ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics Self-Efficacy Beliefs and Sources of Self-Efficacy: A Descriptive Study with Two Elementary School Students
Author: Yildiz, Pinar
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Self Efficacy,Mathematics Skills,Case Studies,Student Attitudes,Elementary School Students,Mathematics Achievement,High Achievement,Scores,Teacher Attitudes,Educational Experience,Researchers,Interpersonal Relationship,Teacher Student Relationship,Teaching Methods,Mastery Learning

The purpose of this study is to examine the relationship between mathematics self-efficacy beliefs and sources of self-efficacy in two elementary school students whose mathematics achievement are at different levels. Case study design, which is one of the qualitative research designs, was used in the study. Two 4th grade elementary school students have participated in the study, one with high mathematics achievement and the other with low mathematics achievement. Participants have been selected according to purposive sampling method. Mathematics achievement of the students have been determined through their mathematics scores and the information obtained from their teachers. Data was collected through semi-structured interviews conducted with the students. Descriptive analysis was used in the analysis of the data. As a result of the research it was found that students' mathematics achievement is parallel to their mathematics self-efficacy beliefs. It was found that the student, whose mathematics achievement is high, has positive experiences concerning the sources of self-efficacy, whereas the student, whose mathematics achievement is low, mostly encounters negative experiences.
Examination the Metacognitive Reading Strategies of Secondary School Sixth Grade Students
Author: Babayigit, Özgür
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Reading Strategies,Middle School Students,Grade 6,Recall (Psychology),Reading Comprehension

The aim of this study is to investigate the use of metacognitive reading strategies of the sixth grade middle school students. The method of this research is survey design. Multistage cluster sampling was used to determine the sample. The sample of the study consisted of 388 students attending five public schools randomly selected. The sample of the students consisted of 200 girls; 188 are boys. The metacognitive reading questionnaire was used to determine the metacognitive reading strategies used by the students. The metacognitive reading strategies scale was applied by the researcher in the classroom environment. The survey was conducted by the researcher. The data obtained as a result of these applications were uploaded to the computer, the percentage, frequency, t test results were reached by using SPSS 20. According to the results of the study, sixth grade students frequently use pre-reading, pre- and post-metacognitive reading strategies, and less frequently recall strategies. Students pay attention to the parts that are important in the text and evaluate the text and comprehension status after reading.
Self-Leadership Stategies as the Predictor of Self-Esteem and Life Satisfaction in University Students
Author: Uzman, Ersin
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Esteem,Leadership,College Students,Learning Strategies,Life Satisfaction,Correlation,Student Behavior,Metacognition,Prediction,Self Concept,Self Determination,Student Attitudes,Self Concept Measures,Measures (Individuals)

Self-leadership is human resource that can be developed. It is self-influence through behavioral and cognitive strategies and can influence both self-esteem and life satisfaction. The present study aims to determine whether and to what degree self-leadership strategies used by university students predict their self-esteem and life satisfaction. The study, using relational survey model and quantitative paradigm, was conducted with 360 university students. The findings indicated that there were positive and significant correlations between the use of self-leadership strategies (behavior-focused strategies and constructive thought strategies) and self-esteem and life satisfaction. Of the strategies, behavior-focused strategies were found to be the strongest predictor of university students' self-esteem and life satisfaction.
An Analysis of the Relationship between the General Self-Efficacy Perceptions of Teachers and Their Political Skill Levels
Author: Bozbayindir, Fatih
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Self Efficacy,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Social Influences,Social Networks,Interpersonal Competence,Goal Orientation,Coping,Adjustment (to Environment),Trust (Psychology),School Culture,Educational Environment,Predictor Variables

The purpose of this study is to examine the relationship between the general self-efficacy perceptions of teachers and their political skill levels. The relational screening model method was used for this study. Data was collected from 358 teachers serving at primary and secondary schools in the city of Gaziantep in the 2017-2018 academic year. The research's data was collected through the &quot;General Self-Efficacy Scale&quot; and the &quot;Political Skill Inventory&quot;. The confirmatory factor analysis was performed for each of the scales used in the study with the AMOS software. This was followed by descriptive statistics and correlation, and regression analyses with the SPSS program. Research findings indicate that teachers' general self-efficacy perceptions, as well as the interpersonal influence and apparent sincerity sub-dimensions of political skills are at a high level, while their social astuteness and networking abilities are at a medium level. As a result of the correlation analysis, it was found that the general self-efficacy had a significant positive relationship with the networking ability, apparent sincerity, social astuteness and interpersonal influence sub-dimensions of political skills. According to the stepwise multiple regression analysis results, the general self-efficacy predicts all the sub-dimensions of the political skills in a significant and positive manner. It can be suggested that teachers with high general self-efficacy perceptions have higher levels of political skills and are more likely to reach their goals by using their political skills with the people around them in the school environment. [This study was verbally presented at the 13th International Congress on Educational Administration.]
The Investigation of the Relationship between University Students&apos; Leisure and Life Satisfaction Levels
Author: Özmaden, Murat
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Athletes,Leisure Time,Life Satisfaction,Gender Differences,Psychological Patterns,Self Actualization,Need Gratification

The purpose of this study was to investigate the relationship between leisure satisfaction and life satisfaction levels of university students and to determine whether these parameters differ in terms of various variables. In the study, the Leisure Satisfaction Scale, which was developed by Beard and Ragheb (1980) and adapted to Turkish by Gökçe and Orhan (2011) was applied to determine the participants' leisure satisfaction levels and Life Satisfaction Scale developed by Diener et al. (1985) and adapted to Turkish by Köker (1991) was used to measure the life satisfaction levels of the participants. The convenience sampling method was chosen for sampling and face-to-face method was used for data collection. SPSS package program was used for analysis of obtained data. Pearson Correlation, Regression, and Multivariate variance analysis were used for data showing normal distribution according to Skewness-Kurtosis values. Totally, 1418 participants [651 males (45.9%) and 767 females (54.1%)] participated in the research voluntarily. According to the findings of current research, it was determined that there was a positive correlation between life satisfaction and all sub-scales of leisure satisfaction. When MANOVA results were examined according to gender, it was found that there was a significant difference in all sub-scales of leisure satisfaction scale. As a result, leisure satisfaction sub-scales (aesthetic and physical) have a positive impact on life satisfaction.
Investigation of the Mediator Variable Effect Using BK, Sobel and Bootstrap Methods (Mathematical Literacy Case)
Author: Özdil, Selda Örs
Date: 2019-00-00
Type: Journal Articles
Subjects: Literacy,Mathematics Skills,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Models,Mathematics Anxiety,Correlation,Classroom Environment,Mathematics Tests,Mathematics Achievement

This study aimed to compare different mediation analysis methods (BK, Sobel, and bootstrapping) based on single mediation models for groups of different sizes. For this purpose, the PISA 2012 data for Turkey were used. In order to compare the mediation analysis methods, 4,848 students from Turkey that participated in PISA 2012 were divided into sample groups of 100, 200, 500 and 1,000 individuals. Among the mediation analysis methods discussed within the scope of the research, the BK method was implemented assisted by a regression analysis while for the remaining two methods, SPSS macros were utilized. For the analysis, syntax files were created to be run on SPSS. The results of the analysis of single mediation models revealed that the mathematics anxiety variable mediated the relationship between classroom climate and mathematical literacy. According to the analyses based on all three methods, it was observed that the standard error value increased as the sample group became smaller. Although the standard errors of the Sobel test and bootstrap method were close to each other in large study groups, the former produced less erroneous results in large samples whereas the latter yielded more reliable results in smaller samples.
Describing and Comparing Pragmatic Language Skills of Turkish Students with Typical Development and Inclusive Education Students with Mild Intellectual Disability
Author: Diken, Özlem
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Skills,Inclusion,Mild Intellectual Disability,Elementary School Students,Students with Disabilities,Gender Differences

The purpose of this study is to describe and compare pragmatic language skills of Turkish students with typical development and inclusive education students with mild intellectual disability. Participants included 152 primary school students (75 students were students with typical development-STD, and 77 students were inclusive education students with mild intellectual disability-IES) aged between 5 and 12. Data were collected via Turkish version of Pragmatic Language Skills Inventory (TV-PLSI, Alev, Diken, Ardiç, Diken, Sekercioglu and Gilliam, 2014). Results indicated that out of 75 students with typical development (STD), 58 (77,4%) had average or above average pragmatic language skills whereas out of 77 inclusive education students (IES), only 17 (22,1%) showed average or above average pragmatic language skills. More specifically, 60 (77,9) IES had below average, poor and very poor pragmatic language skills. Results on comparisons of two groups also revealed that students with typical development showed higher pragmatic language skills than inclusive education students with mild intellectual disability on total score and three subtest scores of the TV-PLSI. Suggestions were provided.
Professional Knowledge Courses in Teacher Education: Lecturer and Student Views (The Case of Gazi Education Faculty)
Author: Bangir-Alpan, Gülgün
Date: 2019-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Teacher Education Programs,Foreign Countries,College Faculty,College Seniors,Graduate Students,Teacher Attitudes,Student Attitudes,Teacher Effectiveness,Measurement,Preservice Teachers,Student Teaching,Educational Environment,Educational Policy

Professional knowledge courses (PKC) at education faculties are designed to educate high quality teachers. This study aims to examine the views of education faculty lecturers, graduates and senior year students about the place and implementation of PKC in teacher education. The study group of the qualitative study included lecturers (20), senior year (22) and graduate (12) students who agreed to take part in the study. Data were collected by using semi structured interview forms. Focus group interviews of 30-45 minutes were held with individual lecturers and graduates, and with groups of 3-5 senior year students. For data analysis, a list of codes was made. Relavant codes were brought together for thematic coding. Analyses of lecturer and student views on PKC revealed the following themes: General perceptions, content, implementation, quality of lecturers, measurement and evaluation in PKC, teaching practice, educational environments, educational system--policies, and recommendations. The study concludes with teacher education recommendations based on the findings.
How Digital Reading Differs from Traditional Reading: An Action Research
Author: Yamaç, Ahmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Preservice Teachers,Teacher Education Programs,Educational Technology,Technology Uses in Education,Childrens Literature,Instructional Materials,Internet,Access to Information,Printed Materials,Student Research,Search Strategies,Research Skills,Technological Literacy,Foreign Countries,Comprehension

The purpose of this research is to examine the insights of preservice teachers' new literacies throughout online research and comprehension. The study is grounded in an online research and comprehension perspective. In the study, the action research design of qualitative approaches was selected as the method. The participants in the research were nine teacher candidates studying in the first year of the Classroom Teacher Education Programme at Erciyes University. The teacher candidates took part in two online research and comprehension tasks about children's literature and teaching materials lasting 28 hours in total. Following, the preservice teachers' perspectives regarding this process were elicited through semi-structured individual interviews. The findings reveal that the internet has resulted in certain changes in the nature of information and learning. During the online research and comprehension process, the preservice teachers employed strategies for information location, determining reliability, reading, and online information synthesising and content creation. Moreover, during this process the preservice teachers developed certain digital skills as well as their online research and technology competencies and awareness of reliable information. All these findings have contributed to the exploration of teacher candidates' new literacy skills, strategies, and dispositions.
Teacher Level Factors and Student Achievement in a Cyber-Enabled Engineering Education Professional Development Program
Author: Zakharov, Wei
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Achievement,Engineering Education,Faculty Development,Social Capital,Program Effectiveness,Science Education,Elementary School Students,Elementary School Teachers,Grade 2,Grade 3,Grade 4,Elementary School Science,Outcomes of Education

This study investigates the impact of an elementary engineering education teacher professional development program on student learning. The results show a significant increase in students' knowledge in science from pre- to post-test as well as in engineering design from grade two to grade four. Further, the study uses multilevel modeling to quantitatively analyze the impact of differences among teachers on the engineering design achievement of their students. Different predictive relationships between demographic and social capital factors at the teacher level and student achievement are identified and implications for educational policymaking and practices are discussed.
Assessing University Students&apos; Physical Activity Levels in Terms of Different Variables
Author: Asma, Mehmet Bulent
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Physical Education,Physical Activity Level,Nutrition,Sleep,Place of Residence,Computer Use,Gender Differences,Body Composition,Body Weight,Body Height,Athletics,Internet,Transportation

This study aimed at assessing physical activity levels of university students who studied at Van Yüzüncü Yil University in terms of different variables. 20 students who studied at School of Physical Education and Sports (SPES) (10 female students and 10 male students) and 20 students who studied at Education Faculty (EF) (10 female students and 10 male students) participated in the study voluntarily. The steps took during the day were measured by bio-electric impedance method and data about their nutrition, sleep, residence and internet use have been collected via information form and then this information was evaluated. Whether or not data followed a normal distribution was assessed and Non-Parametric Mann Whitney U Test was used for assessments. According to findings; average number of students' daily steps was 11,063±2198 in male students while it was 10,308±1829 in female students. There was no significant difference in terms of academic schools where the students attended (p&gt;0.05) whereas there were significant differences in terms of sex variable among male students of SPES and EF as compared to female students in the parameters of BMI, body fat ratio and residence place (p&lt;0.05). Besides, there were also significant differences in the number of weekly steps among students of both schools in terms of doing sports variable (p&lt;0.05). However; no statistically significant differences were found in terms of students' internet use, daily sleep length, transportation to schools and number of weekly total steps (p&lt;0.05). As a result, it was noted that physical activity levels of the female and male students were &quot;active&quot; according to literature criteria and average number of daily steps of those students who regularly did sports was high as expected.
The Pre-Service Teachers&apos; Metaphorical Perceptions about Syrian Asylum Seekers&apos; Children
Author: Tezcan, Gamze
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Refugees,Land Settlement,Figurative Language,Trauma,Helplessness,Antisocial Behavior,Comparative Analysis,Social Bias,Elementary School Students,Preschool Children,Middle School Students,Foreign Countries,Language Usage,Computational Linguistics

The aim of this study is to explore the metaphorical perceptions of pre-service teachers about Syrian asylum seekers' children. A metaphor analysis method was conducted with 160 pre-service teachers during the spring semester of the 2017-2018 academic year. Data was collected by a metaphor analysis form. Qualitative and quantitative data analysis were both conducted. Inductive content analysis was done to derive conceptual categories from the metaphors and the frequencies and percentages of participants who represent each metaphor and each category were calculated. The findings show that most of the pre-service teachers perceive Syrian asylum seekers' children as traumatized and helpless and need support of others. In addition, there is a category which qualifies Syrian asylum seekers' children as dangerous. Different from all other categories, only the 'Children' category underlines the equity of them with the other children.
The Impact of Biography-Based Values Education on 4th Grade Elementary School Students&apos; Attitudes towards Tolerance Value
Author: Tas, Halil
Date: 2019-00-00
Type: Journal Articles
Subjects: Biographies,Values Education,Elementary School Students,Grade 4,Student Attitudes,Program Effectiveness,Teaching Methods,Justice,Interpersonal Relationship,Peace,Social Justice,Social Bias,Parent Attitudes,Teacher Attitudes

This study seeks to determine the impact of biography-based values education on 4th grade elementary school students' attitudes towards tolerance value. Within the study, an experimental method with pre-test and post-test control group was used to find out the difference between attitudes towards tolerance value adopted by the students of the experimental group in which biography-based values education was practised and by the students of the control group in which it was not practised. In addition, in this study, which includes both quantitative and qualitative techniques, quantitative data were collected through tolerance attitude scale while qualitative data were collected through interview forms. All data collection tools were developed by researchers of the study. In this study, quantitative data were analysed through arithmetic average, frequency, independent samples t-test, Kruskal-Wallis H test and Mann-Whitney U test, while descriptive analysis approach was given preference in the analysis of qualitative data. In this study, researchers drew upon biographies of Prophet Muhammad, Atatürk, Fatih Sultan Mehmet, Haci Bektas Veli, Mevlâna and Yunus Emre. These biographies were presented with the tolerance value and in a manner and a format close to biographical fiction that brings in sub dimensions of the tolerance value including respect, toleration, harmony, flexibility, peace, equality, forgiveness, prejudice, modesty and understanding. In this study, it was determined that after the biography-based values education practice while there was a significant difference in favour of the experimental group between attitude points towards students' tolerance value, there was no significant difference between attitude points of students depending on variables of gender, education and income level of parents. It was concluded from interviews made with teachers, parents and students that the biography-based values education turned out to be a successful practice that concretized the teaching process, catalysed the learning of values, made the teaching environment enjoyable and positively affected students' attitudes towards tolerance values.
IDEA&apos;s Double Bind: A Synthesis of Disproportionality Policy Interpretations
Author: Sullivan, Amanda L.
Date: 2019-07-00
Type: Journal Articles
Subjects: Disabilities,Educational Legislation,Equal Education,Federal Legislation,Special Education,Educational Policy,Disproportionate Representation,Resource Allocation,Early Intervention,Educational Practices

Disproportionality research has been subject to multiple reviews, but there has been less critical examination of the policy dimension of this enduring educational problem. Given the relevance of federal policies, and interpretations thereof, to educators' and scholars' conceptualization of disproportionality and schools' resultant policies and practices, we provide a brief overview of disproportionality scholarship before focusing on its policy dimensions. We describe the role of federal policy and resultant interpretations to how disproportionality is addressed and our approach to identifying and synthesizing these interpretations. We then analyze the themes apparent in these interpretations: requirements for states' numerical analysis of &quot;significant disproportionality,&quot; parameters for school systems' allocation of resources for early intervening services when significant disproportionality is found, and schools' obligations for nondiscriminatory application of policies and procedures. Finally, we distill implications for school policies, practices, and procedures. We close with discussion of implications for how disproportionality is conceptualized and studied.