ethanporcaro/eric-fulltext-meta huggingface dataset:
The Contributions of Postmodern Narratives to Master's Degree Students' Higher-Order Thinking Skills
Author: Isiksalan, Sevim Nilay
Date: 2016-08-00
Type: Journal Articles
Subjects: Postmodernism,Personal Narratives,Masters Degrees,Thinking Skills,Literature,Foreign Countries,Outcomes of Education,Physics,Psychology,Semi Structured Interviews,Qualitative Research,Classics (Literature),Graduate Students

This study has been prepared for the purpose of examining the contributions of postmodern narrations to literature education. It focuses on the outcomes of readings from postmodern narrations by 12 master's degree students studying in the Department of Turkish Language at a university in Central Anatolia. In the theoretical dimension of the study, the students were given information about new approaches and technological innovations in the sciences of physics and psychology to prepare the groundwork for bringing out postmodern narrations with a focus on the ontological approaches of the new realities of the world. The birth of new literary aesthetics was pointed out as having resulted from these rooted changes. In this context, the novels &quot;Ulysses&quot; by James Joyce and &quot;The Metamorphosis&quot; by Franz Kafka were given as examples. The students were told to read &quot;Tutunamayanlar&quot; (&quot;The Good for Nothing&quot; by Oguz Atay), considered to be the first modernist work in Turkish Literature, as well as &quot;Kara Kitap&quot; (&quot;The Black Book,&quot; by Orhan Pamuk) and &quot;Suskunlar&quot; (&quot;Taciturns&quot; by Ihsan Oktay Anar), which are regarded as developed examples of postmodernist narratives. Group discussions about these works were made in the classroom. On the semi-structured interview form applied in this study, students were asked to write what outcomes they had reached while reading in terms of the main components of postmodern narrations, metafiction, intertextuality, perceptions of space and time, mystery/detective fictions, and the question of existence. Collected data was analyzed by the researcher using descriptive analysis, and the results were verified through validity and reliability studies carried out by two experts. The following findings were obtained from the study through the patterns of qualitative research. The students expressed that postmodern narrations had contributed to the development of higher-order thinking skills. They pointed to the question of existence and different uses of time in the narrations. They expressed liking mystery fiction.
Cooperative Learning in Turkey: A Content Analysis of Theses
Author: Dirlikli, Murat
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Content Analysis,Theses,Electronic Journals,Research Methodology,Statistical Distributions,Institutional Characteristics,Intellectual Disciplines,Faculty Advisers,Bibliometrics

This study is a content analysis of theses concerning cooperative learning prepared in Turkey between the years 1993 and 2014. A total of 220 theses which were accessible online (open access) at the site of Council of Higher Education (CoHE) were analyzed. The publishing classification form used in this study was prepared analyzing similar forms in the literature. Each thesis was subjected to content analyses using this form and the data were stored in electronic media. The data were analyzed and are presented in graphics, frequency and percentage tables, and in a descriptive manner. Results show that theses on the topic of cooperative learning increased in large numbers with the adoption of the 2005 constructivist learning curriculum. Results also show that most often quantitative methods were used, the effect of the method on academic success was studied, and percentage and frequency tables in particular were used as the data analysis technique.
Prescriptions Guiding Prospective Teachers in Teaching Mathematics
Author: Zembat, Ismail Özgür
Date: 2016-06-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Mathematics Education,Preservice Teachers,Teacher Education,Teacher Education Programs,Foreign Countries,Middle School Teachers,Mathematics Teachers,College Mathematics,College Students,Teaching Methods,Qualitative Research,Statistical Analysis

This study aims to investigate the nature of different mathematics teaching modes (prescriptions) that guide prospective teachers during their instruction. The participants were 24 junior prospective middle school mathematics teachers (19 females and 5 males) who were attending a mathematics methods course at a private university in central Turkey. Each participant was tasked with applying an innovative prescribed curriculum about equivalent fractions to a single elementary or middle school student; he/she is required to videotape the teaching session. We collected these teaching videos and analyzed them through a phenomenographic approach. Results suggest that the participants select and operate with certain teaching prescriptions while teaching. The mathematical knowledge of the teacher is not the only factor that affects his/her teaching; ingrained prescriptions influence and guide their teaching as well. All these teaching prescriptions are selected according to the teachers' strongly held beliefs about teaching and learning based on their prior schooling experiences and not on their experiences in their coursework. We also found that having prospective teachers operate with an innovative curriculum does not improve their teaching in the presence of these prescriptions.
Using the Case Story Method in a Teacher Education Practicum: Affordances and Constraints
Author: Tülüce, Hande Serdar
Date: 2016-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Case Method (Teaching Technique),Practicums,Affordances,Reflective Teaching,Focus Groups,Semi Structured Interviews,Research Methodology,Qualitative Research,Data Analysis,Program Implementation,Case Studies,Foreign Countries,Language Teachers

This case study explored the implementation of the case story method in practicum from the perspective of pre-service English language teachers. Twenty-one senior pre-service teachers were engaged in writing case stories based on their practicum observations and reflecting on those case stories collaboratively. The data obtained from the post-course reflection papers and a focus group interview were analyzed through a thematic analysis. The findings showed that pre-service teachers reported several personal and social affordances of using the case story method in practicum. Compared to the perceived affordances, pre-service teachers emphasized a smaller body of perceived constraints for the implementation of the method with respect to resources and management. In this study, the findings are discussed thoroughly regarding their potential implications for pre-service teacher education.
Social Justice, Learning Centredness and a First Year Experience Peer Mentoring Program: How Might They Connect?
Author: Rawlinson, Catherine
Date: 2016-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Freshmen,Foreign Countries,Social Justice,Learner Engagement,Transitional Programs,Peer Teaching,Mentors,Student Centered Learning,Student Empowerment,Student Responsibility,Self Determination,Tutors,Program Descriptions,Student Rights,Access to Education,Equal Education,Student Participation

Peer mentoring is a powerful strategy to support students in their first year of tertiary education utilised by a large number of tertiary institutions. While social justice principles such as rights, access, and equity as outlined by Creagh, Nelson, &amp; Clarke (2013) highlight the importance of &quot;student centredness,&quot; Taylor (2013) explains that &quot;learning centredness&quot; is a more empowering approach when working with students in their first year. Learning centredness focuses on learner engagement and acknowledges the active and combined responsibilities of the learner, the teacher, and support networks. This theoretical paper describes the incorporation of principles of social justice using strategies of learning centredness within a First Year Experience peer mentoring program.
Metacognition, Strategies, Achievement, and Demographics: Relationships across Countries
Author: Callan, Gregory L.
Date: 2016-10-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Academic Achievement,Comparative Education,Memorization,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Demography,Thinking Skills,Gender Differences,Socioeconomic Status,Predictor Variables,Reading Achievement,Underachievement,Multiple Regression Analysis,Mathematics Achievement

Learning strategies, such as memorization and elaboration strategies, have received both support and repudiation. The 2009 international PISA reading, science, and mathematics achievement test and survey of 15 year-olds in 65 countries was used. The findings indicated that self-reported use of learning strategies, which involve compensatory approaches like memorization, across a global sample was not strongly associated with higher achievement. However, metacognitive strategies which involve an awareness of thinking, as measured by the appropriate use of strategies within a context, were related to greater achievement. Although there were differences across gender and student SES, metacognitive strategies remained a significant predictor of achievement when controlling for SES and gender, and were on par with SES in predicting achievement. This study provides insight that may be particularly beneficial for males and lower SES students who underachieve in reading.
The Effect of the Family Training Program on Married Women's Couple-Burnout Levels
Author: Sirin, Hatice Deveci
Date: 2016-10-00
Type: Journal Articles
Subjects: Family Programs,Burnout,Spouses,Females,Experimental Groups,Control Groups,Pretests Posttests,Program Effectiveness,Foreign Countries,Nonparametric Statistics,Statistical Analysis,Likert Scales,Family Life Education

This study aims to investigate the effect of Modules 2 and 3 of the Family Communication Section of the Family Training Program as prepared by the Ministry of Family and Social Policies on married women's couple-burnout levels. The study group consists of 40 married women in total: 20 constituting the experimental group and the remaining 20 constituting the control group. Each session lasted approximately 120 minutes, and the program continued for 12 weeks. Research data were collected using the Couple Burnout Measure. A randomized pretest-posttest control design was used in the study. At the end of the sessions, the Mann-Whitney U test was used to determine whether there was a difference between the mean pretest and posttest scores of the Couple Burnout Measure for the experimental and control groups; the Wilcoxon signed-rank test was used to detect any significant difference among the mean pretest, posttest, and follow-up test scores. According to the findings, Modules 2 and 3 of the Family Communication Section of the Family Training Program were determined to help decrease married women's couple-burnout levels. The couple-burnout posttest scores for the women who had participated in the program were seen to be lower compared to those who had not taken part in the program. Additionally, the posttest scores for the women in the experimental group were found to be significantly lower than their pretest scores. No significant difference between the pretest and posttest scores of women in the control group was found. The positive effect observed on the experimental group was determined to last for two months (eight weeks). The obtained findings were interpreted in light of the literature, and suggestions have been presented.
Analysis of Student and School Level Variables Related to Mathematics Self-Efficacy Level Based on PISA 2012 Results for China-Shanghai, Turkey, and Greece
Author: Usta, H. Gonca
Date: 2016-08-00
Type: Journal Articles
Subjects: Self Efficacy,Achievement Tests,Foreign Countries,Secondary School Students,International Assessment,Hierarchical Linear Modeling,Institutional Characteristics,Student Characteristics,Statistical Analysis,Mathematics Teachers,Regression (Statistics),Correlation,School Attitudes,Teacher Student Relationship,Self Esteem,Educational Opportunities,Preschool Education,Mathematics Anxiety,Student Interests,Class Size,Teacher Student Ratio,Teacher Morale

This study aims to analyze the student and school level variables that affect students' self-efficacy levels in mathematics in China-Shanghai, Turkey, and Greece based on PISA 2012 results. In line with this purpose, the hierarchical linear regression model (HLM) was employed. The interschool variability is estimated at approximately 17% in China-Shanghai, approximately 22% in Turkey, and approximately 23% in Greece. This study showed a positive association between variables of &quot;self-confidence,&quot; &quot;teacher support,&quot; and &quot;attitude toward school,&quot; all of which are among Level 1 variables, and mathematics self-efficacy in all three countries. A negative association was observed to exist between the variables &quot;socio-cultural index&quot; and &quot;educational opportunities at home&quot; and mathematics self-efficacy in all three countries. While &quot;pre-school education&quot; in China-Shanghai and Turkey were negatively associated with students' mathematics self-efficacy levels, the same variable was positively associated with students' mathematics self-efficacy in Greece. While the variable &quot;mathematical anxiety&quot; was negatively associated with students' mathematics self-efficacy in China-Shanghai and Greece, it was positively associated with students' mathematics self-efficacy in Turkey. The variable &quot;interest in mathematics,&quot; in turn, was negatively associated with mathematics self-efficacy solely in China-Shanghai. Regarding the association between mathematics self-efficacy levels and the school level variables, a near-zero positive association was found between &quot;class size,&quot; deemed significant for Turkey, and self-efficacy levels. The association between &quot;teacher to student ratio in school&quot; and self-efficacy levels was found to be negative in all three countries. The variable &quot;teacher's morale,&quot; however, was positively associated with self-efficacy level in China-Shanghai and Turkey.
Trends in Doctoral Research on English Language Teaching in Turkey
Author: Özmen, Kemal Sinan
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Dissertations,English (Second Language),Second Language Instruction,Second Language Programs,Student Research,Language Acquisition,Second Language Learning,Trend Analysis,Meta Analysis,Intellectual Disciplines,Teacher Education,Research Design,Sampling,Research Methodology

This review examines the doctoral research in Turkey completed between 2010 and 2014 in the area of English language teaching and learning. All of the dissertations (N = 137) indexed in the National Theses Database have been included in order to analyze dissertations' subject areas, research paradigms/techniques, and research contexts as well as scopes, validity/reliability concerns, and piloting. The subject area categorization is based on a cyclical reading process resulting in three major categories: Teaching English as a foreign language, foreign language teacher education, and second language acquisition. Grant/funding opportunities, the rate of international students, and certain demographic characteristics of PhD students are also addressed in order to clarify the contextual factors. In addition, detailed sub-subject areas were identified so as to be able to categorize all of the dissertations, and 57 dissertations representing the major subject areas are reviewed briefly to offer a closer look. The examination of the doctoral research reveals, in general, 12 potential problems, divided into two levels--6 macro levels (&quot;systemic&quot;) and 6 micro (&quot;departmental&quot;). Macro level problems include the heavy pressure of rapid graduation and international publishing. The present study is expected to provide a holistic portrait of the doctoral dissertations for the programs, supervisors, and students concerned.
Analysis of High School English Curriculum Materials through Rasch Measurement Model and Maxqda
Author: Batdi, Veli
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,English (Second Language),Second Language Learning,Item Response Theory,Mixed Methods Research,English Curriculum,Case Studies,Research Methodology,Instructional Material Evaluation,Interviews,Teacher Attitudes,Language Skills,English Teachers,Instructional Materials,Questionnaires,Content Validity,Likert Scales

The purpose of the study is to analyze high school English curriculum materials (ECM) through FACETS analysis and MAXQDA-11 programs. The mixed methods approach, both quantitative and qualitative methods, were used in three samples including English teachers in Elazig during the 2014-2015 academic year. While the quantitative phase of the study involved the Rasch model and SPSS analysis, the qualitative phase included a case study research method. The quantitative data collection tool was the &quot;High School English Curriculum Material Evaluation Form&quot; developed by the researchers. Qualitative data were collected through an interview. According to the Rasch analysis results, while the material Headway coded as HEA has the highest quality, the materials coded A1.2 and A2.1 have the poorest quality. In terms of items, the most difficult item was G-M28 and for judges, J3 has the most severe while J13 has the most lenient behavior. The qualitative analysis indicated that among the themes, &quot;deficiencies&quot; had the most dominant dispersing of teacher comments while the theme &quot;what to do&quot; was not notable to every teacher. It is suggested that the balanced distribution of four language skills in ECM should be improved to achieve the objectives of the curriculum.
University Students' Opinions Concerning Science-Technology-Society Issues
Author: Dolu, Gamze
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,College Seniors,Student Attitudes,Scientific Attitudes,Science and Society,Scientific Literacy,Questionnaires,Classification,Technology,Concept Mapping,Futures (of Society),Opinions,Data Analysis,Prediction,Definitions,Scientific Concepts,Qualitative Research

Determining what students think about science, technology, and society (STS) is of great importance. This also provides the basis for scientific literacy. As such, this study was conducted with a total of 102 senior students attending a university located in western Turkey. This study utilized the survey model as a research model and the qualitative data collection method for gathering data. A questionnaire consisting of five open-ended questions was submitted to students who participated in the study. Separate categories were structured for the responses to each question. These categories were analyzed to present student-opinion profiles, and the percentages of student responses were then calculated. According to the results of this study, most students defined both the concepts of science and technology with concrete meanings. In addition, student opinions related to the significance of science and technology for society were collected under seven main categories and presented using a mind map. Separately, students were mostly of the opinion that science comes before technology. Finally, most of the students were found to see the future of science and technology as good.
Using Neural Network and Logistic Regression Analysis to Predict Prospective Mathematics Teachers' Academic Success upon Entering Graduate Education
Author: Bahadir, Elif
Date: 2016-06-00
Type: Journal Articles
Subjects: Regression (Statistics),Prediction,Academic Achievement,Predictor Variables,Research Methodology,Mathematics Teachers,Mathematics Education,Mathematics Instruction,Comparative Analysis,Artificial Intelligence,Graduate Study,Foreign Countries,Profiles,Elementary School Mathematics,Preschool Teachers,Teaching Methods

The ability to predict the success of students when they enter a graduate program is critical for educational institutions because it allows them to develop strategic programs that will help improve students' performances during their stay at an institution. In this study, we present the results of an experimental comparison study of Logistic Regression Analysis (LRA) and Artificial Neural Network (ANN) for predicting prospective mathematics teachers' academic success when they enter graduate education. A sample of 372 student profiles was used to train and test our model. The strength of the model can be measured through Logistic Regression Analysis (LRA). The average correct success rate of students for ANN was higher than LRA. The successful prediction rate of the back-propagation neural network (BPNN, or a common type of ANN was 93.02%, while the success of prediction of LRA was 90.75%.
Compatibility of the Relationship of Early Recollections and Life Style with Parent Schemas Obtained through Adlerian Interviews
Author: Canel, Azize Nilgün
Date: 2016-06-00
Type: Journal Articles
Subjects: Recall (Psychology),Life Style,Semi Structured Interviews,Counseling,Counseling Techniques,Parents,Schemata (Cognition),Parenting Styles,Autobiographies,Memory,Personal Narratives,Correlation,Case Studies,Comparative Analysis,Psychotherapy,Measures (Individuals),Qualitative Research

In this study, the Adlerian Interview Form has been used as a semi-structured, in-depth interview method to identify the experiences of six participants regarding Adler's concepts of early recollections and life style. Subsequent to transcribing the obtained information, recollections to be included in the analysis were subjected to the criterion sampling method, and three recollections that met the autobiographical memory qualifications were selected. The selected recollections were investigated through narrative analysis as a qualitative research technique. Structured analysis of the narration in the analysis was carried out using Labov's narrative technique, while the method of thematic analysis was used on the themes. Parent schemas as perceived by the participants were identified with the Young Parenting Inventory (YPI), and similarities between the perceived schemas and their early recollections and life styles were determined within the context of the main themes established during the analyses. Analyses revealed that their early recollections were compatible with their life styles, and the parenting roles expressed in their recollection narratives were similar to the schemas identified in the Young Parenting Inventory.