ethanporcaro/eric-fulltext-meta huggingface dataset:
The Origin of Black Smock and White Collar
Author: Hesapcioglu, Muhsin
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Uniforms,Clothing,Color,Semiotics,Educational History,Qualitative Research,Status

Although there are many empirical studies on the functions of school uniform, studies which focus on the origins of school uniform are neglected. Purpose of this study is to reveal historical origins of black smock and white collar. To achieve this purpose, a qualitative research method was adopted. As a result of the research, it was determined that the origins of black smock and white collar lie in the university and charity school uniforms in England. In France and England, school uniforms have mostly been affected by the religious tradition. Western educational system was a model for Turkey. Notre Dame de Sion and Saint Joseph which were founded in the middle of the nineteenth century in Istanbul were probably the first models of black smock and white collar in Turkey.
The Examining of Generalization Quantitative Scientific Findings by Using the Jackknife Method: An Application
Author: Kyari, Murat
Date: 2009-00-00
Type: Journal Articles
Subjects: Siblings,Intervals,Academic Achievement,Predictor Variables,Generalization,Computation,Statistics,Sampling,Decision Making,Self Concept,Reliability

The outcomes which cannot be generalized are specific for a sample but are unable to be reflected to the rest of the population. The parameters that are reached at the end of the statistics that are scarce in sample arise doubts in the aspect of generalization. In these cases, parameter estimation may not be very stable and outlier values can produce false outcomes in the model. The situation that there is sample size is not adequate enough in numbers, reliability and generalizations that are reached at the end of restricted sets of data necessitate questioning with a dubious approach. Some statistical methods test the confidence intervals of the parameter values of the samples and the generalization of the parameter estimation values of the samples. These methods are known as "resampling" or "domestic-self copying." Jackknife is one of these methods. The sample in this study is composed of 18 students. The status of the "self-respect" of individuals in making decisions has been tried to be determined for the sample by the application of the Melbourne Decision-making Scale I. In this research, the dependent variable was determined to be the total item score related to the self-respect manners of individuals whereas independent variables were determined to be the academic success averages of the students (acdave), the financial income of their families (economy) and the number of siblings (sibling) they have. It has been seen that the academic success independent variable has a considerable effect at a significance level of 0.05 on the dependent variable of self-respect dependence of decision making (p less than 0.05) and Jackknife has confirmed this generalization.
Student Views on the Assessment Practices of Instructors during Instruction
Author: Nartgun, Zekeriya
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Attitudes,Program Effectiveness,College Faculty,College Students,Schools of Education,Outcomes of Education,Questionnaires,Educational Policy,Student Evaluation,Educational Assessment,Educational Objectives,Decision Making

The purpose of this study is to determine the degree of instructor' assessment practices in the realization of the learning-teaching process in its various stages, in the identification of expected outcomes and various other practices in the same context by taking student views into account. The study was undertaken with 243 students attending Abant Izzet Baysal University Department of Education in the 2008-2009 academic year. The questionnaire used as data collection tool in the study was developed by the researcher. The results collected by means of student views showed that the majority of the instructors did not completely accomplish the tasks that they were supposed to do at the beginning of or during the teaching process in the framework of assessment. Also, in a similar manner, it was determined that the tasks that were expected from the instructors in the framework of performance-based assessment were not fulfilled by the majority of the instructors. The study presents important information to decision makers who create policies related to assessment in educational institutions.
Determining the Preparatory Skills of Preschools Based on the Opinions of Teachers and Literature Review
Author: Odluyurt, Serhat
Date: 2009-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Opinions,Developmental Disabilities,Preschool Education,Child Development,Teacher Attitudes,Foreign Countries,School Readiness,Teacher Surveys,Literature Reviews,Skill Development

The general purpose of the present study was to determine the preparatory skills of children with developmental disabilities based on the opinions of teachers and the literature. It was aimed to determine the highest priority and secondary level priority preparatory skills based on the opinions of the pre-school teachers. In order to reach this purpose, a survey was developed and administered to the preschool teachers working in schools. After completing the surveys, a literature review was conducted and the preparatory skills in the literature were determined. The similar skills mentioned by the teachers and found in the literature were grouped. The preparatory skills found in this study were similar to those found in the literature.
The Functionality of a Geography Information System (GIS) Technology in Geography Teaching: Application of a Sample Lesson
Author: Ozgen, Nurettin
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geographic Information Systems,Migration,Geography Instruction,Human Geography,Spatial Ability,Technology Uses in Education,Educational Technology,Lesson Plans,Geography

A Geographic Information System (GIS) is a high performance computer-aided chain of software which enables us to understand, interpret, capture, update, map, and display natural and human-originated events on Earth and allows us to bring out such phenomena in a form of synthesis. Therefore, a GIS is an important information system in which graphical and non-graphical information, which are based upon spatial observations, are accumulated, saved, processed, and presented to the users in unity. A GIS is known to be one of the devices employed in the application of spatial analysis of geography, a scientific field that makes an analysis of the reciprocal interaction between human and the natural environment in a sustainable framework. It does not seem to be very easy to draw as much benefit as would be expected from a geography lesson in which no atmosphere of sharing and discussing is available for students, memorization is given a good deal of emphasis and only the descriptive aspect of geography is laid emphasis upon. However, a geography lesson supplied with a GIS appears to make it possible for students to access whatever information is being sought at the desired level. It also offers some very good advantages to not only students but also to teachers who may still be teaching geography in the conventional way. It is also possible to feed into a GIS every single device, numerical data, technical knowledge, and equipment used in geography teaching, as well as analysis or application of all this stuff. Therefore, if functionality of a GIS can be increased through the incorporation of various programs into it, the teaching of geography may well be easier and more productive. Besides, the enthusiasm of students for learning geography could be furthered even more, thus maximizing the level of the benefit to be drawn from teaching geography. The present study aims to encourage teaching geography with the help of a GIS in not only secondary and high schools but also in universities. With this in mind, a sample lesson on &quot;Internal Migration&quot; was presented. The method used in this lesson was based upon the contributions that a GIS could make to the teaching of this geography lesson so that the efficiency of a GIS in learning geography could be appreciated.
&quot;Turkish Modernization,&quot; Democracy, and Education: An Analysis from Dewey's Perspective
Author: Ozsoy, Seckin
Date: 2009-00-00
Type: Journal Articles
Subjects: Democracy,Democratic Values,Development,Social Change,Foreign Countries,Turkish

Dewey is an important representative of the libertarian education movement, which has its roots based on the values of the enlightenment. This study aimed to analyze the relationship between &quot;Turkish modernization&quot; and education from Dewey's perspective. In the paper, the place and effect of Dewey in the Turkish pedagogical vision was analyzed within a wider historical context such as the &quot;modernization problematic.&quot; The characteristic of the &quot;Turkish modernization,&quot; which, at the same time, comes out as a tendency to become an education project, constituted the reason for this approach to the issue. This analysis relating to the &quot;Turkish modernization&quot; from the perspective of Dewey, who is a democracy philosopher, was inevitably regarding how much room this project gives to libertarian and democratic values in education. In the study, it was concluded that there was an irreconcilable conflict between the values that &quot;Turkish modernization&quot; is based on which  also constitutes the reference framework of the education system and the libertarian and democratic values Dewey advocates.
Investigating the Attitudes of Elementary School Teachers, School Psychologists and Guidance Research Center Personnel on the Process of Preparing the Individualized Educational Program and Challenges Faced during the Related Process
Author: Tike Bafra, Leyla
Date: 2009-00-00
Type: Journal Articles
Subjects: Employment Level,Individualized Education Programs,School Psychologists,Training,Measures (Individuals),Guidance,Elementary School Teachers,Individual Differences,Foreign Countries,Teacher Attitudes,Attitudes,Evaluation Methods

This study aims to analyze the attitudes of elementary school teachers, school psychologists and guidance research center personnel regarding developing an individualized educational program (IEP) process as well as challenges faced during the related process, according to several variables. The study included 201 participants who were working in several districts of Ankara province. The Attitudes towards IEP Development Process Scale and the Challenges during the IEP Development Process Scale were used in this study. The scales were developed and the validity and reliability of them have been investigated by the researchers. Results have shown that, with the exception of age variable, attitudes with respect to the IEP development process and challenges faced varied according to the post as an elementary school teacher, school psychologist or guidance research center personnel as well as to variables such as the institution the participants worked in, previous involvement in in-service training and previous participation in IEP development. While terms of in service training sessions did not lead to a significant difference in attitudes, it proved to be a variable causing significant differences in terms of the challenges faced. Findings regarding attitude differences across the variables revealed that gender [t(201) = 0.29; p greater than 0.07] and participation in in-service training programs [t(78) = 1.83; p greater than 0.07] did not lead to a significant difference on attitudes whereas age [F(2-198) = 7.67; p less than 0.01], occupational status [F(2-198) = 8.72, ; p less than 0.01], type of institution [t(199) = 3.43; p less than 0.01], participation in in-service training on IEP development [t(199) = 4.05; p less than 0.00] and involvement in the IEP development process [t(197) = 2.93; p less than 0.01] led to significant differences. Findings regarding challenges faced across the variables revealed that gender did not lead to a significant difference on attitudes [t(201) = 0.07; p greater than 0.09], whereas age [F(2-198) =3.78; p less than 0.05], occupational status [F(2-198) = 19.78; p less than 0.05], type of institution [t(199) = 4.98; p less than 0.01], participation in in-service training on IEP development [t(199) = 6.32; p less than 0.001], term of in-service training programs [t(78) = 2.26; p less than 0.05] and involvement in the IEP development process [t(199) = 4.46; p less than 0.01] led to significant differences.
The Metaphoric Perceptions of Primary School Teachers on the Concept of Inspection
Author: Toremen, Fatih
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Attitudes,Inspection,Teachers,Questionnaires,Figurative Language,Foreign Countries,Primary Education,Perception,Teacher Attitudes,Evaluation Methods,Science Education

The aim of this study is to reveal the perceptions of primary school teachers on the concept of inspection with the help of metaphors. The data were obtained from randomly selected students of 20 primary schools in the center of Gaziantep. 418 questionnaires were evaluated. The measurement instrument consisted of 31 metaphors and one open-ended question, which reads like &quot;the inspector is like... because...&quot; Statistical mean and dispersion, percentage, and frequency were studied. As a result of the study, the metaphors related to how inspectors were perceived and the answers to the items of the questionnaire were commented. 123 metaphors were developed. The developed metaphors mainly consist of negative metaphors. In the study, 76 negative, 20 both positive and negative, and 8 metaphors indicating that there is no need for the inspectors were determined. Only 12 metaphors that had positive meanings were found. Anything was stated for seven metaphors or they were used with similar meanings.
Preservice Science and Technology Teachers' Pedagogical Content Knowledge on Cell Topics
Author: Usak, Muhammet
Date: 2009-00-00
Type: Journal Articles
Subjects: Concept Mapping,Foreign Countries,Pedagogical Content Knowledge,Teaching Methods,Knowledge Level,Preservice Teachers,Science Teachers,Interviews,Lesson Plans,Science Laboratories,Technology Education,Science Instruction,Cytology

The purpose of this study is to explain prospective science and technology teachers' pedagogical content knowledge (PCK) about the cell. Lesson preparation, laboratory plan, interview with teacher candidates, and concept mapping were used to collect the data for prospective teacher's PCK. The study was conducted with six prospective science and technology teachers in the spring of 2006-2007 in Pamukkale University-Turkey. We aimed to identify the content and structure of the PCK for a topic on cell, describing the PCK in terms of relations between four different aspects: Knowledge about science and technology curriculum, belief about subject matter knowledge, knowledge about students' understanding; knowledge about assessment of students. According to the result of the study, pre-service teacher's knowledge inaccurate special teaching methods, they used a teacher-centered approach, and also they have a high belief of subject matter knowledge. Based on the result of this study, which were discussed in the light of national and international literature, we have suggestions for further researchers, curriculum developers, and science and technological teacher educators. (Contains 1 table.)
An Evaluation of the Teacher Development Program Standards by European Teacher Candidates from Turkey, Germany, and Denmark
Author: Yanpar Yelken, Tugba
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Effectiveness,Foreign Countries,Faculty Development,Standards,Teacher Education Programs,Student Attitudes,Student Teacher Attitudes,Qualitative Research,Interviews,Student Teaching,Theory Practice Relationship,Comparative Analysis

The purpose of this study is to establish a vision to improve teacher education standards by way of examining the views of prospective teachers from Turkey, Germany, and Denmark. The study was carried out in three countries during the 2007-2008 academic year. The qualitative results of the research were obtained through studying the views of 150 prospective teachers and carrying out interviews with 16 students. The result of the research showed that all three countries had an applicable development program. On a more negative note, &quot;complicated theory&quot; was found to be emphasized. The need for more practice was strongly stated as being essential for a good teacher training program. The completion of the research took place through the discussion of quality standards in teacher education.
Educational Excellence: Connecting the Right Dots
Author: Knight, James
Date: 2009-00-00
Type: Journal Articles
Subjects: Agricultural Education,Educational Quality,Personal Narratives,Teacher Expectations of Students,Teacher Influence,Educational Environment,Teacher Student Relationship

This article presents a &quot;Mystery Speech&quot; made by the author for the annual American Association for Agricultural Education (AAAE) meeting. In this speech, he starts by identifying those defining moments in his own life that have had such a profound effect upon him personally and professionally. Then he identifies some of the lessons he has learned along that path, which will then bring him to the conclusion that educational excellence is all about connecting the right dots, and perhaps connecting them in the right order.
Youth Leadership Development: Perceptions and Preferences of Urban Students Enrolled in a Comprehensive Agriculture Program
Author: Anderson, James C., II
Date: 2009-00-00
Type: Journal Articles
Subjects: Urban Schools,Leadership Training,Community Organizations,Agriculture,Youth Leaders,Leadership,Student Attitudes,Student Participation,Program Development,Agricultural Education,High School Students,Questionnaires,Student Surveys

This descriptive study explores the perceptions of and preferences for leadership development by students enrolled in a comprehensive urban agriculture program. A total of 284 students from the Chicago High School for Agricultural Sciences participated in the study. The results of the study showed that the average respondent was involved in a limited number of school organizations and no community organizations and received the opportunity to learn and practice leadership skills most frequently through sports, work, and FFA. Furthermore, respondents indicated that quality leadership activities should be organized, fun, interactive, and provide real-world application. Respondents also reported that they preferred training to occur within their school, through national workshops, or via international experiences. These findings are instrumental in the discussion of students' awareness of the importance of leadership in their everyday lives, how they currently learn and practice leadership skills, and what quality factors should be considered when developing future leadership experiences. (Contains 5 tables.)
An Assessment of Problems Faced by High School Agricultural Education Teachers
Author: Boone, Harry N., Jr.
Date: 2009-00-00
Type: Journal Articles
Subjects: Time Management,Agricultural Education,Discipline,Student Motivation,Rewards,Agriculture,Beginning Teachers,Administrators,High Schools,Teacher Supply and Demand,Secondary School Teachers,Teacher Persistence,Teacher Attitudes,Family Work Relationship,Educational Facilities,Questionnaires,Delphi Technique

Leaders in the agricultural education profession established a goal to expand the number of programs offering high school agriculture education over the next 10 years. If the agricultural education profession is going to meet this challenge, it will need to increase its supply of qualified teachers. Currently agricultural education faces a shortage of qualified teachers. The situation is made worse by the attrition of teachers from the profession. One way to increase the number of qualified agricultural education teachers is to reduce the number of teachers who leave the profession early through attrition. The purpose of this study was to identify and quantify the problems faced as beginning teachers and the problems teachers currently face in West Virginia. Financial rewards for teaching were perceived as a moderate to strong problem for teachers as they entered the profession and as a moderate to strong problem for current teachers. Teachers viewed time management, paperwork, and balancing school and home activities as a slight to moderate problem for beginning teachers as well as a slight to moderate problem for current teachers. Respondents also felt facilities-equipment, student motivation, and discipline were slight to moderate problems for beginning teachers. (Contains 5 tables.)
Structured Communication: Effects on Teaching Efficacy of Student Teachers
Author: Edgar, Don W.
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Teachers,Quasiexperimental Design,Field Experience Programs,Agriculture,Cooperating Teachers,Self Efficacy,Beliefs,Agricultural Education,Student Teacher Attitudes,Undergraduate Students,Interpersonal Relationship,Measurement

Teaching efficacy beliefs of agricultural science student teachers during field experiences may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between cooperating teachers and student teachers would have on student teachers' self-perceived teaching efficacy during field experiences. The learning environment of field experiences must be more fully understood to explain why some student teachers enter the profession of agricultural science teaching and others do not. This study employed a quasi-experimental design with a nonrandom sample in a multiple time-series design. The average respondent in this study was a 23-year-old white undergraduate female located at a multiple-placement cooperating center. Respondents in an environment where the amount and type of communication between student teachers and cooperating teachers was structured were less efficacious when compared with respondents who were not in a structured communication setting. In addition, student teachers in a structured communication environment declined in their teaching efficacy measurements overall, whereas student teachers who were not involved in structured communication increased in self-perceived teaching efficacy levels. (Contains 3 tables.)