ethanporcaro/eric-fulltext-meta huggingface dataset:
When Worlds Collide--Examining the Challenges Faced by Teacher Education Programmes Combining Professional Vocational Competence with Academic Study, Lessons from Further Education to Higher Education
Author: Shaw, Angela
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Professional Continuing Education,Teacher Education,Educational Policy,Educational History,Continuing Education,Teacher Competencies,Foreign Countries,Educational Quality

This paper examines the challenges faced by higher education institutions in designing, teaching and quality assuring programmes of study which, of necessity, must combine the gaining of professional vocational competence with academic study. The paper gives recognition to the policy framework in which these programmes fit--with particular reference to teacher education. It presents the challenges at each stage, from ensuring that curriculum design meets the needs of the profession, to the quality assurance mechanisms which ensure standards and compliance. Initially the paper draws on published research to examine how and why these policy decisions have been taken in much of the developed world. The paper goes on to present a new perspective, however, by comparing current teacher education mechanisms with those that have developed in the past twenty years in further education, looking at the parallels and addressing how far we can learn from the experiences of further education colleagues to ensure that we manage to combine the two different worlds of academia and vocational training without compromising either. It suggests ways in which higher education institutions can learn from further education to tackle the challenges to ensure that concentration on training students to be good teachers is done without compromising personal growth and intellectual development, and examines how far it is possible to meet the demands of higher education quality controls which are applied with differential emphases.
Assessment of Scientific Literacy of Estonian Gymnasium Students during the Operation of a Competence-Based Science Curriculum
Author: Laius, Anne
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Scientific Literacy,Competency Based Education,Secondary School Students,Secondary School Science,Creativity,Logical Thinking,Science Tests,Longitudinal Studies,Statistical Analysis

Sustainable societies need a workforce with a very creative and flexible nature to be able cope with rapidly changing situations making creative and reasonable decisions. The only suggested way to obtain this is through education that is oriented to competences. The goal of this research is to determine the influence of a new competence-based science curriculum on gymnasium students' scientific creativity skills and socio-scientific reasoning in the context of studying lactose intolerance. In order to investigate the development of these skills at the gymnasium level, a scientific literacy test is administered to 1116 10th grade students (16-17 year old) and 802 12th grade students (17-18 year old), totally 1918 students in. 44 randomly selected schools from different regions of Estonia, both urban and rural, to the scientific literacy test on a new Estonian competence-based curriculum is conducted in the fall of 2011 with the 10th grade students and the test is repeated with the same students in the spring of 2013 before they graduated 12th grade. The data are gathered with an 8-item test assessing students' scientific literacy components including scientific creativity and socio-scientific reasoning. The test situation is initiated by a scenario describing an expected visit of a family (mother and triplets) and their food provision problems, which arise because the mother and one of the boys suffered from lactose intolerance. One of the tasks is designed to measure scientific creativity skills and one task to assess socio-scientific reasoning skills. Responses are scored from 0-3 points per task. The results of the study show that the new competence-based science curriculum has not yet affected significantly the students' learning outcomes in enhancing competences associated with scientific creativity and socio-scientific reasoning skills. Studies during gymnasium level have not supported the students' ability to transfer biological and chemical knowledge into everyday situation effectively.
Effects of Using Dynamic Mathematics Software on Preservice Mathematics Teachers' Spatial Visualization Skills: The Case of Spatial Analytic Geometry
Author: Kösa, Temel
Date: 2016-04-10
Type: Journal Articles
Subjects: Geometry,Computer Software,Technology Uses in Education,Preservice Teachers,Mathematics Teachers,Spatial Ability,Visualization,Predictor Variables,Mathematics Instruction,Geometric Concepts,Experimental Groups,Control Groups,Pretests Posttests,Prior Learning,Quasiexperimental Design,Elementary School Mathematics,Tests,Educational Technology,Foreign Countries

The purpose of this study was to investigate the effects of using dynamic geometry software on preservice mathematics teachers' spatial visualization skills and to determine whether spatial visualization skills can be a predictor of success in learning analytic geometry of space. The study used a quasi-experimental design with a control group. There were 46 students in the experimental group and 48 students in the control group. The Purdue Spatial Visualization Test (PSVT) was applied as both pre-and post-test to measure the students' spatial visualization skills. Furthermore, the Prior Knowledge Test (PKT) was administered at the beginning of the study to measure their prior knowledge, and the Academic Achievement Test (AAT) was used to evaluate their ability in analytic geometry of space. The results of the study showed that using dynamic geometry software was effective for improving students' spatial visualization skills. It was also found that spatial visualization skills are a significant predictor of success in spatial analytic geometry.
Relationship of Teachers' Readiness for Change with Their Participation in Decision Making and School Culture
Author: Inandi, Yusuf
Date: 2016-04-23
Type: Journal Articles
Subjects: School Culture,Participative Decision Making,Readiness,Correlation,Elementary School Teachers,Measures (Individuals),Educational Change,Attitude Change,Teacher Attitudes,Teacher Surveys,Likert Scales,Cognitive Ability,Emotional Experience,Intention,Foreign Countries,Factor Analysis,Regression (Statistics)

The aim of this research is to study the relationship between primary school teachers' level of participation in decision making, school culture and their level of readiness for change. The data in the study were collected from 597 primary school teachers (304 men and 293 women) in central districts of Mersin in 2014 spring semester. Participation in School Management Scale was used to measure teachers' level of participation in decision making, School Culture Scale to measure the dominant school culture and Readiness for Change Scale to measure teachers' level of readiness for change. According to the analysis results, there is a significant relationship between primary school teachers' level of participation in decision making, school culture and their level of readiness for change. It was seen generally that teachers' level of readiness for change is high enough, but their views about school culture and participation in decision making are of medium level.
Musical Performance Anxiety and the Relationship between Learning Styles and the Instrument and Singing Fields
Author: Zahal, Onur
Date: 2016-04-23
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Music,Performance,Anxiety,Cognitive Style,Musical Instruments,Singing,Preservice Teachers,Correlation,Comparative Analysis,Music Teachers,Measures (Individuals),Reliability,Statistical Analysis,Effect Size,Preferences,Experiential Learning,College Students,Scores,Likert Scales

The aim of this study is to determine the relationship between musical performance anxiety, learning styles, and the field of instrument and solo singing music teacher candidates. Musical performance anxiety has been investigated at various musical events, such as performance during exams, singing and playing on stage, or in front of judges for an audition. Many research studies have concluded that in any exam or concert, a high level musical anxiety has a negative effect on the actual performance. While structured learning environments with learning styles have a positive effect on success. Moving from this point, the level of the teacher candidates' anxiety levels and learning styles and the relationships between these variables have been seen as an important condition to be investigated. The study group of research, where the correlation and causal-comparative approach is used, comprises music teacher candidates (n = 99). The data collection tools of the research are Kenny Musical Performance Inventory and Kolb Learning Style Inventory Version-3. The reliability levels of these measurement tools were found to be significantly higher. As a result of normality analysis, it has proven to be appropriate to use parametric statistical techniques. Descriptive statistics are: frequency, arithmetic means, standard deviation, and minimum-maximum values. To determine the relationship between musical performance concerns and learning styles, field of instrument and solo singing one-way variance analysis, and Welch's F, Scheffe tests were used and, for the relationship between learning modes and musical performance anxiety, Pearson's correlation was applied. Learning styles and the field of instrument and solo singing values are presented using crosstabs. To determine the effect sizes; Omega squared ?², Pearson r and r[superscript 2] values were calculated. As a result of the analysis, it was determined that the musical performance anxiety of students was at a medium level. The most preferred learning style was found to be assimilating. It was determined that there is an insignificant relation in negative and weak direction between the points of psychological vulnerability and somatic anxiety and abstract conceptualization learning mode. It was found that the level of physiological vulnerability of those in the solo singing field compared to those in the baglama instrument group was significantly higher. The effect size value was determined to be close to the high level.
Scales and Exercises with Aksak Meters in Flute Education: A Study with Turkish and Italian Students
Author: Sakin, Ajda Senol
Date: 2016-04-23
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Musical Instruments,Performance,Comparative Education,Pretests Posttests,Self Evaluation (Individuals),Statistical Analysis,Nonparametric Statistics,Folk Culture,Student Attitudes,College Students

Musical scale and exercise studies in instrumental education are considered as a fundamental component of music education. During an analysis of methods prepared for instrumental education, it was detected that scale and exercise studies for Aksak meters generally did not exist. This study was conducted to identify the effects of scales and exercises prepared for Aksak meters on performance levels based on opinions from student participants. The &quot;One- Sample Pretest/Posttest&quot; experimental model was used for this research. The sample population used for this study consisted of instrumental (flute) students from Uludag University, Faculty of Education, Music Education Department in Turkey and flute students from &quot;Alfredo Casella&quot; Conservatory in Italy. From the student evaluations, it was found that the scales and exercises prepared for Aksak meters have a positive impact on performance levels.
Segregation, Integration, Inclusion and Effective Provision: A Case Study of Perspectives from Special Educational Needs Children, Parents and Teachers in Bangalore India
Author: Elton-Chalcraft, Sally
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Inclusion,Case Studies,Parent Attitudes,Student Attitudes,Teacher Attitudes,Student Needs,Mainstreaming,Educational Methods,Teacher Competencies,Observation,Semi Structured Interviews,Focus Groups,Questionnaires,Participant Observation,Grounded Theory,Comparative Analysis,Individualized Instruction,Curriculum,Educational Quality

Educating special educational needs (SEN) children in special schools is the norm in India but there is a growing trend towards inclusive practice. Perspectives were sought from children, their parents and teachers in Bangalore, India to investigate perceptions of effective provision for SEN children using an interpretative approach to provide &quot;thick descriptions&quot;. Findings suggest that integration of SEN children in mainstream schools was not the preferred model for both the children and adults in the study. Separate schooling was cited by the majority of respondents as the most appropriate model for reasons of unsuitable pedagogy and curriculum, a lack of individualised attention for children and difficulties of social interaction. The study reveals that teacher dedication, passion and care for the SEN children in their classes is juxtaposed with an acknowledgment of their professional training and development needs. These findings provide teachers and policy makers with an in depth insight from this sample case study into the perspectives of children, their parents and teachers on appropriate SEN provision and the challenges of implementing inclusive practice.
Beginning Special Education Teachers in Israel: Perceived Self-Efficacy
Author: Gavish, Bella
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education Teachers,Beginning Teachers,Self Efficacy,Teacher Role,Teacher Responsibility,Mixed Methods Research,Questionnaires,Teacher Characteristics,Teacher Competencies,Intervention,Likert Scales

The purpose of this study was to examine perceived self-efficacy among beginning special education teachers in Israel related to their educational roles and responsibilities. Ninety-three first-year teachers participated in the study. The research was carried out using the mixed method approach, combining qualitative and quantitative research instruments. The research instrument used was the &quot;Perceptions of Special Education Teachers of their Roles&quot; questionnaire, based on the CEC Initial Level Special Educator Preparation Standards for 2013. The results indicated a high percentage of respondents reporting stronger perceived self-efficacy regarding their ability to deal with crises involving students, understanding and respecting human diversity, and understanding the law and professional ethics and applying them. In contrast, a low percentage of respondents reported stronger perceived self-efficacy regarding their ability to cooperate with faculty members and parents in general, as well as to plan and carry out complex teaching processes in a variety of situations requiring the teacher possess a wide range of innovative knowledge.
Comparative Investigation of Differences between Special and General Education Teachers' Perceptions about Students with Autism in Turkey
Author: Karal, Muhammed A.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Autism,Pervasive Developmental Disorders,Teacher Attitudes,Special Education Teachers,General Education,Special Schools,Attitudes toward Disabilities,Teacher Surveys,Attitude Measures,Statistical Analysis,Comparative Analysis,Likert Scales

Increased rates of students with Autism Spectrum Disorders (ASD) are documented throughout the world. In Turkey, there are currently 100,000 students under the age of 14 with ASD and increasing each year by approximately 5,000 students. As a result of the current population and increased prevalence, special education and general education teachers are providing educational services to increasing numbers of students with ASD. The purpose of this study is to examine teachers' perceptions of students with ASD. The Autism Attitude Scale for Teachers was administered to 117 general education (n = 53) and special education (n = 63) teachers in 19 Education Centers for Children with Autism in Turkey. Results indicate both groups are receptive to students with autism, but special education teachers have more positive perceptions of students with ASD. Implications for teacher certification programs and continued professional development initiatives are presented.
High School Students' Attitudes towards Smart Board Use in Biology Classes
Author: Yapici, I. Ümit
Date: 2016-04-10
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Educational Technology,Biology,Science Instruction,Student Surveys,Technology Uses in Education,Interactive Video,Bulletin Boards,Teaching Methods,Gender Differences,Foreign Countries,Likert Scales

The present study aimed at determining high school students' attitudes towards smart board use in biology classes. The study was carried out using the survey model. The study group was made up of 200 high school students. As the data collection tool, the &quot;Student Attitude Scale for Smart Board Use&quot; developed by Elaziz was used. The reliability coefficient of the scale was 0.78, and it was calculated as 0.87 in the present study. The results of data analyses revealed that the students demonstrated positive attitudes in general. Consequently, it could be stated that smart board use in biology classes allows understanding of subjects more easily and rapidly, avoiding time consumption and increasing students' motivation and interest via visual elements. The students' attitude scores did not differ statistically with respect to the variables of &quot;gender&quot; and &quot;smart board use time.&quot;
An Analysis on the Level of Leisure Satisfaction and the Level of Satisfaction with Life of Young People Who Attend Sport Education Camps in Nature
Author: Ercan, Polat
Date: 2016-04-23
Type: Journal Articles
Subjects: Leisure Time,Athletics,Foreign Countries,Adolescents,Young Adults,Outdoor Education,Surveys,Correlation,Life Satisfaction,Gender Differences,Recreational Activities,Physical Activities,Statistical Analysis,Predictor Variables,Likert Scales

This study analyzes the influence of leisure satisfaction on young people who attended the sport education camp in Bolu city. Target group of the study are students who have participated in the activities called &quot;Nature Camp for Youth&quot; which is held annually by Youth and Sport Ministry. The age range of the target group is between 17 and 24. In these activities, participants are given orienteering, trekking, paintball, kayaking and archery trainings. Sample group consists of 780 volunteer students. Data has been collected via Personal Information Form, Leisure Satisfaction Scale and Satisfaction with Life Scale. According to the results of analysis that gives a significant correlation, it has been determined that Educational, Physiological, Aesthetic, Relaxation, Social and Psychological subdimensions explain satisfaction with life variable at the rate of 21% (R[superscript 2] = 0,207). In women's group, the relative order of importance of explanatory variables on satisfaction with life variable has been found to be psychological, relaxation and aesthetic dimensions according to standardized regression coefficient. In men's group, the relative order of importance of explanatory variables on satisfaction with life variable has been formed as psychological, physiological, social, relaxation and aesthetic dimensions. The dimension of relaxation has had a negative effect on both men and women. The obtained findings have been evaluated by discussing.
Proposing a Continuous Professional Development Model to Support and Enhance Professional Learning of Teachers in Special Schools in South Africa
Author: Kempen, M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Professional Continuing Education,Models,Special Schools,Qualitative Research,Faculty Development,Academic Achievement,Comparative Analysis,Safety Education,Participant Satisfaction,Special Education,Program Proposals,Foreign Countries

A collaborative continuous professional (CPD) model was implemented and evaluated in six special schools in Gauteng, South Africa in order to support teachers in their professional capacity. The study which reports on a two year study aimed to establish the value of the CPD programme on teachers' learning, students' outcomes and whole school change. The focus during the study was to adapt learner activities and teacher support materials for the Learn Not to Burn (LNTB) fire safety programme for students with special needs. A qualitative, multi-phased case study was employed to understand teachers' views of the collaborative continuous professional development programme, which culminated in the development of Dynamic Collaborative Networking model. This study relied on current CPD models in order to develop this model which was suitable for special education. This research serves as an example of where valuable internal and external networks were formed for the benefit of all involved with the study.
Study on Reflection as a Source of Teacher Development: Pre-Service and Experienced Teachers
Author: Yaman, Saziye
Date: 2016-04-10
Type: Journal Articles
Subjects: Preservice Teachers,Experienced Teachers,Elementary School Teachers,Foreign Countries,Teacher Education,Scores,Reflection,Teaching Methods,Teacher Attitudes,Mathematics Teachers,Statistical Analysis,Turkish,Language Teachers,English (Second Language),Second Language Instruction,Science Teachers,Comparative Analysis,Statistical Significance,Measures (Individuals)

This study traces evidence of reflection in teacher education and teaching practice by measuring reflection of preservice teachers and experienced teachers and clarifying reflection-oriented reactions to possible confusions or problematic situations considering whether or not they are reflective practitioners. The data were collected from 514 volunteer preservice teachers and 466 experienced teachers teaching science, math, English, Turkish, and primary classes. Teacher Reflection Scale (TRS) (Kayapinar and Erkus, 2009) was used to collect data. In order to analyze the data and obtain descriptive statistics for the item results, SPSS 16.0 was employed. Statistical analyses gave evidence that preservice primary teachers had a high mean of reflection. Under the light of the results gathered from data, experienced teachers did not attain higher reflection scores when compared to preservice teachers. There is evidence that math teachers' experiences in school settings might lead them to reflect on their practices in time. Experienced teachers of English, science, Turkish, and primary education did not attain higher TRS scores when compared to preservice teachers of the same subject areas. There was no statistically significant and meaningful difference between the rank averages of the mentioned groups' reflection scores. Besides, preservice and experienced primary teachers' reflection scores seem higher than the ones obtained from other subject areas, and there is no significant difference between these two groups. Preservice and experienced math teachers' results demonstrate that the scores of experienced math teachers revealed a statistically significant difference at a meaningful level (p = 0.000).