ethanporcaro/eric-fulltext-meta huggingface dataset:
Anger Expression Styles of Hearing Impaired Individuals Doing Sport and Those Not Doing Sport
Author: Altin, Mehmet
Date: 2015-09-10
Type: Journal Articles
Subjects: Psychological Patterns,Affective Behavior,Hearing Impairments,Athletics,Physical Activity Level,Questionnaires,Statistical Analysis,Differences,Comparative Analysis,Foreign Countries

The aim of this research was to determine the anger expression styles between the sportive hearing impaired individuals and the sedentary hearing impaired individuals. In the sportive hearing impaired group, there were 170 participants: 62 females and 108 males doing basketball, volleyball and football teams as licensed sportsmen in various clubs and 162 participants: 59 females and 103 males of sedentary individuals. In data collection a personal information form developed for socio-demographical characteristics and &quot;Continuous Anger and Anger Expression Style Scale&quot; developed for determining changes in the anger expression styles by Spielberger et al. and adapted into Turkish by Özer were used. After the normality and variance homogeneity of data from the questionnaires were tested, in the determination of statistical differences t-test, One Way Anova and inter-group differences Tukey test were performed and the significance level was regarded to be P&lt;0.05. A significant difference was observed in the continuous anger expression styles between the hearing impaired ones doing sport and not doing sport (P&lt;0.05), statistically significant differences were determined in the anger expression style sub-dimensions between the sportive and sedentary hearing impaired ones (P&lt;0.05). When the changes between the groups were examined, any significant difference was not found depending on the factors like educational backgrounds, age, marital status and gender. When compared to the sedentary hearing impaired individuals, the sportive hearing impaired individuals' continuous anger levels were low; their anger control levels were high. Again, their external anger and internal anger levels were high. This study showed that the anger expression style values were more positive in the sportive hearing impaired individuals rather than the sedentary hearing impaired individuals; whatever disability type and situation all disabled individuals must be guided to sportive activities and their life quality and anger tendencies would be taken under control.
Critical Development Exploration Based on the Islamic Education in Iranian Higher Education
Author: Taheri, Mohammad Reza
Date: 2015-09-10
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Islam,Religious Education,Qualitative Research,Content Analysis,Criticism,Critical Thinking,Educational Change,College Faculty,Security (Psychology),Persuasive Discourse

The aim of this research is to do a critical development exploration based on the Islamic education in Iranian higher education. In this paper, logical analysis qualitative method was used. Through library studies, information was collected and analysis of the results was done. The information collecting tool was note taking and information was analyzed based on deductive category system. In the section of content analysis, the most important findings show that, for critical development in Iranian higher education four main and outstanding categories are necessary; the first category is: 1. Education and training of academics with spirit of critical thinking, 2. The continuity of on-going latitudinarianism of the seats and criticism in the universities. The second category is: 1. Creating room for liberality 2. Providing arguments and theorizing seats; third category: Reforming and accepting criticism; the fourth category: 1. Legal security for critics 2. Non-authoritarian and absolutism of officials and teachers. Results indicate that the above can bring the best solutions for critical development exploration in Iranian higher education based on the Islamic education.
Teachers' Development Model to Authentic Assessment by Empowerment Evaluation Approach
Author: Charoenchai, Charin
Date: 2015-09-10
Type: Journal Articles
Subjects: Foreign Countries,Performance Based Assessment,Elementary School Teachers,Models,Teacher Empowerment,Faculty Development,Comprehension,Mixed Methods Research,Teacher Surveys,Content Analysis,Observation,Program Effectiveness,Statistical Analysis

The purposes of this study were 1) Study teachers authentic assessment, teachers comprehension of authentic assessment and teachers needs for authentic assessment development. 2) To create teachers development model. 3) Experiment of teachers development model. 4) Evaluate effectiveness of teachers development model. The research is divided into 4 periods. The first period comprises 900 sample primary school teachers in Sakhonnakhon province. The second comprises were 15 evaluation experts. The third comprises 32 sample teachers in small, medium and large primary schools. The fourth period comprises the same 32 sample teachers to gather survey data, meeting seminars to arrive at conclusion from survey, literature analysis and observations. Statistical analysis is performed to find percentage, means, median, inter-quartile range, standard deviation, dependent sample t-test, while qualitative data is subjected to content analysis. The results revealed that 1) 900 primary school teachers in Sakhonnakhon Province undertaking and comprehension of authentic assessment were at the medium level while the expectation was higher than reality at 0.01 significant level. 2) The model which revealed 4 relationships: prior development study, teachers development planning, teachers development implementation and teachers development evaluation. 3) Experiment of teachers development model to authentic assessment revealed that understanding, attitude and capability to carry out authentic assessment were all higher than before at 0.01 significant level. 4) Evaluation of effectiveness of teachers development model to authentic assessment by empowerment evaluation approach found the model have utility, feasibility, accuracy, propriety and high teachers' satisfaction.
The Impact of Facebook in Teaching Practicum: Teacher Trainees' Perspectives
Author: Goktalay, Sehnaz Baltaci
Date: 2015-09-10
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Web 2.0 Technologies,Feedback (Response),Informal Education,Student Teaching,Practicums,Student Teachers,Student Surveys,Peer Relationship,Cooperating Teachers,Student Teacher Supervisors,Interpersonal Communication,Mixed Methods Research,Cooperation

Prompt feedback is one of the critical components of teacher education programs. To reap the greatest benefit from the teaching practicum process, the quality of feedback as well as its implementation by stakeholders, supervisors, cooperating teachers, and teacher trainees, takes on great importance. The purpose of this study is to examine how Web 2.0 tools support a teaching practicum course at a large public university and to discuss Facebook in relation to feedback and informal learning. The use of Facebook in a university setting aims to encourage interactions among stakeholders, thus enhancing instant and appropriate feedback mechanisms and informal learning. Data were obtained by monitoring posts within a closed Facebook group and from a teacher trainee survey whereby teacher trainees indicated the ways in which they adapted to this technology. Findings indicate that teacher trainees have benefited from Facebook in receiving prompt feedback; communicating with their peers, supervisors and cooperative teachers; sharing knowledge; collaborating with their peers; and improving their professional performance. The observed benefits of Facebook use by teacher trainees should therefore be an important consideration for teacher education programs in the 21st century.
A New Experimental System Design Related to the Plasma State
Author: Korkmaz, S. D.
Date: 2015-09-10
Type: Journal Articles
Subjects: Foreign Countries,Physics,Secondary School Science,Science Experiments,Science Achievement,Science Tests,Pretests Posttests,Science Instruction,Scientific Concepts,Demonstrations (Educational),Instructional Effectiveness,Statistical Analysis

The plasma state is included in the unit on matter and its properties in the 9th grade Physics course secondary school curriculum prepared by the Ministry of National Education of Turkey. Any tools and equipment required by tests to be conducted in the scope of the Physics course curriculum are in general easily accessible. However, in cases in which there are any physical or technical restrictions, it is suggested that different means such as demonstrations, tests or simulations are used. It is difficult to implement tests related to the plasma state of matter constituting the subject of this research due to technical restrictions. The goal of this study is to enable the student to understand the plasma state of matter that we encounter both in the universe and in daily life. To that end, an experimental system is designed for the plasma state of matter. To investigate the effect of this designed experimental system on understanding the plasma state, a working group was established with 48 students who studied in the 2014-2015 educational year in Eskisehir. Data are collected by an academic achievement test developed by the researchers. The achievement test is applied before and after the experimental procedure, and it is examined by t-test for unrelated samples. The answers given by the students to the open-ended questions are examined, According to the results of such a t-test for unrelated samples, it is found that the point averages received by the students from the achievement test after the experimental procedure are significantly higher than the point averages received by the students from the achievement test before the experimental procedure. Rubric scores for the answers given by the students to the open-ended questions show that the students explain their justifications better because of the experiment.
An Examination of Connections in Mathematical Processes in Students' Problem Solving: Connections between Representing and Justifying
Author: Stylianou, Despina A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Mathematical Concepts,Early Adolescents,Generalization,Mathematical Logic,Validity,Middle School Students,Urban Schools,At Risk Students,Grade 6

Representation and justification are two central &quot;mathematical practices&quot;. In the past, each has been examined to gain insights in the functions that they have in students' mathematical problem solving. Here, we examine the ways that representation and justification interact and influence the development of one another. We focus on the problem solving activity of 12-14 year-old students. Overall, this work highlights that the two practices are tightly connected. Students' representations impact the way they form generalizations and subsequently justify their work. The work also provides insights in the development of representation and justification within the problem solving process. This work also provides insights where students' representational practices may hinder the development of advanced justifications, and provides directions for pedagogy and further research.
Exploring Elementary Pre-Service Teachers' Experiences and Learning Outcomes in a Revised Inquiry-Based Science Lesson: An Action Research
Author: Kazempour, Mahsa
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Active Learning,Inquiry,Action Research,Educational Strategies,Teaching Methods,Learning Experience,Methods Courses,Elementary School Curriculum,Protocol Materials,Reflection,Interaction Process Analysis,Protocol Analysis,Barriers,Motivation,Student Interests,Science Education,Concept Teaching,Classroom Observation Techniques,Instructional Effectiveness,Academic Achievement

In order for teachers to implement inquiry-based teaching practices, they must have experienced inquiry-based learning especially during science content and methods courses. Although the impacts of inquiry-based instruction on various cognitive and affective domains have been studied and documented little attention has been paid to &quot;how&quot; PSTs experience inquiry in these classrooms. The aim of this action research project was to explore our instructional strategies and elementary PSTs' learning experiences as we developed and implemented an inquiry-based lesson in a science content course for elementary education students. Video observation data, instructor reflections, and student reflections were analyzed to shed light on students' conceptual understanding of the physical science concept, their learning experiences including team interactions, motivation and interest, and concerns and frustrations, as well as the role of the instructor in the revised lesson.
Public Relations Opportunities for Schools Utilizing Innovations in Virtual Communities
Author: O'Reilly, Frances L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Public Relations,Educational Innovation,School Districts,School Community Relationship,Social Networks,Social Media,Barriers,Questionnaires,Superintendents,Administrator Attitudes,Committees,Communication Strategies,Qualitative Research,National Surveys,Synchronous Communication

With the dawn of the Information Age, schools, along with other organizations, must take note of the varied ways individuals and groups in society are communicating. Today, with the many forms of communication, most information is made public in real time. In a qualitative national study in the United States, respondents identified positive and negative aspects stemming from comments in virtual communities that impact school district public relations. School superintendents indicated a clear need for schools to become cognizant of and involved in virtual communities. While acknowledging the need and some supportive ideas, the respondents identified the barriers to involvement as time and personnel. The authors have proposed a systematic process, as a result of study data that will allow school leaders to take a proactive approach to public relations in virtual communities.
The Effect of Strategy Instruction Based on the Cognitive Academic Language Learning Approach over Reading Comprehension and Strategy Use
Author: Gurses, Meral Ozkan
Date: 2013-00-00
Type: Journal Articles
Subjects: Learning Strategies,Teaching Methods,Reading Comprehension,Reading Achievement,Protocol Analysis,Reading Strategies,Second Language Learning,Academic Discourse,Measures (Individuals),French,Second Language Instruction,Instructional Effectiveness,Higher Education,College Students,Foreign Countries,Pretests Posttests,Metacognition,Statistical Analysis,Action Research,Intervention

This study investigates the effects of reading strategies instruction based on the Cognitive Academic Language Learning Approach over students' skill to comprehend what they read in French and their use of reading strategies. It has an action research design. Eighteen students studying at French Preparatory Program at Eskisehir Osmangazi University, during the academic year of 2009-2010 participated in the study. Data for the study was collected through Reading Comprehension Achievement Test, Reading Strategy Scale, and Think-Aloud Technique. Findings indicate that strategies instruction had positive effects on students' reading comprehension in French and their use of reading strategies. After strategy instruction, students employed more frequently several reading strategies and alternated the strategies they used. In conclusion, the Cognitive Academic Language Learning Approach may be implemented as an effective model in teaching reading strategies for French as a foreign language at higher education level.
Undesirable Student Behaviours Encountered by Primary School Teachers and Solution Proposals
Author: Teyfur, Mehmet
Date: 2015-09-10
Type: Journal Articles
Subjects: Elementary School Students,Student Behavior,Behavior Problems,Teacher Surveys,Teacher Attitudes,Parent Role,School Safety,Playgrounds,Standards,Teacher Behavior,Behavior Modification,Classroom Techniques,Foreign Countries,Qualitative Research

The purpose of this study is to determine undesirable behaviours of primary school students, to define the factors leading to these behaviours and to detect the methods applied by teachers for changing these undesirable behaviours. The data of this research were obtained through a survey comprised of two sections developed by the researcher. This survey including three open-ended questions was applied to 355 teachers and the data gathered were assessed using descriptive analysis method. Undesirable student behaviours that teachers encounter in the classroom seem to be talking without asking permission for it, walking around in the classroom without permission, continuously complaining about friends, not acting responsibly in compliance with group activities, talking disrespectfully to the teacher, acting pretending to be the characters in TV series, jealousy in relationship with friends, and having attention deficit. Teachers consider that the reasons for these undesirable behaviours are the fact that parents interfere in education-teaching process, extremely spoil their children, compare their children with their peers, force them to participate in various courses, act as if they were teachers in their relationships with teachers and that there are not adequate playgrounds in school yards, there is vulnerability of safety in schools, there are not adequate fields for activities of sports in schools. It is observed that the primary school teachers who participated in the research use for changing these undesirable behaviours the method of reminding classroom rules, calling the student's name, giving advice, encouraging for apologising, warning trough eye contact, changing seats of students, complaining about the student to his/her parents, prohibiting students from having a break, retracing to the source of the problem, visiting the student at home, discussing the problem with the school counselor and ignoring the behaviour.
Preschool Children's Skills in Solving Mathematical Word Problems
Author: Artut, Perihan Dinc
Date: 2015-09-23
Type: Journal Articles
Subjects: Preschool Children,Mathematics Skills,Problem Solving,Word Problems (Mathematics),Mathematics Tests,Addition,Subtraction,Mathematics Achievement,Age Differences,Language Usage,Gender Differences,Numbers,Foreign Countries,Preschool Education,Interviews

This study aims to investigate the mathematical word problem-solving skills of preschool children 5-6 ages. To achieve this objective, the data were collected in four preschools (n = 162). A mathematical word problem test was used as data collection tools. In this study, it was found that the children's skills at solving mathematical word problems based on addition and subtraction were at a medium level. In terms of sub-categories, the children were found to do better with result-unknown problems but to have difficulties with initial-unknown problems. The most difficult problem type for the children was the compare category. Next, it was found that the children's achievement was higher when they were addressed with &quot;you-language&quot;, with you the second person singular form in Turkish. Gender was found to be an inefficient variable. However, it was observed that the children's achievement increased as they grew older. As a result, it is not only result-unknown problems they have but also different examples from other categories in preschool.
Pre-Service Music Teachers' Piano Performance Self-Efficacy Belief Inversely Related to Musical Performance Anxiety Levels
Author: Egilmez, Hatice Onuray
Date: 2015-09-23
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Music Teachers,Music Education,Self Efficacy,Performance,Anxiety,Statistical Analysis,Gender Differences,Comparative Analysis,Instructional Program Divisions,High Schools,Institutional Characteristics

Many factors affect piano performance, including students' self-confidence and self-efficacy about playing an instrument. This study assessed piano performance self-efficacy beliefs in pre-service music teachers studying at the music education department of education faculty of Uludag University to a certain relationships between the strength of their self-efficacy and music performance anxiety. For this purpose, the piano performance self-efficacy scale and 'Kenny's musical performance anxiety inventory' were used. The data obtained via the scales completed by 129 students were analysed using SPSS 16.0. Independent groups t-tests were used to test the significance of the difference between genders on the dependent variables. In the multiple comparisons, Anova was used for parametric distributions and the Mann Whitney-U test was used for non-parametric distributions. To test if the conflict resolution method scores differed according to the variables, the independent groups t-test was used. Male pre-service music teachers' piano performance self-efficacy (general scale score mean) was significantly higher than female students' general scale score mean; female students' music performance anxiety levels were higher than those of the male students; both the self-efficacy beliefs and the music performance anxiety levels of 3rd year students have higher means than that of other grades; the general high school graduate pre-service music teachers had higher piano performance self-efficacy beliefs and musical performance anxiety levels compared with the fine arts high school graduate pre-service music teachers. There was a significantly negative relationship between the musical performance anxiety scale and the student teachers' piano performance self-efficacy beliefs. Finally, various suggestions were made to increase pre-service music teachers' piano performance self-efficacy beliefs and decrease their musical performance anxiety levels.