ethanporcaro/eric-fulltext-meta huggingface dataset:
Information on the Run: Experiencing Information during an Ultramarathon
Author: Gorichanaz, Tim
Date: 2015-12-00
Type: Journal Articles
Subjects: Physical Activities,Access to Information,Experience,Athletes,Case Studies,Personal Narratives,Phenomenology,Ethnography,Observation,Information Science,World Views,Information Sources,Semi Structured Interviews

Introduction: Ultrarunning is an individual sport and serious leisure pursuit that requires ongoing information access and use during events, but has not yet been studied in information research. This study leverages a link between the theory of life in the round and the serious leisure perspective to explore the information experience of an ultrarunner during his first 100-mile race. Method: This autophenomenographic case study draws principles from interpretative phenomenological analysis, autoethnography and systematic self-observation. As this is the first application of autophenomenography in information research, the methodology is explicated. Analysis: Self-interviews and free-form narratives were open-coded and analysed for themes, consistent with interpretative phenomenological analysis. Results: The literature review and the data from this study support a conceptualisation of ultrarunning as a small information world with a vital community ethos despite the sport's individualistic orientation and the transient nature of its events. The ultrarunning world is based in orality and values perseverance, and during events the individual ultrarunner relies on corporeal information and a knowledge base built through training, collecting lore and planning. Conclusions: This study identifies ultra-endurance sports as a fruitful context for information research and invites further consideration of discrete serious leisure events rather than solely ongoing processes. Its findings may also apply to other high-stress, individualistic performance contexts. This study also establishes autophenomenography as a suitable methodology in information research.
Multimodal Literacy Scale: A Study of Validity and Reliability
Author: Bulut, Berker
Date: 2015-00-00
Type: Journal Articles
Subjects: Validity,Reliability,Preservice Teachers,Measures (Individuals),Factor Structure,Multiple Literacies,Teacher Education,Literacy Education,Technological Advancement,Technological Literacy,Student Surveys,Student Attitudes,Statistical Analysis,Foreign Countries,Factor Analysis

Problem Statement: Most structures of the texts individuals encounter today are multimodal, in which written, visual, and auditory elements are used together. Students who spend most of their time on social networks or playing various computer games gain experience in multimodal environments. As a part of teacher training, it is important that teachers who prepare students for life and set an example have multimodal literacy skills by keeping up with advancing technology. Purpose of Study: The study, carried out in Turkey, researches whether or not the multimodal literacy skills within the formal training prospective teachers receive are limited. A scale that aims to measure the multimodal literacy skills of teachers is developed. Method: Designed in a survey model, the scale aimed to develop a multimodal literacy scale for prospective teachers. The validity and reliability studies of the scale were conducted on 392 prospective teachers. Findings and Results: At the end of EFA, we identified that the scale had a 3 factored structure, which explains 52.63% of the total variance. As a result of the CFA conducted, consistency index values were identified and the 3 factor structured scale, recognized as made up of 17 items, was verified as a model. In order to determine the reliability of the scale, we calculated the Cronbach Alpha internal consistency and test-retest reliability coefficients. In light of the values obtained, the scale was concluded as reliable and valid. During the studies of item analysis, corrected item-total correlation of the items within 3 factors was calculated and the t-test was used to determine if these items discriminate the 27% of the upper groups and the 27% the lower groups. These results can indicate that the items in the scale have a high validity rate, and it can discriminate between students with regard to their capabilities of multimodal literacy. Conclusions and Recommendations: A scale designed to measure the multimodal literacy skills of teachers who will play a big part in the education of upcoming generations was developed. With this, we can identify multimodal literacy skills during their undergraduate education, whereby we can identify the prospective teachers who do not have such skills and they can then be trained in this respect.
Expanding Horizons and Encouraging New Perspectives through Myths: Experiments in Interactive Storytelling in an Elementary School Library
Author: Giffard, Sue
Date: 2016-00-00
Type: Journal Articles
Subjects: Story Telling,School Libraries,Elementary Schools,Elementary School Students,Grade 4,Librarians,Cultural Education,Reading Aloud to Others,Story Reading

The scenario that the author encountered when she began working in her present position was not unusual for an elementary school library: the students study a culture, and the librarian reads the stories of that culture to them to enrich the study and to make the culture come alive. The fourth-graders studied the Maya in the fall and the ancient Egyptians in the spring. In her first year in the job the author did what had been done before: she read Mary-Joan Gerson's &quot;The People of Corn&quot; and Deborah Nourse Lattimore's &quot;The Winged Cat.&quot; Students did research on assigned individual Egyptian gods without really knowing the stories about them. It was not a disaster, but it was unsatisfying, both for the author and her students. She had to figure out some other way. Is it possible to share mythology in a way that respects the culture, draws the kids in, and makes the stories both interesting and alive? The traditional answer is: find a good retelling of the myths and read them aloud. The fact that the retellings can have difficult language, have incomplete stories, or take for granted prior knowledge of the context or background--all of these issues are easily pushed aside because what other choice does one have? This article is the story of how the author, a school librarian who is only an average storyteller, lacking dramatic flair or the ability to do multiple voices and accents, turned this situation around and began telling the myths to her students in a way that encouraged participation and resulted in engagement and enjoyment for everyone.
A Comparative Study on the Teaching Profession in Turkey and South Korea: Secondary Analysis of TALIS 2008 Data in Relation to Teacher Self-Efficacy
Author: Aslan, Berna
Date: 2015-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Comparative Education,Teacher Effectiveness,Self Efficacy,Teacher Student Relationship,Foreign Countries,Multiple Regression Analysis,Classroom Techniques,Discipline,Teacher Collaboration,Job Satisfaction,Teacher Attitudes,Teaching (Occupation),Academic Achievement,Correlation,Teacher Surveys,Item Analysis,Measures (Individuals),Reliability,Factor Analysis

Problem Statement: Teacher self-efficacy is important factor for school and student success. This study investigates the variables that explain teacher self-efficacy in Turkey and South Korea according to TALIS 2008 data. A detailed comparison was conducted and the state of the teaching profession in both countries is discussed. Purpose of the Study: The study aims to compare the teaching profession in Turkey and South Korea in relation to teacher self-efficacy. Method: Data relating to a total of 6194 teachers participating in TALIS 2008 from Turkey and South Korea were re-analyzed and evaluated in relation to teacher self-efficacy. For this purpose TALIS 2008 data were taken from the OECD official web page and subjected to stepwise multiple regression analysis in relation to the variables that can explain teacher self-efficacy. Findings: Results indicated that in both countries, the variable that best explains the teacher self-efficacy is teacher-student relations in the school environment (TSRELAT). The second variable that best explains the teacher self-efficacy is the classroom disciplinary climate (CCLIMATE) for Turkish teachers, it is professional collaboration (TCCOLLAB) for South Korean teachers. Third variable is professional collaboration for Turkish teachers, while it is classroom disciplinary climate and teacher's job satisfaction in South Korean teachers. Job satisfaction is the fourth variable that explains the teacher perception of self-efficacy in Turkey. Lastly, while the respect given for the teaching profession within the society appears to be a weak variable for explaining self-efficacy level of Turkish teachers; it appears to be a more effective variable for South Korean teachers. All the variables together explain 22% of the variance in Turkey and 28% of the variance in Korea in relation to teacher self-efficacy. Conclusion and Recommendations: The variable that best explains the teacher self-efficacy in both countries was found to be teacher-student relations in the school. Results were discussed by supporting the literature.
The Baby and the Bathwater: A Tale of Standards and Storytelling
Author: Petty, Pamela
Date: 2016-00-00
Type: Journal Articles
Subjects: Story Telling,Relevance (Education),Educational Environment,National Standards,Standardized Tests,Creative Activities

Storytelling is a craft that takes &quot;talking&quot; to the level of &quot;telling.&quot; The cleverest of teachers know these tricks. In this article the author presents the art of storytelling and why it is so important, especially in the educational environment of national standards and standardized testing.
The Effect of Identity Development, Self-Esteem, Low Self-Control and Gender on Aggression in Adolescence and Emerging Adulthood
Author: Morsunbul, Ümit
Date: 2015-00-00
Type: Journal Articles
Subjects: Aggression,Adolescents,Young Adults,Self Esteem,Identification (Psychology),Self Control,Gender Differences,Correlation,Age Differences,Structural Equation Models,High School Students,College Students,Questionnaires,Self Concept Measures,Foreign Countries

Problem Statement: Aggression seems to be an extensive and serious problem among adolescents and emerging adults, negatively affecting both the victims and the offenders. In adolescence and emerging adulthood, a lot of factors affect aggression. In this study, five factors were examined: gender, life periods, identity formation, low self-control and self-esteem. Purpose of the Study: The aim of the study is to examine the relations between identity dimensions, low self-control, self-esteem, gender and life period (adolescence and emerging adulthood) with aggression. Method: For this purpose, a structural equation model was developed and tested. In this model, the dependent variable was aggression and the independent variables were demographic variables (gender and life period), identity dimensions, self-esteem and low self-control. Participants consisted of 240 adolescents (high school students--132 female and 108 male) and 244 emerging adults (university students--128 female and 116 male) and their age was between 15-24 years old (mean age = 18.99, SD = 2.62). The Buss-Perry Aggression Questionnaire, The Dimensions of Identity Development Scale, The Rosenberg Self-Esteem Scale, and The Low Self-Control Scale were used to collect data. Findings: Results of the overall fit indexes of the structural equation model revealed that fit indexes are at acceptable levels. Results of this study showed that life period, exploration in depth, ruminative exploration, self-esteem and low self-control significantly predicted aggression. According to model analysis, the best predictor of aggression was low self-control; the weakest predictor of aggression was life period. Conclusion and Recommendations: The present study provides important results. The first result is that aggression level changes according to life period. The second is that low self-control, self-esteem and some identity dimensions are crucial factors for aggression in adolescence and emerging adulthood. The results of the study provide several important explanations for counselors and educators. In order to reduce aggression, counselors, educators and mental health practitioners should consider identity, self-esteem and self-control. When counselors and educators prepare school-based intervention programs, they should consider the important predictors of aggression.
What Can Librarians Learn from Elmo, Sid, and Dora? Applying the Principles of Educational Television to Storytime
Author: Cahill, Maria
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Television,Story Telling,Educational Benefits,School Libraries,Librarians,Problem Solving,Vocabulary Development,Literacy Education,Early Childhood Education,Reading Aloud to Others,Emergent Literacy,Phonological Awareness,Printed Materials,Oral Language,Language Acquisition,Sentence Structure,Learning Motivation,Comprehension,Learner Engagement,Repetition,Teaching Methods

Parents and caregivers can maximize children's engagement with educational television programming by co-viewing and discussing concepts and issues during and following episodes, and parents and caregivers can poach ideas and processes from these programs and apply them to their own interactions with children. School librarians might also consider taking a few pages from the educational television playbook and applying them to storytime. This article focuses on encouraging and presenting pointers to school librarians to consider how they can apply lessons learned from educational TV to storytime in the school library.
Contrasting Rhetorical Patterns: Discovering Effects of First and Second Language Writing Conventions
Author: Inceçay, Volkan
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Writing Instruction,Bilingualism,Writing (Composition),Turkish,English (Second Language),Transfer of Training,Qualitative Research,Difficulty Level,Contrastive Linguistics,Student Attitudes,Essays,College Freshmen,Semi Structured Interviews,Reflection,Writing Evaluation,Discourse Analysis,Academic Discourse,Consciousness Raising,Rhetoric,Teaching Methods,Critical Thinking,Writing Processes,Foreign Countries

Problem Statement: In this qualitative small-scale study, I aimed at investigating why students have difficulties in adjusting themselves to English writing conventions. I also examined the possible bilateral effects of Turkish and English writing conventions to determine whether engaging learners in contrastive rhetoric exercises can elucidate the phenomenon of transfer in rhetorical patterns. Purpose of Study: The aim of this study was to discover whether bilingual writers with the same first-language background (i.e., Turkish) demonstrate similar composing patterns or whether these patterns diverge when writing in first or foreign language (i.e., English). Its broader aim was to describe whether transfer pertains to rhetorical patterns. Method: To investigate the existence and transfer of rhetorical patterns, we examined four opinion essays--two in English, two in Turkish--written by each of six freshman students registered for an English composition course at an English-medium university in Istanbul, Turkey. Additional data came from students' reflective tasks and semi-structured interviews conducted with them. Findings: The analysis of the essays demonstrated that the students placed thesis statements in the initial, middle, or final positions in their Turkish essays, indicating that some students used a deductive style of writing, a common US English writing convention, in their Turkish essays. This finding suggests that the students practiced aspects of English composition learned at the university level. Notably, students also used discourse markers more than typical Turkish essayists would, indicating that the students were able to transfer knowledge not only from their first to the foreign language. Other results reveal that it was somewhat challenging for students to write in their first language given their adjustment to English writing conventions. Conclusion and Recommendations: This study's findings suggest that students initiated the construction of an academic discourse community identity and membership, implying that writing instructors can raise learners' awareness of academic environment and involve them with different academic conventions by engaging them in contrastive rhetoric studies. Contrastive rhetoric could also prompt students to think more critically, which would further assist them in writing process. Lastly, the findings suggest that engaging students in exercises of contrastive rhetoric can assist and empower them in their writing practices.
Course and Instructor Characteristics Distinguishing Highest and Lowest Student Ratings of Instructors
Author: Özgüngör, Sevgi
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Effectiveness,Student Evaluation of Teacher Performance,Teacher Characteristics,College Faculty,College Students,Student Attitudes,Mixed Methods Research,Discriminant Analysis,Content Analysis

Problem Statement: One way to delineate the main characteristics of effective teaching within the higher education system is to gather college students' opinions of an effective instructor. Research based on students' perceptions of efficient teaching revealed a series of teaching behaviors setting the distinction between good and poor teaching. However, studies also indicate differences across culture, and in Turkey, there has been little research on the topic. Purpose of Study: The goal of this study was to determine instructor and course characteristics and teaching dimensions that discriminate between instructors who received the highest and the lowest student ratings within a Turkish college setting, by incorporating both quantitative and qualitative methods. Method: A total of 23,814 students across different departments in the university rated 630 instructors on a scale developed to assess students' perceptions of instructors' performance. In addition, students were asked to respond to an open-ended question to provide their own impressions of each instructor. Then, students' ratings were analyzed by means of discriminative functional analysis, and written statements provided by students were analyzed via content-analysis techniques by using a combination of manual and computer-assisted methods (NVivo 9). Findings and Results: According to the quantitative analyses, although course and instructor characteristics were weak in discriminating the groups, all teaching dimensions (relationships with students, effective teaching, exams and evaluation, contribution to generic skills, class interaction, and organization and planning) were very useful in discriminating the instructors who received the best and the poorest ratings. Also, qualitative analysis revealed 4 themes consistently distinguishing the two groups: lecturing, relationship with the students, knowledge and expertise, and exams and evaluation. Conclusions and Recommendations: This study replicates the existing literature on student perceptions of effective teaching, with a culturally different, large sample. It also adds support to the notion that there are teaching behaviors, such as lecturing skills, fair evaluations, respect and interest toward students, and demonstrating expertise, that help draw the distinction between good and poor teaching in the eyes of students and that could therefore assist the improvements efforts of teacher education.
Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement
Author: Özerem, Aysen
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Environment,Instructional Design,Cognitive Style,Mathematics Achievement,Student Characteristics,Middle School Students,Grade 7,Questionnaires,Achievement Tests,Pretests Posttests,Learning Modalities,Aural Learning,Visual Learning,Statistical Significance,Grades (Scholastic),Test Results,Scores,Foreign Countries

Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level, but rather designed by giving thought to students' existing learning styles. Purpose of the Study: The aim of this study is to examine primary students' and inspectors' opinions on different learning environments designed according to students' learning styles and its effects on students' achievement. Method: Fifty-five seventh grade students and seven inspectors constituted the research sample. The data were collected through an open-ended questionnaire; a mathematics achievement test and the Pat Wyman Personal Learning Style Inventory were used as data collection tools in the research. Since the group consisted of less than 30 participants, the Wilcoxon Signed Rank Test for Paired Samples was used. Findings and Results: The difference of pre-post test results of visual auditory learners, auditory-kinesthetic learners, and visual-auditory learners are statistically significant. When the ranked average of different grades and their sums are considered, the observed difference is in positive ranking, meaning it is in favor of post-test results. According to these results, different learning environments designed for visual-auditory-kinesthetic learners have a positive effect on student grades. The majority of the students stated that the aforementioned activities used in the mathematics lesson could also be used in other school subjects. Conclusions and Recommendations: Student responses emphasized that learning environments should be designed according to student learning styles. Inspectors underlined that learning styles designed according to students' individual learning styles may increase student success. In addition, inspectors thought that some of the advantages of designing learning environments according to students' learning styles included an opportunity to learn fairly, an increase in student motivation towards the lesson, and enabling students to learn at their own pace. In the upcoming studies, student behaviors and motivations towards environments designed according to students' learning styles will be analyzed.
Proficiency Forms and Vocational Pedagogical Principles
Author: Inglar, Tron
Date: 2014-00-00
Type: Journal Articles
Subjects: Experiential Learning,Vocational Education,Curriculum,Teacher Education,Vocational Education Teachers,Holistic Approach,Theory Practice Relationship,Semi Structured Interviews,Relevance (Education),Educational Principles,Teaching Methods,Teacher Education Programs,Foreign Countries

This article is based on research on experiential learning and vocational teachers. The author describes his analysis of curricula for the vocational teacher education and explains the education´s purpose, content, and methods. In 1975, education dramatically changed from an academic tradition with dissemination of many disciplines to a holistic education with focus on educating teachers who would function in practice, not only have theoretical knowledge of pedagogy. The author discusses important aspects of learning, as usability and relevance, distance in time and space between theory and practice, and the use of different proficiency forms. Furthermore, the author discusses three key, vocational educational principles (VEP): experiential learning, vocational adaptation of theory, and integration of theory and practice. These principles are important for all learning and especially for the education and training of vocational teachers and of vocational students.