ethanporcaro/eric-fulltext-meta huggingface dataset:
World Languages and Cultures Feasibility Study
Author: Sklarz, David P.
Date: 2013-10-24
Type: Reports - Research
Subjects: Best Practices,Elementary School Students,Second Language Learning,Second Language Instruction,Cultural Education,Teaching Methods,Comparative Analysis,Costs,Scheduling,Outcomes of Education,Second Language Programs,Cultural Pluralism,Age Differences,Creative Thinking,Thinking Skills,Cultural Awareness,Program Implementation,Kindergarten,Core Curriculum,Program Design,Time on Task,Cost Effectiveness,Language Teachers,Teacher Effectiveness,Surveys,Likert Scales

The purpose of the study was to conduct a comprehensive review of the research and best practices of exemplary elementary school World Language and Culture Programs. Specifically, (1) to assess the degree to which various program designs had most closely met the measurable goals of the American Council of Teachers of a Foreign Language, commonly referred to as the 5C's guide to program development, and the Brown University study of the eight characteristics of highly successful elementary World Language and Culture Programs which compares a program that meets two days a week for 20 minutes in grades 4-6 with models that are cited in the research as exemplars of research-based best practices and (2) to compare and contrast the measurable outcomes of different program designs, associated costs and community support for different programs. The results of the study clearly reflected that an elementary world language program that meets daily allows for greater continuity of practice in a second language and enriches opportunities to reinforce the understanding of our multicultural world in which students will live. Cognitive research of language acquisition demonstrated that beginning a second language as early as kindergarten showed the greatest gain in the study of a new language over time. Other research showed demonstrable benefits in other academic subjects, increased higher order and creative thinking skills, a greater multicultural awareness and an increased sense of achievement. The results of this study of research and best practices and findings leads to several conclusions and recommendations for the implementation of a world class World Language and Culture Program for elementary school age children. In summary, the program should begin as early as kindergarten and be built upon throughout the elementary school years. A world language program should be part of the core curriculum and an integral part of a student's daily instruction for a minimum of 15-20 minutes. The study of the language should have a strong multicultural component and be taught by highly qualified teachers skilled in research-based instructional practices strategies and methodologies. Included in the study is a comprehensive bibliography of best practices and research, a cost-benefit analysis, alternative program designs and a community survey. A bibliography, supplemental tables, and the Marlborough Community Survey: World Languages &amp; Cultures and Full-Day Kindergarten are included.
Preschool Developmental Screening with Denver II Test in Semi-Urban Areas
Author: Eratay, Emine
Date: 2015-00-00
Type: Journal Articles
Subjects: Preschool Children,Urban Youth,Foreign Countries,Developmental Delays,Screening Tests,Feasibility Studies,Reliability,Neurological Impairments,Intelligence Tests,Children,Risk,Mobility,Questionnaires,Interviews

Purpose: To assess the feasibility and reliability of screening semi-urban preschool children with Denver II, developmental and neurological status was examined in relation with one-year outcome. Methodology: Denver II developmental screening test was applied to 583 children who visited family physicians or other health centers in a province of Turkey. Children with abnormal and suspect results were evaluated by neurological examination, Development Profile-3 (DP-3), repeat Denver II or Wechsler Intelligence Scales for Children-Revised (WISC-R) depending on the age of the child, and teacher's perception of school performance and behavior within one year of the first screening. Relationships were investigated between the initial Denver II screening test results and neurological examination findings, neurological risk factors, DP-3, repeat Denver II test results for children &lt; 6 years old, WISC-R results for children &gt; 6 years old; domains of failure in the first and second Denver II tests; and data obtained from families and teachers regarding school performance, behavior and attention. No intervention but routine schooling was given. Results: DP-3 results were average or above (4/6) or low average (2/6) in the abnormal Denver II group and average (9/12) or below average (3/12) in the suspect Denver II group (p: n.s.), both different from the &quot;normal Denver II&quot; sample who rated average or above. Children with abnormal and suspect Denver II results had similar rates of abnormality or neurological risk factor in their histories. They were more likely to score &quot;under average classroom level&quot; compared to a children attending the same schools who had normal initial Denver II. WISC-R results were average or below average in children with abnormal initial screening with Denver II, and average or above in those with suspect Denver II. Conclusions: In this population with high mobility, more than half (56%) of the target population could be reached for follow-up. Suspect or abnormal initial screening results persisted after 1 year but a small group (2/12 and 2/6 respectively) improved to normal, possibly due to &quot;catching-up&quot;, adverse factors being corrected in the interim period, or just a false-positive initial result. Recommendations: Early screening followed by further evaluation within one year is feasible even in a region with high population mobility. Preschool screening with Denver II and re-evaluation of children with abnormal and suspect test results for global development and school performance appears useful. The administration of the test is practical for workers in health care and education, and various degrees of school problems can be detected early.
A Comparison of Turkish and South Korean Mothers' Views about Preschool Education and Their Expectations from Preschools
Author: Ramazan, M. Oya
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Mothers,Parent Attitudes,Preschool Education,Expectation,Comparative Education,Middle Class,Caring,Discipline,Parent Surveys

The preschool period which comprises the years from birth to age of six, is one of the most critic periods of life because of its future effect on the formation and shaping of the personality, moulding the social and emotional life, and the acquisition of basic knowledge, skills, and habits. Most of the behaviors which are acquired in the childhood shape one's personality, attitudes, habits, beliefs, and values in the adulthood. Although Turkey and South Korea are geographically distant countries, there is a close relationship between them in terms of their late history. The paths of historical development of preschool education in these countries are similar, but their current schooling rates are different. Their development levels, cultures, and systems of education are also different. This study aims to compare the views of mothers' with children in preschools about preschool education and expectations from preschools in both of these countries. This study includes mothers in the neighborhoods where families with middle socio-economic levels live in Istanbul (Turkey) and Seul (South Korea), whose children are between three and six years old and go to the preschools registered under the Ministry of Education. A survey with closed-ended questions was administered to 279 mothers (139 Turkish mothers and 140 South Korean mothers) who were included in the study according to the principle of voluntariness. The research results indicated that Turkish and South Korean mothers have some similar views as well as some different views. Their answers to six questions which seek their views about preschool education show that mothers from both countries consider preschool education as an important issue; they do not consider preschools as a caring institution; they think rather than themselves, preschools affect their children, and they try to learn about preschool education and children in this period. According to the mothers' answers to seven questions about their expectations from preschools, both Turkish mothers and South Korean mothers sent their children to preschools and were against strict discipline. While most South Korean mothers supported that their children go out and play in summer and winter, and learn how to read and write in preschools, few Turkish mothers agreed with this view. Both Turkish mothers and South Korean mothers supported teaching simple add-subtract operations, foreign languages, and computer, but this rate was higher in the latter.
Pre-Service Science Teachers' Views about Teaching Theories and Methods
Author: Gürbüz, Fatih
Date: 2013-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Educational Theories,Teaching Methods,Qualitative Research,Science Education,Secondary Education,Interviews,Reliability,Content Analysis,Constructivism (Learning),Behaviorism,Student Characteristics

The purpose of this study is to explore the secondary school pre-service science teachers' views about teaching theories and methods. Qualitative research method and purposeful sampling were used in the study. The participants of the study were the five students in the final year of their studies in Science Teaching Department of Bayburt Education Faculty at Bayburt University. The interviews were carried out face to face with the participants by one of the researchers and they were recorded with a recorder after they gave their consent. After the interviews, the data recorded was transcribed. Then the texts were given to the participants so that they could verify the accuracy and completeness of the data. Therefore, the reliability of the data was obtained. Content analysis was used for data analysis. When the data obtained as a result of data analysis was examined, it was found that pre-service science teachers attributed conceptually similar meanings to teaching theories and methods. Moreover, it was discovered that pre-service teachers expressed opinions mainly about behaviourism and constructivism as teaching theories and recitation and discussion as teaching methods.
Non-Formal Education in International Comparison: Patterns of Participation and Investment in Selected European Countries
Author: Kaufmann, Katrin
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Informal Education,Comparative Education,Adult Education,Training,Participation,Stakeholders,Multivariate Analysis,Corporate Education,Regression (Statistics),Educational Finance,Financial Support

This investigation focuses on participation and related investment patterns in job related non-formal education (NFE) in selected European countries. Broadening previous research formats of NFE are distinguished by investment including financial and time investments by employers, employees and public authorities. By this, company-sponsored and individual-financed NFE are distinguished sharply and cases with shared investment between employers and employees (co-financed NFE) and between employers, employees and public funding (co-financed pooled NFE) are accounted for, additionally. For explaining participation in NFE supply and demand models are referred to. Hypotheses on cross-country differences for investment in NFE refer to the Varieties-of-Capitalism approach and countries are selected representing different varieties of capitalism (Norway, Sweden, Germany, Lithuania, Latvia, Spain, France, UK). Analyses are based on data of the Adult Education Survey (AES) 2011/12.
The Viewpoints of Physics Teacher Candidates towards the Concepts in Special Theory of Relativity and Their Evaluation Designs
Author: Turgut, Umit
Date: 2013-07-00
Type: Journal Articles
Subjects: Science Teachers,Science Instruction,Physics,Preservice Teachers,Student Attitudes,Qualitative Research,Case Studies,Scientific Concepts,Theories,Foreign Countries

In this study, the viewpoints of physics teacher candidates at undergraduate level towards the concepts in special theory of relativity and the interpretations they made about these concepts were investigated. The viewpoints of the teacher candidates towards the concepts in the subject of special theory of relativity were revealed with six open ended questions prepared by the writers who are physics teachers as well. The research is a qualitative study and the study was conducted with eighteen teacher candidates. In this study, case study, one of the methods of qualitative research, was used. The study group of the research was chosen by convenience sampling. The data collected via open ended questions was analysed by descriptive analysis method. According to the results of the study, it was revealed that most of the students have not been introduced to the special theory of relativity and the concepts related to them. It could be stated that the candidates had difficulty with the relativity of time and its reference frame. Most of the teacher candidates could not make the interpretation that the speed of light was the limit speed and no other object could reach that speed.
Analyzing Preservice Teachers' Attitudes towards Technology
Author: Akturk, Ahmet Oguz
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Computer Attitudes,Educational Technology,Teacher Surveys,Predictor Variables,Gender Differences,Multiple Regression Analysis,Computer Use,Internet,Ownership,Access to Computers,Demography,Student Characteristics

Rapid developments in technology in the present age have made it necessary for communities to follow technological developments and adapt themselves to these developments. One of the fields that are most rapidly affected by these developments is undoubtedly education. Determination of the attitudes of preservice teachers, who live in an age of technology and get ready to raise future individuals, is of paramount importance both educationally and professionally. The purpose of this study was to analyze attitudes of preservice teachers towards technology and some variables that predict these attitudes (gender, daily duration of internet use, and the number of technical devices owned). 329 preservice teachers attending the education faculty of a large university in central Turkey participated, on a volunteer basis, in this study, where relational survey model was used as the research method. Research findings reveal that preservice teachers' attitudes towards technology are positive and at the same time, the attitudes of male preservice teachers towards technology are more positive than their female counterparts. As a result of the stepwise multiple regression analysis where factors predicting preservice teachers' attitudes towards technology, it was found that duration of daily internet use was the strongest predictor of attitudes towards technology.
Analysis of Scientific Attitude, Computer Anxiety, Educational Internet Use, Problematic Internet Use, and Academic Achievement of Middle School Students According to Demographic Variables
Author: Bekmezci, Mehmet
Date: 2015-12-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Computer Uses in Education,Academic Achievement,Middle School Students,Demography,Predictor Variables,Scientific Attitudes,Student Surveys,Student Attitudes,Statistical Analysis,Statistical Distributions,Anxiety,Computer Attitudes,Parent Background,Parents,Educational Attainment,Comparative Analysis,Computer Use,Likert Scales,Attitude Measures

In this research, students' scientific attitude, computer anxiety, educational use of the Internet, academic achievement, and problematic use of the Internet are analyzed based on different variables (gender, parents' educational level and daily access to the Internet). The research group involves 361 students from two middle schools which are located in the center of Konya. The &quot;general survey method&quot; is adopted in the research. In accordance with the purpose of the study, percentage, mean, standard deviation, independent samples t-test, ANOVA (variance) are employed in the study. A total of four scales are implemented. These four scales include a total of 13 sub-dimensions. The scores from these scales and their subscales are studied in terms of various variables. In the research, students' scientific attitude, computer anxiety, educational use of the Internet, the problematic Internet use and academic achievement (gender, parent educational level, and daily access to the Internet) are investigated based on various variables and some significant relations are found.
The Effect of Group Research and Cooperative Reading-Writing-Application Techniques in the Unit of &quot;What Is the Earth's Crust Made Of?&quot; on The Academic Achievements of the Students and the Permanent
Author: Aksoy, Gokhan
Date: 2013-05-00
Type: Journal Articles
Subjects: Elementary School Science,Primary Education,Grade 6,Science Education,Cooperative Learning,Research Methodology,Geology,Teaching Methods,Comparative Analysis,Reading Instruction,Writing Instruction,Academic Achievement,Retention (Psychology),Achievement Tests,Pretests Posttests,Statistical Analysis,Effect Size,Scores

The aim of this study is to determine the effect of the group research technique and cooperative reading-writing application technique in the science and technology course in the unit of &quot;what is the Earth's crust made of&quot; on the academic achievement of the students and whether the change observed in the student achievement is permanent or not. The study group is formed of total 62 students in two classes studying in the 6th grade of a primary school in 2010-2011 education year. One of the classes is determined to be Group Research Group (GRG) where group research technique is used and the other one is Reading-Writing-Application Group (RWAG) where cooperative reading-writing-application technique is used. The main instruments for obtaining data were the Academic Achievement Test (AAT). The data obtained on instruments were evaluated by using descriptive statistic, independent sample t test, paired sample t test and effect sizes. As a result, it was determined that the academic achievements of the students who were taught with cooperative reading-writing-application technique were at a higher level than the academic achievements of the students who were taught with group research. In addition teaching with group technique did not have a permanent effect on the student achievement.
The Relationship between Prospective Teachers' Belief Systems and Writing-to-Learn
Author: Demirbag, Mehmet
Date: 2015-08-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Beliefs,Elementary Education,Science Education,College Freshmen,Semi Structured Interviews,Student Attitudes,Experience,Writing Processes,Writing Across the Curriculum,Writing Strategies,Qualitative Research

The purpose of this study is to investigate the relationship between prospective teachers' belief systems and writing-to-learn. The participants comprised eight freshmen from the Department of Elementary Science Education at a public university in Turkey. The data were collected using semi-structured interviews.The results indicated that epistemological and pedagogical beliefs, attitudes and pre-experience were the main factors that affected the participants' writing processes. These prospective teachers also used a set of cognitive, meta-cognitive and affective strategies in their writing such as self-assessment, awareness, revising and empathising. Overall, writing provided the participants with benefits that helped them perform research, construct knowledge, understand conceptual change and acquire permanent learning. Therefore, this study concludes that the development of prospective teachers' belief systems can increase the quality of writing-to-learn and the strategies used for such activities.
Power and Authority in the Student-Instructor Relationship in a Restorative Practices-Based Graduate Program
Author: Bailie, John W., III
Date: 2012-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Teacher Student Relationship,Power Structure,Graduate Students,College Faculty,Qualitative Research,Masters Programs,Alumni,Student Experience,Language Usage,Personal Narratives,Adult Students,Adult Learning,Semi Structured Interviews,Content Analysis

This study examined power and authority in the student-instructor relationship in a restorative practices-based graduate program. This qualitative investigation utilized a narrative approach. Ten alumni of the International Institute for Restorative Practices master's degree programs were engaged in a one-time face-to-face interview and document review of their final master's degree capstone papers. A listening guide voice-centered method was used as the primary data analysis method. This study found that participants used highly consistent language when describing the teachers and professors who were most meaningful to them, regardless of life stage. The second finding was that participants had meaningful personal experiences in this program, which they described using therapeutic language. The participants' narratives often centered on reconciling past conflict, hardship, or trauma. The third finding was that relationships with the classroom group as a whole were more important to participants than relationships with professors alone. Finally, this study discovered that many of these participants were drawn to this program out of a desire to make change in the world and that this desire was driven by conflicts and other elements of their personal life stories. This study has implications for adult learning institutions implementing participatory and collaborative models of instruction. Five appendices are included: (1) Informed Consent; (2) Semistructured Interview Guide; (3) Confidentiality Agreement; (4) E-mail Invitation to Participate; and (5) Cumulative Analysis Examples.
Indexing Creativity Fostering Teacher Behaviour: Replication and Modification
Author: Dikici, Ayhan
Date: 2015-00-00
Type: Journal Articles
Subjects: Creativity,Teacher Behavior,Comparative Analysis,Turkish,English,Translation,Data Collection,Factor Structure,Correlation,Test Validity,Test Reliability,Factor Analysis,Test Length,Measures (Individuals),Replication (Evaluation),Elementary School Teachers,Secondary School Teachers,Foreign Countries

Many measurement tools on creativity are available in the literature. One of these scales is Creativity Fostering Teacher Behaviour Index (CFTIndex) developed for Singaporean teacher originally. It was then translated into Turkish and trialled on teachers in Nigde province with acceptable reliability and factorial validity. The main purpose of this study is to compare the original English and the translated Turkish versions and to explore more flexible use of CFTIndex to facilitate data collection for future research. Factor loadings of English and Turkish versions are found to be highly similar. The original version that consists of 45-item was shortened to 27-item and also grouped into five sets. Correlations with the full-length version show acceptable validity and reliability. All new versions were verified by confirmatory factor analysis. It is concluded that CFTIndex has flexible features and its shorter forms can be used with confidence. It is especially useful when a study entails collecting data for many variables.