ethanporcaro/eric-fulltext-meta huggingface dataset:
Influence of Nature and History of Science Courses on Value Perceptions of Elementary Science Teacher Candidates in Conceptual Dimension in Turkey
Author: Aktamis, Hilal
Date: 2018-03-00
Type: Journal Articles
Subjects: Science Instruction,Educational History,Semi Structured Interviews,Questionnaires,Science Teachers,Elementary School Teachers,Preservice Teachers,Scientific Principles,Student Attitudes,Social Values,Religious Factors,Scores,Educational Planning,Values,Scientific Literacy,Measures (Individuals),Course Descriptions,Teacher Education Programs,Foreign Countries

This study aimed to determine the changes in understanding about the nature of science (NOS) and conceptual values of 28 elementary science teacher candidates who engaged in the instruction of the nature and history of science (NHOS). A values scale was used to determine the values of science teacher candidates in six areas of the conceptual dimension: Theoretical, economic, esthetic, politic, social, and religious. An open-ended questionnaire in conjunction with individual interviews was used to assess participants' pre- and post-instruction NOS views. Semi-structured interviews were conducted with six science teacher candidates who were selected from the different value levels: Low, medium, and high according to the results of the value scale. In the light of results of this study, the science teacher candidates who were engaged in the NHOS instruction received the highest score from the theoretical value dimension and the lowest score from the religious value dimension. Therefore, it can be suggested that NHOS teaching influenced the value perceptions of elementary science teacher candidates. For this reason, science teacher candidates' value perception should be considered during the NHOS instruction planning and the teaching of science. Recommendations based on this study include explicitly addressing the NOS aspects in science education courses and history and NOS teaching courses to enhance science teacher candidates' views about specific NOS aspects.
Attributes of Mathematics Enculturation: Sarah&apos;s Experiences in the Mathematics Classroom
Author: Muthelo, Dimakatjo
Date: 2018-05-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Foreign Countries,Grade 5,Elementary School Students,Qualitative Research,Oral Language,Feedback (Response),Case Studies,Critical Incidents Method,Diaries,Observation,Cooperative Learning,Video Technology,Constructivism (Learning),Teacher Student Relationship,African Languages

The paper presents a case study of the mathematics enculturation of a Grade 5 learner, (Sarah), at a school in Limpopo Province of South Africa. The case study sought to explore the attributes of mathematics enculturation in social interaction as a process of learning. A qualitative approach was adopted in collecting and analysing data. Data were constructed by capturing critical incidents and keeping a chronological account in a researcher journal of the discussion observed in Sarah's group during lessons. Qualitative data from Sarah's group, working together on activities, reveal the following constructs as key to understanding mathematics enculturation in the classroom: language, shaping of learners' ideas, and negotiation of meaning. The implication is that oral communication, which includes feedback, plays a major role in making social encounters into learning events that facilitate sense-making and understanding.
Developing the Scale of Problem-Solving Skills for Secondary School-Aged Deaf and Hard of Hearing Students
Author: Çoban Budak, Esra
Date: 2018-04-00
Type: Journal Articles
Subjects: Secondary School Students,Problem Solving,Hearing Impairments,Sign Language,Deafness,Test Validity,Test Reliability,Measures (Individuals),Test Construction,Foreign Countries,Special Schools

The scales for measuring problem-solving skills developed for students without impairment do not seem to include essential criteria for measuring the problem-solving skills of secondary school-aged students with hearing impairment. In order to compensate for these lacks and accurately measure these students' problem-solving skills, a scale of problem-solving skills proposed by secondary school curriculums has been developed. The scale includes texts complying with sign language, its visual components are advanced and the use of verbal expressions is decreased for the secondary school-aged deaf and hard-of-hearing students. The data was collected using the Scale of Problem Solving for the Deaf and Hard of Hearing (SPSDH) and a personal information form. The sample of this research consisted of 73 students. In order to ensure the construct validity of the test, item analysis was carried out. The outcome of the formula showed that KR20 internal consistency coefficient was 0.704 for 8 items. According to the item analysis, the average item difficulty and discrimination indices of the test were calculated as 0.46 and 0.63 respectively. These results show that the items able to distinguish the students in terms of their problem-solving skills. The findings obtained from the present study reveal that the SPSDH is a valid and reliable measurement tool that can be used to determine the problem-solving skills of secondary school-aged deaf and hard-of-hearing students.
Hearing the Marginalized Voice in the Great Books Curriculum
Author: Woodard, Jennie
Date: 2018-00-00
Type: Journal Articles
Subjects: Honors Curriculum,College Students,Essays,Literature,Reading Material Selection,Classics (Literature),Females,Race,Minority Groups,Social Bias,Curriculum,Teaching Methods,Consciousness Raising,Gender Bias,Racial Bias

At the end of a two-year Honors Civilizations sequence based on a Great Books curriculum, students at the University of Maine write a reflective essay that describes their personal and intellectual journey with the texts they have encountered over the previous four semesters. Students can describe a theme or narrative that has emerged in their thinking, using not only the texts but the classroom dynamic, weekly lectures, and assignments to demonstrate what they have found most beneficial and/or frustrating in their journey. In her first year of teaching the course, the author encountered deep disappointment in the absence of voices: students wanted more women, more texts produced by people of color, more non-European narratives, more attention paid to class systems. In short, students wanted more than the white Western European male narrative. As a result, the class was revised to include more diverse voices. This article examines the texts that were included in the class.
A Structured Course for Personal and Professional Development
Author: Ragan, Deirdre D.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Freshmen,Professional Development,Student Development,Career Readiness,Best Practices,Academic Advising,Career Counseling,Developmental Studies Programs,First Year Seminars,Honors Curriculum,Student Educational Objectives,Course Content,College Students

Since 2009 almost 90% of the surveyed college freshmen have identified &quot;getting a better job&quot; as a major reason for attending college (Pryor et al). College educators can help students work towards this goal by producing mature, critical-thinking graduates who are well-prepared not only for life but also for a career. Many students, unfortunately, do not participate in the frequent, developmental interaction that provides encouragement and guidance in examining and developing their future career goals. They can best choose a career by identifying a confluence of aptitudes, experiences, and passions. Students' post-graduate plans and a pathway for making these plans a reality merit deep inquiry. While most students periodically interact with an academic advisor within their major, these meetings frequently focus on scheduling and class selection issues. While these discussions are important to ensure degree completion and on-time graduation, they do not provide the guided introspection that aids in the development of a career plan. Academic advisors are sometimes not trained or equipped to provide significant career exploration. Career advising, on the other hand, is not necessarily as structured or proactive as many students need. All too often, gathering information on careers and career choice is a student-driven activity that occurs only late in a student's college experience, left to offhand and belated trips to career services. A benefit to both the student and the college would be to intertwine career exploration and academic advising within a defined curriculum no later than the first semester of the student's sophomore year at college. This article examines a college development course at The Citadel, Personal and Professional Development, a four-year, one-on-one course that reflects the best practices in advising and career counseling. This individualized mentor/advising program encourages research, writing, and discussion on the topic of the student's future. The approach influences students' ability to recognize their talents, skills, interests, and experiences. Additionally, the program encourages students to take actions to ensure that they are well-positioned to pursue their post-graduate goals. This course of study, combined with a rigorous undergraduate curriculum, produces a mature, critical thinker who is poised for a successful career.
Retention and Relevance for CTE-Focused Students through Problem-Based Learning
Author: Waldman, Susan
Date: 2016-00-00
Type: Journal Articles
Subjects: School Holding Power,Relevance (Education),Problem Based Learning,Pilot Projects,Majors (Students),Community Colleges,Two Year College Students,Vocational Education,College English,Writing (Composition),Reading Instruction,Writing Instruction,English Instruction

In fall 2013, Career and Technical Education (CTE)-focused composition classes were piloted to accommodate Leeward Community College's requirement for college-level composition for students in the CTE majors. The first CTE-focused class was an accelerated developmental education reading and writing course for students placing two steps below college-level. In the subsequent semester, an accelerated co-requisite composition course was piloted. To further ground instruction in application, a second instructor came to the CTE composition classes, portraying the CEO of a local business. The CTE students developed either PowerPoint presentations or Weebly websites to promote their services. CTE student retention in these collaborative courses has been nearly 100%. Having an &quot;outside expert&quot; address the class makes the composition work concrete.
Using Social Media Tools for Academic Support and Enrichment in the Classroom
Author: Arendale, David R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Academic Support Services,Access to Education,Enrichment,Learner Engagement,Academic Achievement,History Instruction,Teacher Student Relationship,Partnerships in Education,Integrated Learning Systems,Technology Uses in Education,Introductory Courses,College Freshmen,Undergraduate Students,Educational Technology,Grades (Scholastic),Student Improvement

For over a decade at the University of Minnesota, I have used social media tools in my introductory global history course to improve engagement and final grades. Students and I work as partners in using the tools to engage them more in the class, prepare for exams, and develop these skills for other courses. Our approach is guided by principles of Universal Design for Learning. We remove barriers so all students can access exam preparation resources, and they have options to validate their knowledge gained in addition to traditional exams. Students report satisfaction with usefulness of the resources, and evaluation studies document effectiveness in raising final course grades. This article shares practical steps on how to use no-cost and low-cost social media applications to accomplish these purposes.
Embedded Remediation: A New Paradigm
Author: Blake, Nicola
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Colleges,Remedial Programs,Developmental Programs,College Freshmen,Program Implementation,Program Descriptions,Behavioral Objectives,Skill Development,Models

Guttman Community College (GCC), a newly-established, urban community college, part of the City University of New York (CUNY), enrolls a largely traditional student body which is also predominantly minority. Students enter the college with an average high-school grade-point average of 75% (C average), and are required to enroll in three first-year courses in the first semester: City Seminar, Statistics, and Ethnographies of Work. As is the case with most community colleges, a large number of entering freshmen at CUNY are in need of &quot;remediation&quot; as documented by the Office of Institutional Research (2015). At the outset, however, GCC faculty, staff, and administration committed to creating a model for developmental education that embedded the needed skill development into college-level courses. GCC accomplishes remediation through an approach in which additional contact hours are built into first-year courses to help students work on reading, writing, and quantitative skills. This allows developmental students to complete their first year with the same credits earned as other students. This paper describes the remediation approach implemented at GCC since the college's conceptualization (in 2008) and implementation (2012) and shares key data for three cohorts of students--those who entered in 2012, 2013, and 2014--and attained proficiency while earning college credits to advance to their major courses.
Forming Well Organized Writing Activities
Author: Tosuncuoglu, Irfan
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Exercises,Writing (Composition),Connected Discourse,Remedial Instruction,Writing Skills,Text Structure,English (Second Language),Writing Difficulties,Foreign Countries,Pretests Posttests,Control Groups,Experimental Groups,Language of Instruction,Teaching Methods

English has been widely spoken in the world and seen as the language of education, communication, economics and etc., for a long time and it can be accepted as lingua franca. Knowledge of a language includes four basic language skills, these are listening, reading, speaking, and writing. In this study writing was investigated in detail and it was mentioned why writing was difficult and importance of writing was explained. This study was produced from the author's doctoral dissertation. It was seen that students' ability to write in a well- organized manner was insufficient. So, in the study, the main components for a well-organized composition that is outlining, coherence, unity were explained. In addition remedial exercises for developing writing skills were indicated in order to develop students' writing skills. In the research, controlled pre, post-test Experimental Design was used. During the pedagogical experiment the teacher-experimentator himself carried out all the studies in control and experimental groups during the process of the experiment. Furthermore it was stressed that materials and teachers skills were important for the development of the students in the related topic.
Comparison of Certain Physical Fitness Parameters in Young Football and Basketball Players
Author: Akyüz, Murat
Date: 2018-05-00
Type: Journal Articles
Subjects: Comparative Analysis,Physical Fitness,Team Sports,Athletics,Athletes,Body Weight,Body Height,Adolescents,Muscular Strength,Human Body,Statistical Analysis,Motor Reactions,Performance Tests

This study was carried out in order to compare certain physical fitness parameters of young basketball and football players. Basketball players, who are playing in U16 league (n=12), and football players playing in U17 league (n=10) participated in the study voluntarily. Groups were separated into two as the basketball group (BG) and the football group (FG). BG has a body weight mean of 74.13±7.26 kg, a height mean of 187.50±7.03 cm, and an age mean of 16. FG has a body weight mean of 68.0±7.95 kg, a height mean of 178.4±5.31 cm, and an age mean of 17. Participants were applied performance tests, which are composed of sit and reach test, leg strength, hand grip strength, flexibility, 20 m sprint, and flamingo balance test among physical fitness parameters. Data obtained were analysed using SPSS 19.0 package program, and Mann Whitney U test was used to compare two groups. While there was no meaningful difference between strength and flexibility values (p&gt;0.05), a meaningful difference occurred in favour of FG in 20 m speed test (p&lt;0.05). As a result, the difference that occurred in speed only makes us think that height and body weight in basketball players can impact speed and agility negatively compared to football players.
The Effect of Suspension Workout on Agility and Forces Performance in Elite Basketball Players
Author: Nalbant, Özgür
Date: 2018-06-00
Type: Journal Articles
Subjects: Athletics,Team Sports,Athletes,Muscular Strength,Exercise,Body Weight,Training,Foreign Countries,Body Composition,Exercise Physiology,Control Groups,Experimental Groups,Physical Fitness,Statistical Analysis

The purpose of this study is to determine the effect of suspension training on agility and strength performance in elite male basketball players. The study was carried out on Demir Insaat Büyükçekmece male U-21 basketball players who are the members of one of the U-21 teams of the Turkish Basketball Federation. 20 volunteer basketball players with age of 18,3 ± 0,3 years; the training ages of 6.5 ± 1.3 years; the lengths of 189.45 ± 7.3 cm; weights of 82.9 ± 7.8 kg and body mass index of 23 ± 1.3 were participated in the study. This group was used as both control and experimental group. Following their first tests, the group participating in the study continued their regular routine training for 6 weeks. After six weeks, the second measurements were taken. These measurements were also accepted as the last measurement of the group which was considered as the control group, while those measurements were accepted as the first measurement of the test group. Afterwards, suspension training (TRX) was performed twice a week right along with basketball training for 6 weeks. At the end of six weeks, the tests were repeated and the level of development of the test group was determined. In the study group, right and left hip flexility test, sitting down flexibility test, standing long jump test, vertical jump test, back and leg strength, T-test and 20-meter sprint tests were performed. The obtained data were analyzed in the SPSS program and descriptive statistics, Anova Test and Bonferroni correction were performed. As a result, there was a significant difference in hip flexion, jump, strength and agility tests (p &lt;0.05). According to these results, suspension TRX training was found to have positive effects on elite male basketball players.
Resource Centre or Experience Desk? Producing Spaces for Delivering Services to Indigenous and International Students at Universities in Ontario, Canada
Author: Montsion, Jean Michel
Date: 2018-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Foreign Students,College Students,Universities,Foreign Countries,Student Recruitment,School Holding Power,Resource Centers

In recent years, Ontario universities have increasingly targeted Indigenous and international students for recruitment. Focusing on three southern Ontario universities, I examine how service delivery for these student groups is organized in space. In light of Henri Lefebvre's work, I argue that the spatiality of the information hubs created to support them differs significantly, each being defined in the interactions between institutional assumptions about the student group, the social presence and activities hosted, and the lived experiences of the students utilizing these services. Whereas Indigenous student services are organized as a resource centre to create a separate space for Indigeneity on campuses, international student services take the form of an experience desk to emphasize rapid integration into the mainstream. Based on interviews with students and staff, I reflect on the differences between the two models to discuss the spatial politics of information hubs within the context of Ontario universities.
Knowledge Mobilization Practices of Educational Researchers across Canada
Author: Cooper, Amanda
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Researchers,Educational Research,Capacity Building,Foreign Countries,Information Dissemination,Universities,Faculty Publishing,Leadership Role,Surveys,Statistical Analysis

Researchers are under increasing pressure to disseminate research more widely with non-academic audiences (efforts we call knowledge mobilization, KMb) and to articulate the value of their research beyond academia to broader society. This study surveyed SSHRC-funded education researchers to explore how universities are supporting researchers with these new demands. Overall, the study found that there are few supports available to researchers to assist them in KMb efforts. Even where supports do exist, they are not heavily accessed by researchers. Researchers spend less than 10% of their time on non-academic outreach. Researchers who do the highest levels of academic publishing also report the highest levels of non-academic dissemination. These findings suggest many opportunities to make improvements at individual and institutional levels. We recommend (a) leveraging intermediaries to improve KMb, (b) creating institutionally embedded KMb capacity, and (c) having funders take a leadership role in training and capacity-building.
Under-Represented Students and the Transition to Post-Secondary Education: Comparing Two Toronto Cohorts
Author: Robson, Karen
Date: 2018-00-00
Type: Journal Articles
Subjects: Disproportionate Representation,Grade 12,High School Students,Regression (Statistics),Race,Gender Differences,Student Adjustment,College Preparation,Racial Differences,White Students,College Attendance,Minority Group Students,Grade Point Average,Educational Policy,Undergraduate Students,Identification,Special Education,Educational Needs,Census Figures,Statistical Analysis,Foreign Countries,Multivariate Analysis

Using data from two cohorts of Grade 12 students in Toronto, we examined whether the transition to post-secondary education changed between 2006 and 2011, particularly for under-represented groups. We used multilevel, multinomial logistic regressions to examine how the intersections of race and sex affect post-secondary transitions in the two cohorts. Our findings revealed that Black, Latino, and Southeast Asian students were less prepared for postsecondary education than White students. Students in these groups had lower than average GPAs, higher identification of special education needs, or lower likelihoods of taking academic-stream courses. These differences remained fairly stable between 2006 and 2011. We did, however, find that Black students were more likely than White students to confirm a place in university in 2011--a significant difference. In contrast, Southeast Asian students experienced a decline in university transition but an increase in college confirmation. We also found that race and sex were important intersections for university confirmations in the case of Blacks and for college confirmations in the case of Southeast Asians. We contextualize our findings within the policy climate of Ontario in the years spanning our two cohorts.