ethanporcaro/eric-fulltext-meta huggingface dataset:
Ethical Leadership and Teachers' Voice Behavior: The Mediating Roles of Ethical Culture and Psychological Safety
Author: Sagnak, Mesut
Date: 2017-08-00
Type: Journal Articles
Subjects: Ethics,Teacher Attitudes,Instructional Leadership,Safety,Elementary School Teachers,Secondary School Teachers,Correlation,Validity,Reliability,Regression (Statistics),Security (Psychology),Translation,Turkish,Measures (Individuals),Teacher Behavior,Foreign Countries,Organizational Culture,School Culture,Likert Scales,Factor Analysis

The purpose of this study is to investigate the mediating effects of ethical culture and psychological safety on the relationship between ethical leadership and teachers' voice behavior. The sample consists of 342 teachers randomly selected from 25 primary and secondary schools. Four different instruments are used in this study. The scales have been translated into Turkish using a translation/back-translation method. All scales have been adapted to an educational context, and their validity and reliability have been examined. Pearson's correlation coefficient and regression analysis are used for analyzing the data. Ethical leadership is found to positively relate to teachers' voice behavior. This relationship is mediated by ethical culture and psychological safety. Theoretical and practical implications are discussed and future research possibilities have also been suggested.
The Relationship between Adolescents' Levels of Hopelessness and Cyberbullying: The Role of Values
Author: Dilmaç, Bülent
Date: 2017-08-00
Type: Journal Articles
Subjects: Correlation,Psychological Patterns,Bullying,Computer Mediated Communication,Structural Equation Models,High School Students,Foreign Countries,Sampling,Statistical Analysis,Vocational Schools,Values,Student Attitudes,Measures (Individuals),Goodness of Fit

The purpose of this research is to present the relationship of teenagers' values with their levels of cyberbullying and hopelessness, as well as to test the created model in terms of these relations. This research analyzes the predictive relationships among adolescents' values, cyberbullying, and hopelessness through the program AMOS 19 in accordance with the structural equation model. Structural equation modeling is a statistical approach that reveals causative and reciprocal relationships between observed and latent variables. The research's study group has been selected among teenage students in five different schools in Istanbul, one vocational school and four high schools, during the 2015-2016 academic year using the random sampling method. Of the students, 525 are female and 369 are male. The most important independent variable affecting cyberbullying in the model mentioned above is values. The most important independent variable seen in the model affecting hopelessness is also values. Additionally, the second most important variable affecting hopelessness according to the tested model is the level of expected cyberbullying.
Perspectives upon Integrating Music into Freshman English Pronunciation Training Classroom
Author: Chen, Ai-Hwa
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Majors (Students),Pronunciation,Teaching Methods,Music,Singing,Vocabulary,Memorization,Phonetics,Student Attitudes,Instructional Effectiveness,Educational Technology,Technology Uses in Education,Video Technology,College Freshmen,Surveys,Questionnaires,Tests

This study explores the effects of integrating music into English pronunciation practice. Ninety-five English major students from a technological university located in central Taiwan participated in this project. Six songs were selected and played by means of using YouTube. Students were given a list of vocabulary words selected from the lyrics and learned pertinent pronunciation rules that were augmented with phonetic symbols. They were asked to take quizzes that required memorizing the song's lyrics. The findings point out that almost all students enjoyed listening to songs and indicated that they had become more familiar with many English songs and the rules of pronunciation by practicing singing and memorizing the lyrics.
Concept-Teaching Practices in Social Studies Classrooms: Teacher Support for Enhancing the Development of Students' Vocabulary
Author: Ilter, Ilhan
Date: 2017-08-00
Type: Journal Articles
Subjects: Social Studies,Vocabulary Development,Teaching Methods,Concept Formation,Qualitative Research,Middle School Teachers,Semi Structured Interviews,Content Analysis,Teacher Attitudes,Instructional Materials,Reading Assignments,Foreign Countries,Grade 5,Grade 6,Grade 7,Grade 8

The purpose of this study is to describe social studies teachers' perceptions related to their practices in teaching concepts within the context of social studies instruction in order to enhance students' vocabulary development in their classes. The study focuses on how students' breadth and depth of vocabulary knowledge is supported by teachers' experiences and their self-reported practices in relation to teaching social studies content. The study has a qualitative research design and has been conducted with 35 middle-school social studies teachers selected in accordance with maximum variation sampling. A semi-structured interview form has been used to determine teachers' perceptions and viewpoints, and data has been analyzed using content analysis techniques. Results show that the teachers' espoused practices for enhancing social studies vocabulary and for assessing its overall development process supports widely accepted understanding and ideas on effective concept teaching and alternative assessment procedures. Some examples of these practices and assessment measures include interactive word-walls (ABC graffiti), contextualized vocabulary instruction, word analogy, semantic maps, vocabulary self-collection strategy, and concept circles. However, the majority of practices reported by the teachers reflect traditional tasks and methods that ignore how new concepts were acquired and also focus more on the definitional knowledge of words. Further research should include teacher observations along with interviews to validate actual classroom practices.
Assessment of an Integrated Nutrition Communication Approach to Educate the School-Going Adolescent Girls Living in Urban Slums of Hyderabad, Telangana State, India
Author: Rao, D. Raghunatha
Date: 2016-00-00
Type: Journal Articles
Subjects: Dietetics,Adolescents,Females,Urban Areas,Slums,Foreign Countries,Public Schools,Grade 8,Grade 9,Family Life Education,Instructional Materials,Knowledge Level,Experimental Groups,Control Groups,Program Effectiveness,Comprehensive School Health Education,Interpersonal Communication,Educational Technology,Interviews,Nutrition Instruction,Food

Purpose: Consumption of right diet during the adolescent phase is a critical issue among the adolescent population as their eating behavior is significantly influenced by the peers. Therefore, a study was carried out to educate the school-going adolescent girls living in urban slums of Hyderabad, Telangana, India on right nutrition. Methods: The study was carried out in two randomly selected government schools after obtaining approval from the Scientific Advisory Committee (SAC). About 200 girls each from eighth and ninth standards were recruited as study subjects. The age of the participants ranged from 13-15 years. After obtaining baseline data, intervention was carried out on 8 focal themes related to nutrition, health and family life education, by using well designed educational material. Results: A significant increment in the knowledge levels on all the focal themes was observed among the adolescent girls in the experimental school. After completion of the study, considering the ethical issues, the control group was also given education on 8 focal themes. Conclusions and Implications: It was observed that an integrated approach in communication methods such as combining print media like charts, folders with electronic media, and using CD alongside interpersonal communication significantly improved the knowledge levels of these girls on nutrition and family-life education.
Parameter Recovery for the 1-P HGLLM with Non-Normally Distributed Level-3 Residuals
Author: Kara, Yusuf
Date: 2017-08-00
Type: Journal Articles
Subjects: Item Response Theory,Hierarchical Linear Modeling,Statistical Distributions,Computation

A multilevel Rasch model using a hierarchical generalized linear model is one approach to multilevel item response theory (IRT) modeling and is referred to as a one-parameter hierarchical generalized linear logistic model (1-P HGLLM). Although it has the flexibility to model nested structure of data with covariates, the model assumes the normality of the residuals (i.e., abilities) at all its levels. However, in real-world datasets, the normality assumption of the residuals may not always be sound. This study investigated the parameter recovery characteristics for the 1-P HGLLM when the normality assumption of higher-level residuals is violated. Under a three-level 1-P HGLLM, two separate simulation studies were conducted with skewed and uniformly distributed level-3 residuals. Results from both simulation studies showed that there was not a dramatic effect of the non-normal level-3 residuals on the parameter estimations. Suggestions for further research were also provided in the discussion section.
Awareness on Learning Disabilities among Elementary School Teachers
Author: Menon K. P., Seema
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Elementary School Teachers,Knowledge Level,Gender Differences,Geographic Location,Governance,Teaching Experience,Symptoms (Individual Disorders),Foreign Countries,Hypothesis Testing,Statistical Analysis,Teacher Surveys

The study aims to find out the awareness on learning disabilities among elementary school teachers. The sample for the present study consisted of 500 elementary school teachers of Kerala. In this study the investigator used an Awareness Test on Learning Disabilities to measure the Awareness on Learning Disabilities among Elementary School Teachers. The study reveals that elementary school teachers possess an average level of Awareness on Learning Disabilities and also that there exist significant difference in the mean scores of Awareness on Learning Disabilities with respect to gender, locale, type of management but no significant difference exists in the mean scores of Awareness on Learning Disabilities with respect to teaching experience and also that there exists significant difference in the awareness on different dimensions on learning disabilities among elementary school teachers such as as Dyslexia, Dysgraphia, and Dyspraxia.
Relationship between Self-Control and Facebook Use: Case of CEIT Students
Author: Firat, Mehmet
Date: 2017-08-00
Type: Journal Articles
Subjects: Mixed Methods Research,Self Control,Social Media,College Students,Computer Science Education,Correlation,Student Attitudes,Addictive Behavior,Foreign Countries,Socialization,Gender Differences,Student Characteristics,Content Analysis

This is an explanatory mixed-method study that analyzes the relationship between the variables of students' self-control and Facebook usage. TIME's online Facebook calculator and the Brief Self-Control Scale are used for data collection. The research participants are 60 students in a department of computer education and instructional technology during the 2014 fall semester. The programs, SPSS and NVivo, were used in analyzing the data. Students who had changed their Facebook accounts at least once were found to have used Facebook longer statistically with less self-control. The analyses indicated a statistically significant relationship between Facebook use and self-control (F (1, 58) = 4.388, p &lt; 0.05; ß = -0.367). According to students' views supporting these conclusions, the three most important reasons for this negative relationship are distracting content on Facebook, limited self-control, and notifications/alerts. These results suggest that students should receive support through special courses and educational programs when maintaining self-control to cope with Facebook and Internet addiction. Also, future studies on Facebook addiction should take self-control into account.
Professional Learning Communities Assessment: Adaptation, Internal Validity, and Multidimensional Model Testing in Turkish Context
Author: Dogan, Selçuk
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,Communities of Practice,Factor Analysis,Measures (Individuals),Test Validity,Elementary School Teachers,Models,Middle School Teachers,High School Students,Media Adaptation,Translation,Correlation

The main purpose of this study is to adapt and validate the Professional Learning Communities Assessment Revised (PLCA-R) by Olivier, Hipp, and Huffman within the context of Turkish schools. The instrument was translated and adapted to administer to teachers in Turkey. Internal structure of the Turkish version of PLCA-R was investigated by using confirmatory factor analysis (CFA). After examining four alternative CFA models that have the potential to validate the internal structure of Turkish version of PLCA-R, we decided to retain the six-factor model with correlated residuals because it best explained the perception of teachers in Turkey according to a variety of criteria. After completing the adaptation study, for elementary teachers, we also modeled the relationship between individual, interpersonal, and organizational dimensions of professional learning communities accounting for teacher characteristics and school contextual factors. We found that organizational capacity is a statistically significant predictor for interpersonal capacities. However, professional development, as a personal capacity, was not a statistically significant mediator of this relationship in the model. We provided discussion on the dimensionality, methodological issues, and appropriate use of the translated instrument as well as on how our tested model can be interpreted for directions to future studies.
Values Education as Perceived by Social Studies Teachers in Objective and Practice Dimensions
Author: Katilmis, Ahmet
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,Values Education,Social Studies,Teacher Attitudes,Qualitative Research,Phenomenology,Semi Structured Interviews,Questionnaires,Data Analysis,Ideology,Moral Values,Elementary School Teachers,Opinions,Educational Objectives,Educational Practices,Preferences

The purpose of this study was to reveal the objectives of values education in Turkey, values education-related activities performed in schools, and preferred approaches to values education according to the opinions of social studies teachers. This qualitative study used a phenomenological pattern. The participants of the study were selected from social studies teachers working in the province of Istanbul. Because data triangulation was used in the study, separate participants provided qualitative data and quantitative data. The qualitative data were collected using a semi-structured interview form applied to a total of eight participants, 4 female and four male, selected by purposive sampling. Expert opinion was solicited for the development of the semi-structured interview form used in interviews. Quantitative data were collected using a questionnaire, which was found to have a Cronbach's Alpha value of 0.820, applied to a total of 120 social studies teachers selected via clustering. The data collected using these measurement tools were classified and analyzed, and showed that the participants had ideological approaches and taught values that enabled basic humanitarian values and social structures to be maintained. However, values education activities performed in schools were found to be inadequate, and teachers mostly preferred the infusion approach in values education.
Comparing the High School English Curriculum in Turkey through Multi-Analysis
Author: Batdi, Veli
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Secondary School Curriculum,English (Second Language),Second Language Instruction,Mixed Methods Research,Case Studies,Language Teachers,Interviews,Secondary School Teachers,Likert Scales,Teacher Attitudes,Instructional Program Divisions,Scores

This study aimed to compare the High School English Curriculum (HSEC) in accordance with Stufflebeam's context, input, process and product (CIPP) model through multi-analysis. The research includes both quantitative and qualitative aspects. A descriptive analysis was operated through Rasch Measurement Model; SPSS program for the quantitative aspect, and a thematic analysis was run as a case study for the qualitative aspect. The study includes the views of 95 out of 135 English teachers working at different types of Anatolian High Schools in Elazig during 2014 and 2015 academic years. Twenty-seven teachers were selected for Rasch; 64 for SPSS and 26 for thematic analysis. The scale applied in Aközbek's study was used as a quantitative data collection tool. An interview form was used to collect qualitative data and analyses were performed through Maxqda-11 program. The reliability of data encoders was ensured. Rasch and SPSS results indicated that the 9th grade HSEC had the highest score, whilst the 12th had the lowest. The fact that there were more positive opinions for the 9th grade HSEC, whilst there were negative ones for the 12th grade; means the results of three analyses are consistent. Multi-analysis is proposed for use in studies in the future.
The Role of High School History Teachers on University Students' Attitudes toward History Classes
Author: Köse, Meliha
Date: 2017-08-00
Type: Journal Articles
Subjects: Secondary School Teachers,History Instruction,Teacher Role,Teacher Influence,College Students,Student Attitudes,Qualitative Research,Case Studies,Foreign Countries,Teacher Effectiveness,Preservice Teachers,Semi Structured Interviews,Content Analysis,Data Analysis

This study is a qualitative case study aimed at revealing the roles of high school history teachers on university students' attitudes towards history courses. The study group consists of 30 teacher candidates studying in the department of social sciences and mathematics teaching of a faculty of education at a university in the Western Black Sea. The study group has been formed using the purposeful sampling method and a semi-structured interview form has been used to collect data. Interviews have been recorded and written down as text, and then the data was analyzed using the content-analysis method. At the end of the study, teachers are understood to have an important role in students' eagerness for history classes during their high school years. In particular, the methods and techniques that a teacher use during the course and, partially, the teacher's personality directly influence students' like/dislike of history lessons. This impression, which students gain in high school, affects their attitudes and interests regarding history lessons in the following years. According to these results, one can suggest that history teachers need training that increases awareness of their role in history teaching, alongside their methodology and knowledge regarding the field.
Examining Expertise Using Interviews and Verbal Protocols
Author: van de Wiel, Margje W. J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Expertise,Cognitive Processes,Task Analysis,Learning Processes,Critical Incidents Method,Protocol Analysis,Verbal Communication,Dialogs (Language),Medicine,Qualitative Research,Focus Groups,Semi Structured Interviews,Physicians,Discourse Analysis,Recall (Psychology),Medical Evaluation

To understand expertise and expertise development, interactions between knowledge, cognitive processing and task characteristics must be examined in people at different levels of training, experience, and performance. Interviewing is widely used in the initial exploration of domain expertise. Work and cognitive task analysis chart the knowledge, skills, and strategies experts employ to perform effectively in representative tasks. Interviewing may also shed light on the learning processes involved in acquiring and maintaining expertise and the way experts deal with critical incidents. Interviews may focus on specific tasks, events, scenarios, and examples, but they do not directly tap the representations involved in task performance. Methods that collect verbal protocols during and immediately after task performance better probe the ongoing processes in representing problems and accomplishing tasks. This article provides practical guidelines and examples to help researchers to prepare, conduct, analyse, and report expertise studies using interviews and verbal protocols that are derived from thinking aloud, dialogues or group discussions, free recall, explanation, and retrospective reports. In a multi-method approach, these methods and other techniques need to be combined to fully grasp the nature of expertise. This article shows how the cognitive processes in data collection constrain data quality and highlights how research questions guide the development of coding schemes that enable meaningful interpretation of the rich data obtained. It focuses on professional expertise and provides examples from medicine including visual tasks. This comprehensive review of qualitative research methods aims to contribute to the advancement of expertise.
Improving the Cultural Responsiveness of Prospective Social Studies Teachers: An Action Research
Author: Tuncel, Gül
Date: 2017-08-00
Type: Journal Articles
Subjects: Social Studies,Action Research,Culturally Relevant Education,Cultural Background,Teacher Education,Cultural Awareness,Learning Motivation,Higher Education,Preservice Teachers,Content Analysis,Political Influences,Economic Climate,Social Environment,Classroom Techniques,Inclusion,Cultural Differences,Interviews,Group Discussion,Evaluation Criteria,Foreign Countries,Scores,Films,Story Reading,Student Attitudes

In recent years, studies on teacher training have focused on the development of a culturally responsive understanding in prospective teachers and its use to allow students benefit from learning-teaching environments in the best way possible. Considering diverse cultural and linguistic backgrounds of students as wealth is a prerequisite for teachers to create a happy and motivated learning environment for students. Social studies teachers in particular need to become culturally responsive individuals during higher education. The research problem of the present study is &quot;How can we ensure prospective teachers become culturally responsive individuals?&quot; This study, conducted within the scope of the course Communication and Human Relations with third-year prospective social studies teachers, was planned as an action research. The resulting data were subjected to content analysis. Creating action plans allowed prospective teachers get to know their own culture, learn about the cultural backgrounds of their students, gain a better understanding of social, economic, and political contexts, and improve their skills and willingness to use culturally appropriate management strategies and their commitment to create inclusive classrooms, which are among the elements of culturally responsive teaching.