ethanporcaro/eric-fulltext-meta huggingface dataset:
Prospective Teachers' Personal Characteristics to Multicultural Education
Author: Eskici, Menekse
Date: 2016-00-00
Type: Journal Articles
Subjects: Personality Traits,Preservice Teachers,Multicultural Education,Statistical Analysis,Foreign Countries,Questionnaires,Empathy,Cultural Traits,Surveys

The aim of this paper is to determine prospective teachers' personal characteristics to multicultural education. It is also aimed to reveal whether there are meaningful differences in prospective teachers' personal characteristics to multicultural education according to their genders, age and number of siblings. The descriptive model was chosen to analyze in this paper. Likewise quantitative data was collected. The participants of the paper are 308 (220 female and 88 male) prospective teachers studying at Kirklareli University pedagogical formation certificate training program in the 2015-2016 academic year. The data collected by using the Turkish version of &quot;Multicultural Personality Questionnaire&quot;. The data of this research were analyzed by SPSS 17. During the analysis of data arithmetic mean, standard deviation, t-test, the analysis of one way variance (ANOVA) and LSD test were used. According to these results prospective teachers' scores of &quot;Multicultural Personality Questionnaire&quot; has been found to be high. &quot;Multicultural Personality Questionnaire&quot; sub-dimensions were examined. Prospective teachers' multicultural personality has been highest in &quot;cultural empathy&quot; sub-dimensions and prospective teachers' multicultural personality has been lowest in &quot;flexibility&quot; sub-dimensions. Meaningful differences were found in favor of female prospective teachers toward &quot;cultural empathy&quot; and &quot;emotional balance&quot; sub-dimensions of the questionnaire. Meaningful differences was found in &quot;Multicultural Personality Questionnaire&quot; according to prospective teachers' ages but no meaningful differences was found in &quot;Multicultural Personality Questionnaire&quot; according to prospective teachers' number of siblings.
Technology Leadership of Education Administrators and Innovative Technologies in Education: A Case Study of Çorum City
Author: Kör, Hakan
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Foreign Countries,Administrators,Technological Literacy,Case Studies,Educational Technology,Research Methodology,Public Schools,Comparative Analysis,Technology Integration,Technology Uses in Education,Information Technology,Statistical Analysis,Test Results,Innovation

In this global world in which educational technologies have developed at such a great pace, it is possible to say that administrators in the education sector are obliged with serious roles with regard to keeping up with the evolving technology and the management of education in this virtual environment. In the present study utilizing screening research method, technologic leadership attitudes of administrations in educational domain were investigated. The survey titled &quot;Technology Leadership of Education Administrators&quot; developed by Banoglu [24] was employed in this study. The research universe consisted of administrators at the public schools located in Çorum City. The research sampling was composed of 161 school administrators who participated in the &quot;Technology Leadership of Education Administrators&quot; survey on a volunteer basis. The acquired data was analyzed through the SSPS 22 package software with descriptive and comparative statistical methods. The analysis results were presented in the tables in the findings section.
Relationship between Leadership Styles of School Principals and Whistleblowing Behaviors of Teachers
Author: Erturk, Abbas
Date: 2016-00-00
Type: Journal Articles
Subjects: Leadership Styles,Principals,Work Environment,Teacher Behavior,Organizational Climate,Teacher Administrator Relationship,Foreign Countries,Regression (Statistics),Leadership Qualities,Employees,Statistical Analysis,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Teacher Attitudes,Comparative Testing,Predictor Variables,Correlation,Disclosure,Administrator Behavior

This study aims to determine the relationship between leadership styles of school principals and whistle blowing behaviors of teachers. The sample of this study, which is designed in the relational survey model, consists of 393 teachers working in primary, secondary and high schools in the province of Mugla. The data were collected through &quot;School Principal Leadership Style Scale&quot; and &quot;Whistleblowing Scale.&quot; In data analysis, descriptive statistics and regression analysis were applied. According to the findings obtained from these data, it was identified that teachers preferred internal whistleblowing at the highest level whereas they opted for external whistleblowing behavior at the lowest level. Besides, according to teachers' opinions, it was asserted that at the very most level school principals demonstrated transformational leadership behaviors. In addition, it was also determined that there was a medium level of significant relationship between the leadership styles school principals demonstrated and whistle blowing behaviors of teachers. Moreover, it was stated that as long as school principals demonstrated transformational leadership behaviors, teachers mostly preferred the internal whistleblowing type of behavior. On the other hand, it was remarked that teachers opted for anonymous whistleblowing behaviors as long as school principals demonstrated laissez-faire leadership behaviors.
Lifelong Learning Key Competence Levels of Graduate Students
Author: Adabas, Abdurrahman
Date: 2016-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Graduate Students,Foreign Countries,Competence,Communicative Competence (Languages),Cultural Awareness,Mathematics Skills,Native Language,Intercultural Communication

The European Union defines lifelong learning as all activities aimed at improving an individual's knowledge, skills and competences individually, socially or vocationally throughout his/her life. In 2007, eight key competences necessary for lifelong learning were identified by the European Union Education and Culture Commission. These competences are communication in the mother tongue, communication in foreign languages, mathematical competence and basic competences in science and technology, digital competence, learning to learn, social and civic competences, sense of initiative and entrepreneurship and cultural awareness and expression. The main purpose of this research is to determine the key competence levels of postgraduate students in lifelong learning. It was concluded that lifelong learning competences of the graduate students participating in the study were high. Moreover, the graduate students considered themselves best at the native language communication competence, while the lifelong learning key competence at which they considered themselves worst was foreign language communication competence.
Experiences of Turkish University Students on Academic Mobility: Before and after Academic Mobility Factors
Author: Erden, Hale
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Mobility,Study Abroad,Student Attitudes,Qualitative Research,Focus Groups,Interviews,Influences,Student School Relationship,Educational Quality,Student Adjustment,Barriers,Cultural Differences,Educational Finance,Educational Practices

Student academic mobility is described as the movement of students from one country to another for studying undergraduate and/or graduate degrees. Students' academic mobility involves two factors: before academic mobility factors and after academic mobility factors. The current study aims at identifying the perceptions of Turkish university students regarding before academic mobility and after academic mobility factors. The study adopted an interpretive methodology under qualitative research paradigm. Focus-group-interviews (FGIs) and in-depth-interviews (I-DIs) were applied for data collection process. Focus-group-members (FGMs) were 50-TUSs studying at various departments and various universities in NC. FGIs were applied to identify factors contributing to before academic mobility and after academic mobility factors. I-DIs were taken place with 60-different-Turkish-university-students (dTUSs) studying at various departments of universities in NC to identify the common before academic mobility and after academic mobility factors. Interpretive approach was applied for data collection process and data were analysed through content analysis. Results reveal that Turkish university students experience pull and push factors as before academic mobility factors. Additionally, faced factors and expected factors are identified as part of the after academic mobility factors. In conclusion, pull factors involve educational-quality, personal-contribution and adaptation-quality. Similarly, push factors include departmental-issues, familiarities, family and country factors. Also, faced factors contain factors regarding finance, difficulties and dangers whereas expected factors involve factors regarding campus-quality and valuing-the-self.
Pedagogical Formation Students' Resistance Behaviors towards Teaching-Learning Processes and Their Moral Maturity
Author: Argon, Türkan
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Maturity (Individuals),Foreign Countries,Student Behavior,Resilience (Psychology),Moral Values,Teacher Competencies,Correlation,Preservice Teachers,Teaching (Occupation)

Moral maturity, defined as the competence in moral emotions, thoughts, judgments, attitudes and behaviors, is one of the most important qualities that the would-be teachers at Faculties of Education must possess. Teachers with moral maturity will train students with the qualities of reliability, responsibility, fairness, objectivity, consistency and legitimacy. Creation of positive classroom environments is crucial in the teaching-learning process to ensure that students achieve moral maturity. Although this process is mostly related to teacher competence, it is also affected by student behaviors because resistance behaviours towards the process may cause failure, negatively affect the quality of education and make teachers' tasks more difficult. This study set out to identify the relationship between pedagogical formation students' moral maturity and their views on resistance behaviors towards the teaching-learning process. The study utilized a relational screening model. Universe of the study was composed of 650 students attending the formation program at Abant Izzet Baysal University in 2015-2016 academic year. &quot;The Scale of Moral Maturity&quot; and &quot;Resistance Scale for Education Faculty Students&quot; were used in the study as data collection tools. Means, standard deviation and correlation analyses were undertaken during data analysis. According to research results, in terms of the teaching-learning process, students agreed with resistance behaviors in class in general and in terms of the sub dimensions, students expressed they never displayed resistance behaviors in class, they were ambivalent about their personal and professional ideas about the instructors and relationships with friends and they did not agree with future benefits of education. Students mainly selected the option of &quot;rarely&quot; in the moral maturity scale. A negative and low level significant relationship was found between students' moral maturity levels and their resistance behaviors towards the teaching-learning process.
Teachers' Views on Organizational Deviance, Psychological Ownership and Social Innovation
Author: Argon, Türkan
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Correlation,Antisocial Behavior,Work Environment,Foreign Countries,Nonparametric Statistics,Employee Attitudes,Work Attitudes,Ownership,Psychological Characteristics,Social Problems,Innovation,Teacher Behavior,Secondary School Teachers

This study aimed to identify Bolu central district secondary school teachers' views on organizational deviance, psychological ownership and social innovation and to determine whether these views were related. The universe of the study conducted with relational screening model was composed of 360 teachers employed in Bolu central district secondary schools. Psychological Ownership, Organizational Deviance and Social Innovation Scales were used as data collection tools. Means, standard deviation and Spearman's Rho correlation analysis were used in data analysis. According to research results it was found that teachers displayed organizational deviance behaviors towards themselves or their coworkers albeit in low levels and agreed to the items related to psychological ownership and social innovation. Negative, low level and significant relationships were detected between teachers' views on organizational deviance towards self and coworkers, psychological ownership and social innovation. Also, a positive, medium level significant relationship was found between psychological ownership and social innovation.
Pedagogical Formation Students' Perceptions about Employment and Teaching Profession
Author: Nartgün, Senay Sezgin
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Attitudes,Employment,Teaching (Occupation),Foreign Countries,Qualitative Research,Focus Groups,Interviews,Content Analysis,Secondary Education,Graduate Study,Research Methodology,Data Analysis

This study aimed to identify the reasons why Science-Literature Faculty students enrolled in pedagogical formation programs and to determine their views related to their employment options. The study undertaken with qualitative method included focus group interviews with students (n=11) enrolled in pedagogical formation programs. Content analysis technique was used in data analysis. Some of the results: (1) The biggest concern for the students enrolled in Science-Literature Faculty graduate programs without thesis is related to the restrictions in employment options and the fact that they are not employed, (2) participants stated that they had the expectation of becoming teachers when they graduated even though faculties of science and literature are being transformed into faculties of education.
The Image of the Female Body in Contemporary Society: An Approach from the Arts Classroom
Author: Gillanders, Carol
Date: 2016-12-30
Type: Journal Articles
Subjects: Case Studies,Secondary School Teachers,Teacher Education Programs,Females,Human Body,Social Attitudes,Aesthetics,Social Justice,Equal Opportunities (Jobs),Equal Education,Gender Differences,Foreign Countries,Gender Bias,Humor,Popular Culture,Public Opinion

Project-based learning and artistic creation provide future secondary teachers with an opportunity to experience and to reflect on the importance of including a gender perspective in education. This article describes a case study where students of the Postgraduate course in Secondary Teacher Training explore the image of the female body in comics, publicity, beauty contests and the world of fashion with the aim of planning and designing a project that can be undertaken by school-age children and promoting the discussion of issues such as equity and equality of rights and opportunities for women and men in subjects they will later on have to teach in a secondary school classroom.
Powerful Learning Experiences and Suzuki Music Teachers
Author: Reuning-Hummel, Carrie
Date: 2016-12-30
Type: Journal Articles
Subjects: Music Teachers,Teacher Competencies,Teacher Attitudes,Teaching Methods,Music Education,Mixed Methods Research,Foreign Countries,Semi Structured Interviews,Learning Experience

Powerful Learning Experiences (PLEs) of Suzuki music teachers were examined in this fifth study in a series. The definition of a PLE is: &quot;Experiences that stand out in memory because of their high quality, their impact on one's thoughts and actions over time, and their transfer to a wide range of contexts and circumstances.&quot; Ten participants were each interviewed twice. All were Suzuki music teachers who had PLEs through their exposure to Suzuki and his philosophy. The second interview was the first in the series of studies to focus on teaching. Though the contexts of the PLEs were more similar than in any previous study, there appeared to be a unique set of factors for each individual's experience. PLEs appear to be co-created in a complex system and display what can be described as liminal thinking and attunement.
Development of a School Orchestra Model in Korean Public Schools and Students' Perceptions of the Orchestra Experience
Author: Chong, Hyun Ju
Date: 2016-12-30
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Student Attitudes,Program Implementation,Music,Music Education,Musicians,Elementary School Students,Music Activities,Student Surveys,Music Techniques,Musical Instruments,Music Teachers

The purpose of this paper is twofold. First, it outlines an author-developed school orchestra model. Second, it describes students' perceptions of their orchestra experiences after model implementation in terms of program satisfaction, personal and social experiences, and learning motivation. The orchestra program was implemented in 77 elementary schools over the course of a full school year. The model includes procedures for setting up and managing a school orchestra including teaching curriculum, learning repertoire, and networking the resources. For the students' perceptions of the orchestra experiences, 593 elementary students from 15 schools were randomly selected from the orchestra model schools, and were asked to complete a survey at the end of the one-year implementation. Students reported satisfaction with the orchestra program, positive personal and social experiences, and learning motivation. The results indicate that school orchestra programs can provide meaningful opportunities for students to gain positive experiences in self-confidence, actualization, building relationships, listening skills, motivation for participation and academic achievement.
Teacher Views Regarding Workaholism and Occupational Professionalism
Author: Nartgun, Senay Sezgin
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Behavior,Correlation,Professionalism,Foreign Countries,Teacher Surveys,Statistical Analysis,Emotional Response,Psychological Patterns,High Schools,Secondary School Teachers

While educational organizations are in the pursuit of survival, they also feel existing and increasing public and environmental pressures. To overcome these pressures requires employees who can respond to these pressures. This also leads the employees to work harder and necessitates them to be more enduring and responsive. If such teachers are working in schools where occupational professionalism is high, they respect to the expertise of their colleagues, work in cooperation, strive for effective teaching and are quite eager to do their job [42]. To have morally sound generations is possible with teachers carrying out their occupations professionally, as well [27]. For these reasons, teachers' being professional may result in workaholism. Workaholics feel obliged to work, not because of external demands or pleasure in work, but because of inner pressures that make the person distressed and guilty about not working [38]. In this respect, the aim of this study is to determine the relationship between teachers' opinions about workaholism and occupational professionalism. The population of the study conducted in relational screening model consists of 218 high school teachers who work in Nevsehir province during the education year of 2015-2016. Workaholism and Occupational Professionalism scales were used as data collection tools. Means and standard deviations were calculated and correlation analysis was conducted to analyze the data. The findings indicate that teachers' opinions about occupational professionalism are &quot;Agree&quot;. While the scores for the subscales of &quot;professional awareness&quot; and &quot;emotional labor&quot; are the highest, the scores for the sub dimension of &quot;personal development&quot; and &quot;contribution to organization&quot; are the lowest. On the other hand, the average score for workaholism and its sub dimension are &quot;Agree.&quot; This means that teachers perceive themselves as being workaholics.
The Effect of Pre-Service Teachers' Epistemological Beliefs on Teaching Approaches
Author: Tezci, Erdogan
Date: 2016-00-00
Type: Journal Articles
Subjects: Teaching Methods,Preservice Teachers,Epistemology,Teacher Attitudes,Foreign Countries,Constructivism (Learning),Educational Change,Student Centered Learning,Teacher Education Programs,Case Studies,Statistical Analysis,Likert Scales,Correlation,Structural Equation Models

At the beginning of last century, the curriculum based on constructivist approach which is the essential of education reforms has become a foundation to solution seeking. It is obvious that the researches in literature could not provide the desired achievement. Only the existence of programs that are based on student centered approaches are not adequate for the qualified education. Teachers who implement these programs teaching approaches might be appropriate for student centered education perspective. Eventually teachers' teaching approaches affect students' learning styles and their learning process. There are various classifications in literature about teachers' learning and teaching approaches. The two most common classifications are constructivist and traditional approaches. Teachers' learning and teaching perceptiveness are affected by many variables. One of them is epistemological beliefs. Determining teachers' teaching perceptiveness and the epistemological beliefs contribute effective teacher education programs. The success of effort in educational reforms could be possible by pre-service teachers' and teachers' instruction that is based on contribution of epistemological beliefs and teaching approaches. The purpose of this study is to determine the influence of pre-service teachers' epistemological beliefs on teaching approaches. A cross-sectional survey design was employed and data were collected from 990 pre-service teachers in Turkey. Structural equation analysis using Partial Least Squares was used for statistical analysis of the data. Major findings indicated that epistemological beliefs which depend on effort and ability to learn have significant impact on constructivist teaching. The belief reference to existence of an only true has significant effect on traditional teaching. The beliefs which depend on effort have significant negative impact on traditional learning-teaching approach. According to the results of this study, pre-service teachers' believe that learning is based on existence of an only true and innate ability.