ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Affecting Student Teachers' Perceptions on Mentor Roles: A Study at Distance English Language Teacher Training Program
Author: Koc, Ebru Melek
Date: 2011-01-00
Type: Journal Articles
Subjects: Student Teachers,Mentors,Cooperating Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teaching Methods,Student Teacher Attitudes,Practicums,Placement,Distance Education

The present study aims to investigate whether perceptions of 4th year student teachers enrolled in a distance English language teacher training program about mentor roles differ significantly according to some factors such as gender, the type of graduation school, the type of the cooperating school they are experiencing teaching practice at, and the number of student teachers in the supervisory group. 1846 student teachers participated in the study. The results indicated that these variables did not affect student teachers' perceptions as to their perception about mentor roles. The study is important in that it provides valuable information for the organization of the student teacher placements prior to practicum and it provides a chance to student teachers to voice their thoughts about their cooperating teachers at distance B.A. Program in English Language Teaching. (Contains 7 tables.)
Implication for Media Convergence on News Learning
Author: Gumus, Agah
Date: 2011-01-00
Type: Journal Articles
Subjects: Foreign Countries,Stimuli,Memory,Internet,News Media,Mass Media Effects,Comprehension,Comparative Analysis,Use Studies,College Students,Influence of Technology,Computer Mediated Communication

Over the last decade, comparisons of the effects of the traditional news media and the Internet have been made in relation to comprehension and remembering. This study aims at assessing the effects of single and compound presentational elements, and making predictions for the future. One of the two main aims of this study is to measure comprehension and remembering effect of the traditional media instruments and the Internet. It includes a comparison of the media instruments and the Internet in order to find out the most effective media instrument for comprehension and remembering. The second aim of this study, after finding the most effective media instrument, is to find the preferences of the user of these instruments in terms of the presentational formats. The results of this study indicate that comprehension and remembering are not due to the individual effects of a stimulus, but rather an increase in the quantity of stimuli also increases the preference of users. When users are exposed to multiple stimuli, they select the dual-stimuli format with which they feel most comfortable, or they are most familiar. (Contains 3 tables.)
Instructional Design in Education: New Model
Author: Isman, Aytekin
Date: 2011-01-00
Type: Journal Articles
Subjects: Constructivism (Learning),Instructional Design,Learning Activities,Educational Technology,Teaching Methods,Models,Behaviorism,Cognitive Objectives,Educational Principles,Program Descriptions,Foreign Countries,Educational Practices,Educational Strategies

The main goal of the new instructional design model is to organize long term and full learning activities. The new model is based on the theoretical foundation of behaviorism, cognitivism and constructivism. During teaching and learning activities, learners are active and use cognitive, constructivist, or behaviorist learning to construct new knowledge. To construct new knowledge, educational technology materials are used. These materials are related to the model's goals and objectives. The new model is described as a five-step systematic planning process: (1) input; (2) process; (3) output; (4) feedback; and (5) learning. This process can be used to plan a variety of instructional approaches, ranging from teacher lectures to hands-on student-centered activities. In addition, as a result of using this process, teachers should be able to develop effective instruction that can help students to learn and retain more knowledge. (Contains 6 figures.)
Internet Addiction and Psychopathology
Author: Koc, Mustafa
Date: 2011-01-00
Type: Journal Articles
Subjects: College Students,Psychopathology,Foreign Countries,Internet,Depression (Psychology),Anxiety,Addictive Behavior,Surveys,Symptoms (Individual Disorders),Psychological Patterns,Mental Disorders,Comparative Analysis,Questionnaires

This study examined the relationships between university students' internet addiction and psychopathology in Turkey. The study was based on data drawn from a national survey of university students in Turkey. 174 university students completed the SCL-90-R scale and Addicted Internet Users Inventory. Results show that students who use internet six hours and more a day have psychiatric symptoms. Students whose addicted internet usage have psychiatric symptoms such as Somatization, Obsessive Compulsive, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation and psychoticism more than  students whose nonaddictive internet usage. (Contains 2 tables.)
Role of ICT in Shaping the Future of Pakistani Higher Education System
Author: Shaikh, Zaffar Ahmed
Date: 2011-01-00
Type: Journal Articles
Subjects: Expertise,Delphi Technique,Higher Education,Foreign Countries,Questionnaires,Information Technology,Economic Factors,Strategic Planning,Technology Integration,Educational Planning

This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This study's findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level. (Contains 4 figures and 3 tables.)
The Comparison of the Effect of Block Flute Accompanied Song Teaching with Multi-Sound Notation and Vocalization Program Accompanied Song Teaching on the Success of Students' Song Learning Behavior
Author: Saktanli, S. Cem
Date: 2011-01-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Expertise,Experimental Groups,Music Education,Singing,Musicians,Teaching Methods,Elementary School Students,Instructional Effectiveness,Educational Technology,Computer Assisted Instruction

This experimental study was done to see if using computer supported notation and vocalization program for teaching songs instead of using block flute accompanied song teaching has any significant effect on students' singing behavior. The study group is composed of the 5th, 6th and 7th graders of 2008-2009 educational term in T.O.K.I. Yahya Kemal Beyatli Primary School, Turkiye Yardimsevenler Dernegi Primary School and Turan Primary School in Burdur province. The song titled &quot;Bir Dunya Birakin&quot; was taught to randomly chosen pilot group of 5th, 6th and 7th graders accompanied by block flute and it was also taught to the experimental group accompanied by notation and vocalization program written in the stringed orchestra using aural-song teaching method for 10 minutes, then the students sang the song without any accompaniment one by one and these were recorded in the tape. In these recordings, the success rate of the experimental and pilot groups were evaluated separately by three experts in terms of singing the song in accordance with its melody, singing the song in accordance with its rhythm, singing the lay of the song in accordance with its rhythm, singing the song in accordance with its intonation and singing the song as a whole. The data were processed in the SPSS program, frequency was used to get the means and t-test was used to see the success differentiation between the two groups. When the data were analyzed, it was concluded that the experimental group had a higher level of success in all the five dimensions mentioned above. In the result of the study, it can be argued that teaching songs accompanied by multi-sound written in notation and vocalization program will bring a new aspect to music teaching, contributing easy application and higher success rate. (Contains 5 tables.)
The Effects of Text Density Levels and the Cognitive Style of Field Dependence on Learning from a CBI Tutorial
Author: Ipek, Ismail
Date: 2011-01-00
Type: Journal Articles
Subjects: Undergraduate Students,Reading Comprehension,Cognitive Style,Statistical Analysis,Reading Rate,Reading Tests,Scores,Teaching Methods,Factor Analysis,Computer Assisted Instruction

The purpose of this study was to investigate the effects of variations in text density levels and the cognitive style of field dependence on learning from a CBI tutorial, based on the dependent measures of achievement, reading comprehension, and reading rate, and of lesson completion time. Eighty college undergraduate students were randomly assigned to text density levels, after being assigned to three cognitive style groups: field dependent, field neutral, and field independent, based on their Group Embedded Figure Test scores. Instruction was delivered by means of two versions of a CBI tutorial: low density text and high density text. A two-way analysis of covariance was used to investigate whether there are main effects and interactions between the cognitive style of field dependence and text density levels. In order to control statistical power and to equate the treatment groups, Nelson-Denny Reading Comprehension Test scores were used as a covariate. The analysis of regression coefficients between text density type and dependent variables and between field dependence and dependent variables were shown in tables. Although the findings show non-significance in formal tests of hypotheses, a preference for the high-density level was found. Then, the interaction effects between field dependence and text density levels on dependent measures were clarified. Six research questions converted to statistical hypotheses were tested according to the factorial design model. Specifically, the tests of hypotheses generated discussion and conclusions were given at the end of the study. (Contains 1 figure and 5 tables.)
The Effects of the Computer-Based Instruction on the Achievement and Problem Solving Skills of the Science and Technology Students
Author: Serin, Oguz
Date: 2011-01-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Problem Solving,Computer Uses in Education,Academic Achievement,Teaching Methods,Science Instruction,Pretests Posttests,Comparative Analysis,Science Achievement,Instructional Effectiveness,Elementary School Students,Elementary School Mathematics,Foreign Countries,Educational Technology

This study aims to investigate  the effects of the computer-based instruction on the achievements and problem solving skills of the science and technology students. This is a study based on the pre-test/post-test control group design. The participants of the study consist of 52 students; 26 in the experimental group, 26 in the control group. The achievements test on &quot;the world, the sun and the moon&quot; and the Problem Solving Inventory for children were used to collect data. The experimental group received the computer-based science and technology instruction three hours a week during three weeks. In the analyses of data, the independent groups t-test was used at the outset of the study to find out the whether the levels of the two groups were equivalent in terms of their achievements and problem solving skills and the Kolmogorov-Smirnov single sample test to find out whether the data follow a normal distribution and finally, the covariance analysis (ANCOVA) to evaluate the efficacy of the experimental process. The result of the study reveals that there is a statistically significant increase in the achievements and problem solving skills of the students in the experimental group that received the computer-based science and technology instruction. (Contains 13 figures and 6 tables.)
The Impact of Knowledge Management and Technology: An Analysis of Administrative Behaviours
Author: Nurluoz, Ozdem
Date: 2011-01-00
Type: Journal Articles
Subjects: Knowledge Management,Higher Education,Likert Scales,Measures (Individuals),Educational Technology,College Faculty,Foreign Countries,Questionnaires,Teacher Surveys,Technology Uses in Education,Administrator Behavior,College Administration,Teacher Attitudes,Teamwork,Interprofessional Relationship

Knowledge management is crucial in higher education practices that refer knowledge sharing, feedback and communication process as part of the quality improvements. In this process, technology has a role to diffuse knowledge and create a link for sharing within the knowledge management process. In this respect, this research study aims to examine the perceptions of 199 academicians from different higher education institutions towards administrative behaviours regarding reasoned action theory framework. The likert scale was conducted to volunteer participants in respect to survey approach. The research results exhibited that almost all items within the scale remarked that academic behaviours such as establishing teams, team inspiration, communication practices and feedback have practiced in higher education administration. (Contains 8 tables.)
The Orthopaedically Handicapped and Computer Usage: The Case of TRNC
Author: Dincyurek, Sibel
Date: 2011-01-00
Type: Journal Articles
Subjects: Computer Uses in Education,Computers,Educational Technology,Physical Disabilities,Technology Integration,Foreign Countries,Special Education,Internet,Gender Differences,Student Interests,Computer Attitudes

Although various studies have been conducted in the field of orthopaedic impairment, research regarding computer education for orthopaedically impaired individuals remains insufficient. This study aimed to evaluate the use of computers by orthopaedically impaired individuals from a wider perspective. The findings of the study emphasise the importance of computer use by orthopaedically impaired individuals for enhanced improvement of their condition. In addition, the findings stress the need for training well-educated experts who can use technology effectively to enable adaptations for individuals who need special education in the European Union. (Contains 7 tables.)
The Relation between Distance Students' Motivation, Their Use of Learning Strategies, and Academic Success
Author: Radovan, Marko
Date: 2011-01-00
Type: Journal Articles
Subjects: Self Efficacy,Learning Strategies,Goal Orientation,Student Motivation,Distance Education,Computer Uses in Education,Academic Achievement,Questionnaires,Foreign Countries,Student Characteristics,Help Seeking,Cognitive Processes,Independent Study,Metacognition,Self Control,College Students

The aim of this study was to discover possible relationships between self-regulated learning dimensions and students' success in a distance-learning programme. The sample consisted of 319 students: 83 males and 236 females. They completed the &quot;Motivated Strategies for Learning Questionnaire&quot; (Pintrich, Smith, Garcia &amp; McKeachie, 1991), which was compared to their number of exams written, frequency of exam repetition and average course grade. The results show the importance of motivational factors, such as intrinsic goal orientation, task value and self-efficacy on the one hand, and effort regulation strategies on the other. (Contains 4 tables and 1 footnote.)
Using Information and Communication Technologies in School Improvement
Author: Tosun, Nilgun
Date: 2011-01-00
Type: Journal Articles
Subjects: Educational Technology,Educational Change,Foreign Countries,Educational Improvement,Information Technology,Computer Uses in Education,Technology Integration

Advances in information and communication technologies, shortly called as ICT, require educators to present a more efficient and modern education by using these technologies. Therefore; the role of ICT in the development of education has been a popular research subject nowadays. Even not only education content but it has started to be dwelt on how to develop education documents, education management, school libraries and an entire education institute via ICT as well. In this study, using facilities of ICT in the improvement of a school has been examined. In addition, the materials and equipment necessary for the use of ICT, teaching staff that are capable of using these technologies and difficulties that are met during practices have been discussed. It has been tried to determine what it takes to deal with these hardships. Within the scope of the research, it has been dwelt on how some European countries tackle and practice this subject through data and samples collected in the common-subject study visit to the Estonia, Kohtla-Jarve, in 13-17 October 2008. (Contains 3 tables.)
Where Research, Practice and the Authority Meet: A Collaborative Inquiry for Development of Technology-Enhanced Chinese Language Curricula
Author: Wong, Lung Hsiang
Date: 2011-01-00
Type: Journal Articles
Subjects: Group Discussion,Focus Groups,Information Technology,Educational Change,Specialists,Mandarin Chinese,Researchers,Faculty Development,Curriculum Design,Administrators,Interviews,Theory Practice Relationship,Elementary School Students,Context Effect,Educational Innovation,Foreign Countries,Second Language Learning,Inquiry,Computer Assisted Instruction

This collaborative inquiry project brought together 14 Chinese Language teachers, 4 researchers and 2 Ministry of Education (MOE) curriculum specialists to co-design the Chinese Language curricula with the integrated use of information and communication technology (ICT). Three qualitative data sources--one-to-one interviews, focus group discussion, and the field notes--were collected and comparatively analyzed. The findings indicate when the participants in the three parties (teachers, researchers and ministry officials) brought their own agendas and interests to the project and this resulted in various tensions initially. The participants experienced gradual changes in knowledge, beliefs, attitudes and practice after coming out of their comfort zones. When they reached a consensus to enhance Chinese learning for primary school students, they actively contributed their respective strengths to the project. The findings indicate that the collaborative inquiry model is one possible way to resolve tensions arising from education reforms and to build-on diverse ideas for contextually viable innovations. (Contains 1 figure and 2 tables.)
"I Can See You": An Autoethnography of My Teacher-Student Self
Author: Vasconcelos, Erika Franca de Souza
Date: 2011-03-00
Type: Journal Articles
Subjects: Student Attitudes,Ethnography,Autobiographies,Teachers,Teaching (Occupation),Personal Narratives,Teacher Student Relationship,Interpersonal Communication

This article is an autoethnographic investigation of my second-nature teacher-student self. What has made me into the teacher I am? What makes me the teacher I am? I draw upon my memories of my own teachers and students to address these questions. As I portray my teaching-learning experiences as textual "snapshots," I find that my dearest memories come from when I have been in dialogue with my teachers and students. This investigation leads me to pedagogy centering attention to teacher-student relationships; a humanizing pedagogy that I discover, embrace, and which redefines and recreates my teacher-learner self. (Contains 1 footnote.)
Self-Efficacy Beliefs of Novice Teachers and Their Performance in the Classroom
Author: Ozder, Hasan
Date: 2011-04-00
Type: Journal Articles
Subjects: Self Efficacy,Beginning Teachers,Teaching Methods,Beliefs,Teacher Effectiveness,Educational Practices,Classroom Techniques,Academic Achievement,Student Motivation,Measures (Individuals),Teacher Attitudes,Elementary School Teachers,Foreign Countries,Instructional Effectiveness

This study examined the data related to the novice teachers' self-efficacy beliefs and their performance in the classroom. The researcher collected both qualitative and quantitative data for this study. According to the findings, teacher self-efficacy beliefs of the novice teachers were found to be at a sufficient level. The novice teachers reported that they frequently use &quot;verbal reprimands&quot; , &quot;establishing classroom rules and routines collaboratively with students&quot;, &quot;daily lesson planning&quot;, &quot;reinforcement towards student achievement&quot;, &quot;multiple intelligences activities&quot;, &quot;discussion technique&quot;, &quot;concrete exemplification&quot;, &quot;visually supported extra activities&quot;, &quot;oral questioning&quot;, and &quot;itneractive teaching methods&quot; in the classroom.
Sustaining School Colleagues' Commitment to a Long-Term Professional Experience Partnership
Author: Peters, Judith
Date: 2011-04-00
Type: Journal Articles
Subjects: Mentors,College School Cooperation,Partnerships in Education,Interviews,Teacher Surveys,Participant Satisfaction,Professional Development,Professional Autonomy,Sustainability,Educational Benefits,Performance Factors,Barriers,Teacher Attitudes,Program Effectiveness,Foreign Countries,Group Dynamics

This paper presents findings from a qualitative study that investigated school participants' perceptions of the benefits, challenges and supportive factors related to their involvement in a long-term school/university professional experience partnership. Data were collected through interviews with coordinators and a written survey completed by mentor teachers from 4 schools. The findings indicate that participants perceived the program to have a number of benefits for both staff and school students and that participation was supported by effective communication, flexible funding arrangements, local autonomy to interpret and adapt the program and the continuity arising from the long-term nature of the partnership. The benefits and supportive factors appear to have compensated for challenges such as organisational demands, negotiating university expectations and stresses on workload, time, space and resources. The discussion focuses on features that appear to have contributed to the sustainability of the partnership over many years.