes.) [Best copy available has been provided.]
Modern Ways in One- and Two-Teacher Schools. Bulletin, 1951, No. 18
Author: Bathurst, Effie G.
Date: 1951-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,One Teacher Schools,Public Schools,Public School Teachers,Elementary Secondary Education,Educational Practices,Educational Strategies,Classroom Techniques,Teaching Methods,Rural Schools,Program Improvement,Educational Improvement,School Administration,Class Activities,Teacher Role,Cooperative Learning,Group Activities,School Organization,Educational Principles,Curriculum Development,Curriculum Implementation,Rural Environment,Relevance (Education),Educational Planning,Teacher Effectiveness,International Education,School Community Relationship,English Language Learners

This bulletin describes practices in one- and two-teacher schools that are helping rural boys and girls get a good education. It contains suggestions for improving the programs of schools that do not meet the needs of boys and girls in the country today. In the school year 1947-48, there were approximately 75,000 one-teacher schools and 18,000 two-teacher schools. More than 2 1/2 million children look to these schools for the beginning of their organized education. Teachers on their first jobs and those serving during shortages of regular teachers should find this bulletin helpful in learning the ways of modern one- and two-teacher schools. The discussion emphasizes teaching procedures, selection of experiences, planning, evaluation, and cooperative activities. No attempt is made to show techniques of teaching arithmetic, reading, and other specific subjects since many books do this job well. Although the bulletin is addressed to teachers, it is hoped that it will also be grateful to administrators and supervisors who are looking for ways of helping teachers in one and two-teacher schools improve their teaching. Individual sections contain footnotes. [Best copy available has been provided.]
The Activity Period in Public High Schools. Bulletin, 1951, No. 19
Author: Tompkins, Ellsworth
Date: 1951-00-00
Type: Historical Materials
Subjects: Educational History,Public Schools,Extracurricular Activities,School Organization,Educational Practices,School Schedules,Questionnaires,National Surveys,School Surveys,School Statistics,Enrollment,Secondary School Curriculum,Class Activities,Bus Transportation,High Schools,High School Students,Junior High Schools,Junior High School Students,Educational Principles,Educational Philosophy,School Role,Program Descriptions,Youth Clubs,After School Programs

Within the last decade the activity period has been adopted by an increasing number of high schools, even in those unaffected by bus transportation schedules. These schools believe it is a means for developing desirable civic and social activities for &quot;all&quot; pupils and for applying the &quot;total&quot; resources of school staff and equipment to the pupil activity program. They contend that activities serving the needs of only a segment of the student body and sponsored by only a part of the faculty are only half-way programs. Half-way programs convince neither pupils nor teachers of the importance of their joint responsibility for integrating activities with the formal school program. The purpose of this publication is to report practices regarding activity period organization in public high schools. The hope is that this data, obtained from the replies of 10,925 public high schools to the Inventory of Offerings and Enrollments in High-School Subjects, will be helpful to the profession generally and will stimulate further inquiry into the problem of how best to organize effective pupil activity programs in meeting the needs and interests of all secondary school youth. It was found that most high schools adopt one of three patterns in organizing extraclass activities: (1) The activity period, which is intended to provide for most extraclass activities &quot;within&quot; the daily time schedule; (2) The core program, which consolidates many of the extraclass activities with the class activities; and (3) The before-school and after-school activities program, which provides for most of the extraclass activities &quot;outside&quot; of the regular school session. (Contains 4 tables and 12 footnotes.) [Statistical tables in this bulletin were prepared by Robert C. Story. Best copy available has been provided.]